Sw8 Lesson Plans Term3

Swoosh · 8.
˚ ano Lesson plans
LESSON PLAN 55
Escola:
Unit
5 Lesson number Class Time 45 minutes Date / /

Summary
· Diagnostic test.
· Vocabulary practice: speaking about travelling and places to visit.
· Listening comprehension of some dialogues.
Assumptions: some students will recognise some of the places they are going to see.
Learning Goals
Vocabulary: travelling, places to visit
Grammar: no specific item
Communication (Language functions): talking about places to visit like monuments and museums,
asking for and giving information
Skills: listening, speaking, reading, writing
Anticipated Problems
Some students might find it difficult to understand some of the vocabulary because not only is it
new
but also about the specific topic of tourism.
Procedures Time MC Resources

Greetings and summary. 5 Projector and computer
Diagnostic test on Unit 5 to check what Ss already know. Correcting the Student’s book p. 131
test and giving the T feedback about the results. 15.13 Board
T asks some questions to check if they know what they have done. T can 5 PowerPoint “Country life
also introduce the unit by doing the Cross Curricular Activity. 12.2 versus City Life” Extra:
Teacher’s File p. 316
Pre-listening Student’s book pp. 132,
Do some vocabulary exercises:
12.3 133
· Link words with pictures.
15 e-Manual (interactive
· Link words with their meanings.
6.2 exercises)
· Match questions with pictures.
· Complete a text. Student’s book pp. 134,
While-listening 135
Do some listening comprehension exercises: 1.1 e-Manual (interactive
· Listen to some dialogues and order them. 1.2 exercises)
15
· Identify the register of each dialogue. 1.3 Audio tracks no. 14, 15,
· Identify where the dialogues take place. 2.1 16, 17 (CD 2)
Order one of the dialogues.
Post-listening Fun Games pp. 27, 28
5
Fun Games pp. 27, 28.
Further practice: Student’s File pp. 19, 57; Teacher’s File pp. 288, 289
Evaluation
· direct observation of students’ performance in classroom activities
· controlled exercises and oral participation
LESSON PLAN 56
Escola:
Unit
Summary
· Speaking skills practice: Spoken interaction – asking for information (prices, schedules).
Assumptions: students are already familiar with the dialogue which they looked at in the previous
lesson.
Learning Goals
Grammar: modal verbs, forming questions
Communication (Language functions): buying tickets for public transportation services, asking
for information about prices and schedules
Skills: listening, speaking, reading (writing)
Some students might find it difficult to speak despite having a guided model to follow. To give these
students more confidence, the T should advise them to write their own dialogue first, practise it and
then role-play it to the class.
Greetings and summary. 5 Board
Projector and computer
Pre-spoken interaction
6.2 Student’s book p. 136
Complete some dialogue. Correction follows.
6.3 Audio track no. 18 (CD 2)
10 Speakers
6.4
6.5 e-Manual (interactive exercises)
While-spoken interaction
7.1 Student’s book p. 137
In pairs, students create a dialogue using the guidelines and the
7.2 Teacher’s File p. 264 (Evaluation
tables given in the book. 20
table)
T asks some students role-play their dialogue to the class. T
8
evaluates some students’ speaking skills.
Student’s File p. 19
Post-spoken interaction NEE: Teacher’s File p. 360
10
Do some vocabulary/dictionary activities in their Student’s File.
Further practice: Student’s File pp. 63, 70 (speaking)
Evaluation
· controlled exercises
· oral participation
LESSON PLAN 57
Escola:
Unit

Summary
· Grammar work: Present Perfect (practice: exercises).
Assumptions: students already know the form and function of the Past Simple and some of the
vocabulary that was introduced in the previous lesson.
Learning Goals
Grammar: Present Perfect
Communication (Language functions): talking about travelling and places to visit
Skills: reading, writing, listening, (speaking)
Some students might find it hard to understand when to use this tense. A lot of practise is needed.

