T1_2x2_Teacher's_Manual - Planning 1
Learning and Development Objectives:
• Develop oral comprehension skills and practise the Present Continuous;
• Build and practise lexical content about the weather;
• Develop reading comprehension skills by doing activities about the Reader's story;
• Expand knowledge and practise structures about the Present Continuous;
• Take part in games to practise vocabulary and structures, reacting to the teacher’s commands and interacting with classmates.
BNCC Skills:
• (EF06LI20) Utilizar o presente contínuo para descrever ações em progresso.
Materials needed:
• Student's Book;
• Workbook;
• Reader: Fast Food around the World;
• Audio tracks:
- T1-P1-U1-SB-PG21_EX01 (https://youtu.be/mPhFFF5WLuQ);
- T1-P1-U1-SB-PG21_EX02 (https://youtu.be/8gh1QiHRjz4);
- T1-P1-U1-SB-PG21_EX04 (https://youtu.be/2TNZxSmQx6I).
CLASS 7
• Refer to the Introduction section of this manual for instructions on how to conduct this moment.
• Refer to the Introduction section of this manual for instructions on how to conduct this moment.
Workbook pages 12 and 13
Exercise 3
a There aren’t
b There is
c There aren’t
d There is
e There are
f There isn’t
Exercise 4
Alternatives a., c., d. and f.
Exercise 5
a in front of
b under
c on
d behind
e next to
f between
g in
Exercise 6
Personal answer.
• Starting up: Ask students where they usually spend their holidays and give them some time to talk about it. Ask them to open their books to page 21 and look at Lucy’s picture. Elicit from students what she might be doing or where she might be. Tell them she’s spending her holidays at the beach and that she is sending her friend Veronica a WhatsApp voice message.
• Exercise 1: Drive students’ attention to exercise and clarify any possible questions. Play the audio once for students to complete the exercise. Ask them to check their answers while they listen to the recording again. Check their answers as a whole group.
LISTENING ACTIVITY SCRIPT
Exercise 1
Hi, Veronica! Guess where I am? Yes, Rio, at the Copa... Copabacana? Copacabana beach! What a fantastic city! It's really hot today, but a bit cloudy. Well, who cares! I'm in Rio de Janeiro!
• Exercise 2: Tell students that Lucy’s friend, Veronica, replied to her voice message. Drive their attention to exercise 2, ask them to read the questions and clarify any possible questions about them. Play the audio once for students to number the sentences. Ask them to check their answers while they listen to the recording again. Check their answers as a whole group.
LISTENING ACTIVITY SCRIPT
Exercise 2
What? Rio? You mean, Rio in Brazil? Wow! Are you having fun? Who are you travelling with? I mean, you're not alone, right? Where are you staying? How are you spending your time? I bet there are lots of things to do in Rio. Come on! Tell me everything!
• Exercise 3: Divide students into pairs using any technique you prefer. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work. In the end, ask some volunteers to report their classmate’s answers.
• Before introducing the new Vocabulary section to students, ask them to look at the weather outside and report it to the class. Write their sentences on the board. Then refer students back to the books and go over the vocabulary section.
• Exercise 4: Drive their attention to the question, ‘What’s the weather like?' and the table with nouns and adjectives. Explain that they must match the words to the pictures. Play the audio once for students to complete the exercise. Ask students to check their answers while they listen to the recording again. Check their answers as a whole group and do some language practise with the new vocabulary.
• Exercise 5: Divide students into pairs once again and ask them to use the questions and answers as suggested in the book.
LISTENING ACTIVITY SCRIPT
Exercise 5
1 It’s sunny.
2 It’s cloudy.
3 It’s foggy.
4 It’s rainy.
5 It’s snowy.
6 It’s windy.
Exercise 1
a No, she isn’t. She’s at the beach/in Rio de Janeiro/ in Copacabana.
b Yes, she does.
c It’s hot and cloudy.
d Yes, she is.
Exercise 2
Who are you travelling with? ( 2 )
How are you spending your time? ( 4 )
Where are you staying? ( 3 )
Are you having fun? ( 1 )
Exercise 4
1 It’s sunny. (e)
2 It’s cloudy. (a)
3 It’s foggy. (b)
4 It’s rainy. (c)
5 It’s snowy. (d)
6 It’s windy. (f)
IMPORTANT
For this reading session, students were supposed to read Chapter 2 from Fast Food around the World before class, as homework.
• Starting up: Play a word guessing game with the following words: crispy tarantulas, ant egg soup, and fried grasshoppers. Play them all at once with the whole group. Work on the meaning of crispy and fried and promote choral repetition.
• Ask students to open their books to Chapter 2. Show them the pictures in the chapter and ask them to retell what they’ve read in their own words.
• Then ask them to go to page 44. They must write four sentences comparing the three dishes presented in the chapter. Give them a few minutes to write. Walk around the classroom and monitor their work. Correct the exercise by asking volunteers to write their sentences on the board.
• Finally, promote choral repetition of those sentences.
5. STUDENT’S BOOK: Grammar, page 23, exercises 6 and 7
• Starting up: Go over the grammar box and the different questions that can be asked in the Present Continuous and the fact that they’re not necessarily being used to describe what is happening right now, but what’s happening around now.
• Exercise 6: Explain the task to students. Set a time limit for them to do the exercise. Walk around the classroom and monitor their work. Correct the exercise as a whole group, clarifying any possible questions students might have.
• Exercise 7: Now, encourage students to imagine they are on holiday. Tell them to complete Speaker B’s sentences with information about them, during this imaginary holiday trip. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work.
• Divide students into pairs and tell them to perform the dialogue. Set a time limit again for students to do the exercise. Walk around the classroom and monitor their
work. In the end, ask one pair of volunteers to perform their dialogue to their classmates.
Exercise 6
a Are you having fun?
b Where is Lucy spending her holidays?
c What kind of music are you listening to?
d Who are they travelling with?
e Are you (watching Netflix ™)?
f How is (Susie) feeling?
• Starting up: Go over the grammar box and the different questions that can be asked in the Present Continuous and the fact that they’re not necessarily being used to describe what is happening right now, but what’s happening around now.
• Exercise 6: Explain the task to students. Set a time limit for them to do the exercise. Walk around the classroom and monitor their work. Correct the exercise as a whole group, clarifying any possible questions students might have.
• Exercise 7: Now, encourage students to imagine they are on holiday. Tell them to complete Speaker B’s sentences with information about them, during this imaginary holiday trip. Set a time limit for students to do the exercise. Walk around the classroom and monitor their work.
• Divide students into pairs and tell them to perform the dialogue. Set a time limit again for students to do the exercise. Walk around the classroom and monitor their
work. In the end, ask one pair of volunteers to perform their dialogue to their classmates.
Exercise 6
a Are you having fun?
b Where is Lucy spending her holidays?
c What kind of music are you listening to?
d Who are they travelling with?
e Are you (watching Netflix ™)?
f How is (Susie) feeling?
• Open the Workbook to page 17 and explain the exercises to students. Tell them that they’re going to do some exercises to practise the content learnt in class. They should refer to the Student’s Book if they have any questions. Clarify any questions they might have about the exercises.
• Choose a game from the T1 Game Bank to be played according to your students’ needs.