B1+Aulas+13+e+14+-+Unit+4

__Lesson Plan (B1) – Aulas 13 e 14 Turmas de Sábado – Dia 29/09/2012 __


 * ** Material necessário ** ||
 * Handout Functional Activity - Hotel Check-in ||
 * Portfolio (Spider Web + Food I like) ||
 * Slides de Clothes (P&B e Colorido) ||
 * Slides Whose clothes are these ||
 * Handout Whose ||
 * Handout 4.1 ||
 * Slide das pages 23 e 25 ||
 * Written quiz corrigido ||
 * Strips do dialogue da page 25 ||
 * Slide de Pres Cont. - drink eat go read ||
 * Handout Exercises Pres Cont ||
 * Song Sheet - It's raining men ||
 * Song File - It's raining men ||
 * Slide de kids com gloves p/ cued question ||


 * **Legenda: ** ||
 * Write on the board ||
 * Make body language ||
 * Say it aloud ||
 * Code-Switch ||
 * Notes for the Teacher ||

**Parte 1 - Functional Activity - Hotel Check-in** 10 min. Good morning, class. How are you? OK, now we are going to watch your presentation, the presentation of the dialogue of the hotel check-in, remember the dialogue between Sarah and Jaime. OK, the first pair can start – pode começar – the first pair can start. … OK, class, I observed many people using (se necessário, corrigir algum problema que muitos tiveram na apresentação).
 * Primeira Aula **

**Parte 2A - Portfolio** 5 min. Now class, hand in – entregue – hand in your portfolio sheet – who am I, Ok!? Class, now I’m going to tell you – contar – I’m going to tell you the next activity for the portfolio, OK?! No PPT presentation da Spider Web - Here, you see food, right?! Let’s broad the category. Tell me class, me conta, tell me a type of food. Yes, meat is a type of food. What else? Yes, begetables, fruit and drinks are types of food. Now, let’s broad vegetables. Carrots are a type of vegetables, right? Pernalonga likes carrots. Tomato, beetroot, cucumber, and lettuce are types of vegetables. OK, class, meat is different kind of food, a different type of food ( kind of = type of ), do you remember a type of meat? Yes, chicken, red meat, fish… So, you have to make – tem que fazer – you have to make a spider web. Remember Spider-Man, so spider is ….aranha. Yes, and web is what a spider makes pra pegar a food dela, yes, teia, rede, web. So, you have to do a spider web with foods. You have to broad the categories, OK?! You can –podem – you can write the name of the food in English and glue a picture. You can use this sheet (mostrar a worksheet para a spider web). Use a dictionary, for example, [|www.dictionary.com], and check –verificar – check the spelling, how to spell a word – uma palavra – how to speel a word, on dictionary.com you can check the spelling and the pronunciation of a word. I am going to put on Edmodo some – 4, 5, 6, - some pictures you can –podem – you can use in your portfolio, OK? This is Homework, OK?! Now, class, please, pick up the portfolio sheet about drinking and eating habits. Here, you have – tem que – you have to complete with food you like, food you love and food you hate, OK?! For example, I love chocolate and I love pizza. I like bananas, I eat fish and I like fish, but I don’t love fish, OK?! And hate is the opposite of love, OK?! Hate X Love I hate jiló. Then, you have to answer these questions. What do you think about your eating habits? Are they healthy – saudáveis – healthy, sort of healthy, or unhealthy. What do you eat? How often? Twice a week? Three times a week/ once a day? never What do you eat, X? Do you eat chicken? Oh, yes, X eats chicken. so, you write: I eat chicken. And how often, how many days a week – por semana – how many days a week do you eat chicken? Once (1x) a week, twice (2x) a week, three times (3x) a week, four times (4x) a week, every day, or never ? Example: I eat chicken three times a week. Embaixo de three times, escreva: twice, once. What about your drinking habits? Do you have healthy drinking habits? Why? Why not? What do you drink? Do you drink soda every day? Oh, I drink soda once a week. I have healthy drinking habits. If the question is why, remember the answer? Yes, because. I have healthy drinkning habits because I drink soda once a week, I have healthy drinking habits because I don’t drink soda every day. Is it clear, class? What should you eat more/less? Why? What should you – o que você deveria – what should you eat more +, less - ? Why? I should eat more candies because I’m very thin. I should eat more salad because it’s healthy. This is also Homework, OK?! For next class, October 05th 2012 à Portfolio – Spider Web and Eating and Drinking Habits.

**Parte 2B - Pages 19 and 20 (só Athalo)** 12 min. OK, class, now, please, open your books to Page 19. Situar o aluno: OK, class, now let’s review the numbers and ages, remember age – idade. To identify age – pra identificar age – to identify age, what is the question? The question is: How old are you? How old is he? How old is she? How old are they? In Portuguese, a gente fala com o verbo tem. In English, isso não existe. I am, he is , she is _. Não se fala I have -years old, OK.