Greetings and summary. 5
Lead-in Projector Computer
T writes some sentences on the board: Board
· Have you ever been to Paris?
· I have never been in China.
· Peter has been in London 3 times. 5
T asks Ss to identify the verb tense…. and try to translate the sentences.
Ss may come to the conclusion that it refers to the past. T asks:
How is this verb tense formed? Can you tell me? So… when do we use it?
PowerPoint “Present
Rules 15.8
Perfect” Student’s book
PowerPoint Presentation with rules and exercises. 15.9
15 pp. 138, 139
Ss open their book on page 138 and check the rules. T provides further
explanations. e-Manual (interactive
Practice exercises)
Some exercises to practise: Audio track no. 19 (CD 2)
· complete sentences (verb).
· fill in the gaps of a song, then listen to check (verb). 20 NEE: Teacher’s File p.
· complete the gaps (verb). 361
· circle the best option (adverbs).
· complete sentence about themselves.
Further practice: Student’s File pp. 48, 49, 52; Fun Games pp. 29, 30, 31; Teacher’s File pp. 308, 309
Evaluation
LESSON PLAN 58
Escola:
Unit

Summary
· Reading comprehension of an article taken from a teen magazine.
· Watching a video “Teen Ink”.
· Writing skills: writing about a monument or museum.
Assumptions: students are familiar with most of the vocabulary as they have studied it previously.
Learning Goals
Grammar: Present Perfect, Past Simple
Skills: speaking, listening, reading, writing
This lesson is rather challenging because it involves reading a text, watching a video and then
writing.
It may be necessary to use the e-Manual so that correcting the exercises is quicker.

Greetings and summary. 5 Projector Computer Board
Pre-reading
Project the PowerPoint “TeenInk” and explore it. Before opening
PowerPoint “TeenInk” Audio track
the book T says: 12.2 no. 20 (CD 2) Student’s book p.
· Have you ever been abroad? Would you like to visit other 10 12.3 140
countries? 3.3
· We’re going to listen to a text so that you can tell me what is it
Student’s book p. 141
about (main idea).
e-Manual (interactive exercises)
While-reading
Ss read the text (page 140) and do exercises D, E, F and G:
· Skim to find the main ideas of the text (paragraphs). 4.1
· Scan for specific information: meaning of words. 15 4.3
· Use the dictionary: look up a word in the text. 9.4
· Scan for specific information: identify the meaning of an Student’s book p. 142
expression in context. Audio track no. 21 (CD 2)
e-Manual (interactive exercises)
Post-reading Video “Earth Hour 2013”
CRITICAL THINKING: giving a personal opinion.
1.1
Listen to a video and identify the main idea of the video. Student’s book p. 143
1.2
Order information and then watch the video to check the answers. 15
1.3 NEE: Teacher’s File p. 362
Circle the best option according to the video.
11.2
Read some texts about monuments and try to identify them.
Write a short description of a monument or museum.
Evaluation
LESSON PLAN 59
Escola:
Unit

Summary
· Listening comprehension of the song “Good Life” by One Republic.
· Discovering: phrasal verb take.
Assumptions: students are familiar with some of the vocabulary and enjoy listening to songs.
Learning Goals
Vocabulary: travelling
Grammar: phrasal verb take
Some students might find it difficult to memorise all the meanings of the phrasal verb take.
More practice may be necessary.

PowerPoint “OneRepublic”
Pre-listening
PowerPoint “OneRepublic”. 10
While-listening
Listen to the song and underline the mistakes and then correct 1.1
5 Audio track no. 22 (CD 2)
them. 1.3
Listen to confirm answers. Speakers
Student’s book p. 144 e-
Post-listening 5 15 Manual (interactive exercises)
Complete the Venn Diagram.
DISCOVERING Student’s book p. 145 e-
Underline the phrasal verbs in the sentences taken from the song. Manual (interactive exercises)
Match the phrasal verbs with their meanings. 10 4.3 Student’s File p. 20
Complete sentences.
Exercises on Student’s File p. 20. 10 15.12

Further practice: Teacher’s File p. 311
Evaluation
LESSON PLAN 60
Escola:
Unit
Summary
· Grammar work: the Present Perfect and the Past Simple (practice: exercises).
Assumptions: students have already learnt the form and function of each of these tenses.
Learning Goals
Vocabulary: travelling
Grammar: the Present Perfect and the Past Simple
Communication (Language functions): talking about past events related to travelling
Some students might find it difficult to understand the difference between the Present Perfect
and the Past Simple. More practice may be necessary.

