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Materials:
POSTCARDS STUDENT’S BOOK;
POSTCARDS TEACHER’S GUIDE;
CLASSROOM AUXILIARIES CD;
Anticipated problem:
Difficulty with the use of the possessive Pronouns
Time Teacher activities Students’ activities Performance indicators
5 minutes To do fast introduction yourself to the Look and listen to the teacher. Cam answer the questions
class. Write on the board the keys with the reading
10minutes Use the sentences to tell students some Have students say these sentence Com described themselves
personal things about you e.g. after you or in groups using objectives
Hi/ Hello/ y like / y don´t like
15minutes Ask each students to stand and introduce Have ss. Tell you at listen one thing they
Him / herself to you like or dislike
5minutes Point to ale´s introduction and read Encourage students to guess the meaning
of new words as they read
5minutes Play the audio sometimes Listen and understanding the
reading
Assessment: cheer students will be selected for to describe themselves.
Materials:
STUDENT’S BOOK
TEACHER’S GUIDE
CLASSROOM AUXILIARIES;
Anticipated problems:
Difficulty in to understand some new words s.g. nick name bookworm, outgoing, click
Time Teacher activities Students’ activities Performance indicators
5 minutes Tell students that point and read the Read and understanding the items .work Can understanding the
directions and comprehension items individually reading
10 minutes Play the audio twice and circle the correct Listen and circle the correct answer Can Describe the characters
answer Of people
10 minutes Play they audio again Listen and check the characters
10minutes Ask different questions using new words Answer the meaning of the new words
Anticipated problems:
Difficulty in the pronunciation of some words s.g. easygoing, quiet, upset, enjoyable
Time Teacher activities Students’ activities Performance indicators
5 minutes Read the directions, ask the class which Answer the meaning about new words Use correctly the
words are new to them adjectives .
10 minutes Call in front of the class and write on the Have students work in pairs to complete Described a person rapidly
board and example the exercise then check Described some different
Read the second word and its definition pictures
10 minutes Model the activity with a strong student Take turns s.g.
Talk about yourself using the adjectives I´m quiet .I´m kind
What about you?
10 minutes Working groups .ask the class to guess who Described using the adjectives take turns
This student is
5 minutes Explain the opposites to the adjectives Play attention and use the dictionary if you
need to
Assessment: In groups talking about
Additional possibilities:
Increase some pictures by to describe
Homework/Further work
Complete work book exercise 1-3
Unit : 2 do you have any pizza 1. Vocabulary .- foods for various meals
Objectives:
The following are and additional learning goals in this unit
To learn words that are offend used together
Materials:
POSTCARDS Student’s book; Teacher’s guide; Classroom auxiliaries;
Anticipated problems:
Difficulty in the pronunciation some words s.g. maple syrup, sausages shrimp, pie ,vegetables
Time Teacher activities Students’ activities Performance indicators
5 minutes Ask students, what do you usually eat for Students answer the questions using use
breakfast foods and write on the board use correctly the
10 minutes Point to the vocabulary section Listen and repeat the vocabulary vocabulary in break fast ,
Read along as you listen to the words sometimes lunch dinner
Play de audio
10minutes Read the instructions an example aloud Tell students use these with food names describe a heal they
Write on the board this –these in plural an this in singular pyramided
10 minutes Demonstrate pointing to an identifying Give some example in singular an plural they cam increase more
several food items words about foods
Assign pairs and monitor
5 minutes Look at the list and circle the food items Students word in their books
They have for breakfast ,lunch ,dinner and Work in pairs
snacks
Assessment:
Play a memory game .- Look at the words and pictures for one minute
Clase the books What foods and a brinks can you remember
Additional possibilities:
Increase some word according the foods
Homework/Further work
Have students complete workbook exercises 1-7
Materials:
POSTCARDS Student’s book;
POSTCARDS Teacher’s guide;
Classroom auxiliaries;
Anticipated problems:
Difficulty in difference count nouns .s.g. cheese , juice , butler, bread
Time Teacher activities Students’ activities Performance indicators
5 minutes Play de audio .- Listen to the report then write Circle the wrong information in the false Difference bet ween count and
true or false sentences noncount nouns
10minutes Word in groups talk about your eating habits Call on several students to share
Useful language information about their eating habits Recognize some examples
Talk about your eating habits
10minutes Explain about count and noncount nouns to Read and repeat on the board them have
give some example write on the board ss. Work individually
10 minutes Read through the grammar chart quickly Work individually in your books circle the
correct answer
5 minutes Use the board to teach or elicit other important Students give some examples
information about count and noncount nouns
Assessment: everybody recognize the count and noncount nouns
Additional possibilities: Add some examples about it
Homework/Further work: Write twenty count and twenty noun count nouns
5 minutes Read the directions about Work in pairs compare their sentences
Check orally
Assessment: Answer these questions using count and non-count nouns
Additional possibilities:
add some sentences Explain the use of the verb have - has
Homework/
Furtherwork have student complete workbook exercises 8-11
And grammar Builder Exercises 1-5
To extend work whit the dialogue select key Write some examples on the board
vocabulary, structures and the use there is- Cheek the answers
there are
Practice the dialogue in groups Read the dialogue aloud changing roles
Select one groups to perform for the class after each reading
Assessment: choose 2 groups for read the dialogue
Additional possibilities:
Play the audio sometimes, explain new words
Homework/Further work write some examples about healthy food and junk food
10minutes Read the conversation aloud and elicited Read sometimes the conversation check
answer for each black on the board
5minutes To extend activity, pair students and elicit Maintain eye contact say the lines with
have them practice the conservation expressions and switch roles
Assessment: calling on a pair to present their role play to the class
Anticipated problem
Time Teacher activities Students’ activities Performance indicators
5 minutes Ask students to tell you some of the Answer these questions about leisure Cam listen and understand
leisure activities they enjoy. Write these activities the dialogue
on the board Cam practice the dialogue
10minutes Have students open their books. Tell Open their books and read the dialogue incide and outside the class
them that they will learn hour to quickly
discourse leisure activities in this unit
10minutes Have students look at the picture, ask Look at the picture and answer the
questions to create a framework for the questions
dialogue
10minutes Have students cover and listen dialogue Listen the dialogue
5minutes Listen and understanding the dialogue Listen and understanding the dialogue
Assessment: choose three pairs of students to read the dialogue