Lead-in Projector Computer
T writes on the board: Board
I’ve lived in New York for 2 years. I went to New York 2 years ago.
10 15.10
Ask the students to identify the verbs. Ask them to try to explain the
difference in the meaning.
PowerPoint “Present
Perfect and Past Simple”
Rules Student’s book p.146
PowerPoint “Present Perfect and Past Simple”. 5
Study page 146 – T provides further explanations if necessary. Student’s book p.147
Practice Audio track no. 23 (CD 2)
Do some exercises: e-Manual (interactive
· Choose the correct option. exercises)
25 NEE: Teacher’s File p.
· Complete sentences.
· Complete a song then listen to check. 363
Further practice: Student’s File pp. 50, 51; Fun Games p. 32; Teacher’s File p. 310
Evaluation
LESSON PLAN 61
Escola:
Unit
Summary
· Reading comprehension of an informal letter.
· Watching a video about Couch Surfing.
Assumptions: students are already familiar with most of the vocabulary they studied in previous
lessons.
Learning Goals
Some students might find it difficult to understand the whole text. T should encourage Ss to use
the dictionary they have in their Student’s File.

Pre-reading Board
10 3.1 PowerPoint “Travelling”
Explore the PowerPoint “Travelling”.
While-reading Audio track no. 24 (CD 2)
Ss read (listen to) the text (page 148) and do exercises B, C, D and E: Speakers
· Complete the text (letter). Student’s book pp. 148,
· Skim the text for general information. 15 12.3 149
· Scan for specific information: fill in the gaps with words or expressions e-Manual (interactive
according to the text. exercises)
· Scan for specific information: choose correct meaning. NEE: Teacher’s File p. 365
Post-reading
CRITICAL THINKING: giving personal opinion. VIDEO Student’s book pp. 150,
Listen to a video (more than once): 151
· identify the speakers and the main idea in the video. Audio track no. 25 (CD 2)
· order the topics mentioned. 1.1 e-Manual (interactive
· circle the correct option. 15 1.2 exercises)
Watch the video to check answers. Choose the correct option. 1.3
Watch the video to check answers.
Complete a text, then watch again to check answers.
Video: “What is Couch
Surfing”
Evaluation
124
LESSON PLAN 62
Escola:
Unit
Summary
· Practising writing skills: an informal letter.
Assumptions: students are familiar with some of the vocabulary they studied previously.
Learning Goals
Vocabulary: travelling, places to visit, monuments
Communication (Language functions): describing where one lives and interesting places to visit
Students might find it difficult to come up with ideas for the text. It may be necessary to do this in a
whole class format, before starting to write.

Lead-in
T says: “Remember the text we looked at in the last lesson? What kind of 5
text was it? An informal letter… How do we write a letter?”
Student’s book pp. 152,
Explanation 153
Look at the table provided on page 152. Then read the example of a 10
letter on page 153.
Student’s book p. 153
Practice
Write an informal letter, answering the letter in the book. http://www.glosgter.com
10.1
M-Learning: Record an audio tour of one’s city (http://www.glosgter.com). 25 NEE: Teacher’s File p. 364
10.2
Evaluation
LESSON PLAN 63
Escola:
Unit
Summary
· Culture: Scotland.
· Reading comprehension of a text about Glasgow.
· Preparing for a Spoken Production Presentation.
Assumptions: students are familiar with the vocabulary of the unit.
Learning Goals

Communication (Language functions): talking about travelling and interesting places to visit
Skills: listening, speaking, reading, writing
Some students may find it difficult to understand the text at first. It may be necessary to explain
some vocabulary.

Board
Pre-reading 12.2
10 PowerPoint “UK accents”
Project the PowerPoint “UK accents” and explore it. 12.3
While-reading
Ss read the text (page 154) and do exercises A, B and C (page 155): Student’s book pp. 154,
15 3.2 155
· Match in order to create sentences.
· Answer questions about the text. Audio track no. 26 (CD 2)
e-Manual (interactive
Post-reading exercises)
Watch the video “Scottish Accent Voice Recognition” and answer the
questions.
Spoken Production 15 9.1
Video “Scottish Accent
Explain what needs to be done to the students. Show them where they Voice Recognition”
can consult an example of a presentation – Student’s File p. 77. Student’s File p. 77
Further practice: Homework – Student’s book pp. 156, 157 (revision) + Student’s File pp. 106-111 (prepare for the
test)
Evaluation
Swoosh · 8.˚ ano Lesson plans
LESSON PLAN 64
Escola:
Unit
Summary
· Revision for the test — Student’s File: Prepare for the test.
Assumptions: students are familiar with the vocabulary and grammar of the unit. This lesson is the
ideal moment to check who has doubts about what has been learnt before the students do the test.
Learning Goals
Grammar: Present Perfect; adverbs for, since, just, already, never, yet; Present Perfect vs Past
Simple; phrasal verb take
Skills: reading, writing, listening
Some students might find it difficult to do the whole test in class. Therefore, the following exercises
should be done at home (English in Use, Reading Comprehension, Writing).

Listening 1.1 Projector Computer Board
Students do the listening test in class and check if they are able to 1.2 Student’s File p. 106
complete this task successfully. 1.3 Audio tracks no. 19, 20 (CD 3)
There are two different kinds of listening exercises.
Student’s File p. 107
Use of English 12.2
This part of the test should have been done at home so it only 12.3
needs to be corrected. 10 15.8
Grammar and vocabulary are tested. 15.9 Student’s File p. 109
15.10
Reading comprehension
This part of the test should have been done at home so it can be 3.2
10
corrected immediately. 3.3
There are two different kinds of texts: notices and an article. Student’s File pp. 110, 111
Writing
This is what Ss find the most difficult. Students should be
10.1
encouraged to write in class so that it’s easier for the T to help the
20 10.2
students who have more difficulties.
11.2
There are three different kinds of writing exercises: a rephrasing
exercise, a text about a monument and an informal letter.
Evaluation
LESSON PLAN 65
Escola:
Unit
5 Lesson number Class Time 45+45 minutes Date / /

Summary
45 minutes: 45 minutes:
· Listening test. · Writing skills test.
· Reading comprehension / Grammar test. · Speaking test.
Assumptions: students should have studied at home and be prepared for the test.
Learning Goals
Grammar: Present Perfect; adverbs (since, just…); Past Simple versus Present Perfect
Skills: listening, reading, writing, speaking

Listening test Audio-recorder
There are two different kinds of listening exercises. 1.1 (computer + speakers)
15 1.2 Audio tracks no. 37, 38 (CD 3) Test
1.3 A: Teacher’s File p. 239
Test B: Teacher’s File p. 244
Reading comprehension 12.2
Text about Paris. 12.3
10 15.8 Test A: Teacher’s File pp. 240-241
15.9 Test B: Teacher’s File pp. 245-246
15.10
Grammar
3.2
Present Perfect; adverbs (since, just…); Past Simple versus 20 Test A: Teacher’s File p. 242
3.3
Present Perfect. Test B: Teacher’s File p. 247

Writing skills test
There are two different kinds of writing exercises: a text about 11.2 Test A: Teacher’s File p. 243
35
a monument and an informal letter. 11 Test B: Teacher’s File p. 247
Speaking test 9.1
Some students (2) can do an oral presentation Spoken 9.4
Production of Unit 5). 6.2
6.3
Or Some students can do a speaking test in pairs. 10 6.5 Teacher’s File pp. 260, 261
7.1
7.2
8.1
8.2
Teacher’s File pp. 253-261
Key for Schools test – Unit 5
Audio tracks no. 39, 40 (CD 3)
· Test for a NEE Student – Teacher’s File pp. 248, 249
CEI:
· Evaluation grid – Teacher’s File p. 270
LESSON PLAN 66
Escola:
Unit
Summary
· Oral Presentations – Unit 5 (Spoken Production).
Assumptions: students should have practised at home and be prepared for the presentation.
Learning Goals
Vocabulary: travelling, places to visit, going on holidays
Communication (Language functions): talking about travelling, places to visit, going on holidays
Skills: listening, speaking

Projector
Students prepare their presentations (get PENS or POSTERS
5 Computer
ready).
Board
Oral Presentations
A student goes to the front of the class and does his/her 5-6 minutes 9.1
10
presentation about a topic in the book page 155.
6.2
Five students present their work. 25
6.4
Evaluation
· direct observation of students’ performance while they present their presentation.
· completion of an evaluation table (Teacher’s File p. 265).
1. ORAL SKILLS
· Language Level A2 Basic User (varied vocabulary and grammar)
· Pronunciation
· Fluency
· Accuracy
2. COMMUNICATION skills (gestures, eye contact, interaction)
3. PREPARATION (content, organisation/coherence, time-limit)

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Swoosh · 8.

˚ ano Lesson plans

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Further practice: Student’s File pp. 63, 70 (speaking)

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

Exercises on Student’s File p. 20. 10 15.12

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Vocabulary: travelling, places to visit

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

5 Lesson number Class Time 45+45 minutes Date / /

Procedures Time MC Resources

Procedures Time MC Resources

5 Lesson number Class Time 45 minutes Date / /

Procedures Time MC Resources

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