So class, I am going to play the audio, you listen and repeat after the audio. OK, class, sabem o que vão fazer? Listen and repeat after the audio. Play the audio (CD 1 – TRACK 31) Open the book to Page 18. X, how old is Thalia? I think he/she is __years old.__ __In your opinion, how old is Charlize Theron?__ __T: X, ask Y how old Hideo Nomo is?__ __T: Y, how old is Hideo Nomo?__ __S: I think he is__ _. E assim por diante.

Now, class, open the books to page 20.\ OK, class, now let’s study a Grammar point. And the Grammar Point is Wh-words. Wh-word são palavras que começam com Wh, ou com H, for example. Where, what. X, where are you from? Y, where do you live? Eu posso morar num lugar, mas posso ser de outro. Se eu quero saber de onde você é, eu pergunto: Where are you from? E se eu quiser saber de onde são seus parents – your mother and your father – your parents? We ask: Where are they from? De onde são seus siblings – Yes, your brother and sister – your siblings. Where are they from? Se eu quero saber onde você mora, eu pergunto: Where do you live?

How are you today? How are you? Are you happy, are you sad ? Are you pissedoff ? So, how are you today? Aqui eu quero saber de um estado, condição, então eu uso o verbo to be. How are you today? How do you go to school? How do you to work? Aqui eu quero saber uma ação, How do you GO to school? How do you GO to work? Do you to work by bike, by car, by train? How do you go to work? Who is that? Remember, quando a gente look at a photo, we ask: Who is that? Ou então, quando a gente não enxerga muito bem, vê só uma pessoa meio embaçada, longe, aí we ask Who is that, lá do outro lado da rua? E se for mais de uma pessoa? Who are they? Yes, Who are they? How old is he? To find out someone’s age – pra descobrir – find out – pra descobrir a idade – we ask: How old is he? how old is she? What is he like? Remember, to find out permanent characteristics. Yes, What is he like? He is nice, he is intelligent. What is she like? She is great, she is funny… What is Rio like? Rio is beautiful, it is hot, it is dangerous ... dangerous, um lugar que é dangerous tem muito assalto, roubo, assassinato, Rio is dangerous, right?! Any question, class?

(5 min.) Observe activity A.

So class, look at these pictures, (photos). Each picture – cada picture – each picture is related to a different conversation, OK?!. So let’s do it the exercise.

1 (Fazer junto). 2. (Dar uns segundos pra fazer e corrigir right away, daqui pra frente) **Parte 2C - Semantic Map - Daily Routine + Time (só Athalo)** 15 min. Introduzir horas 8:45 forty five ou fifteen to/ a quarter to and o’clock

Look at this clock. What time do you …? Escrever 15 = a quarter / 30 = a half / 45 = a quarter to From 0 to 30 we use xxx minutes **PAST ** the hour. For ex. 3:15 – 15 or a quarter past 3 From 30 to 60, we use xxx minutes **TO **the next hour. For ex. 3:40 – 20 to four ….. 3:45 fifteen or a quarter to four.

Coloque horários no quadro I get up early/late, at 6:00 I take a shower in the morning, at 6:15 I have breakfast at 6:30 I go to work / school at 6:45 I have lunch at …

For example, if I get up at 5 o’clock, I get up early. If I get up at 10 o’clock, I get up late. What about you, X? Do you get up early? Really, what time do you get up? I don’t take a shower in the morning. Tem gente que gosta né, ainda fica cantando no shower. Y, dou you take a shower in the morning? Se não: Do you take a shower at night? OK, so, you don’t take a shower, igual os franceses, Y doesnt’take a shower. Se sim: Uhm ,very good, vai ver o boyfriend at school, né, tem que take a shower in the morning. T, ask R what time he takes shower.

Uhm, have breakfast. In MG, we eat bread for breakfast, e num pode faltar um coffee, né, Às vezes, um cake de fubá. Alguns nutricionistas dizem que a refeição mais importante, tem que have a breakfast reforçado pra estar on a diet boa. What do you eat for breakfast, I? Do you eat miojo for breakfast? W, ask L what time he has breakfast.

After having breakfast, we go to work, Yes, or we go to school. How do you do to work? Do you go to work by bike? by bus? by car? How do you go to work, P? Now, U, ask Y how he goes to work.

And, have lunch , uhm depois de have lunch dá uma lombeira né, todo mundo quer tirar uma pestana. I have lunch at bandejão in UFMG. What about you T, where do you have lunch? DO you have lunch at a restaurant? at home? at work? Where do you have lunch? E, ask Y what he eats for lunch?

Não precisa ficar desesperado, isso ainda será trabalhado mais vezes no semestre. Isso não tem que agarrar em vocês.

**Parte 3 - Apresentar Roupas com slides** 8 min. Apresentar as roupas com slides em cinza e colorido, pra introduzir colors. OK, class, now let's learn - aprender - let's learn the name of some clothes, yes, T-shirt, jeans, pajamas, some clothes and colors, OK?! Ao passar os slides vá perguntando: What's is in that picture? Yes, it's a belt. (próximo slide) And what is this? A brown belt. And what is that? It's a blouse. And now? It's a purple blouse. X, do you wear blouses? We use wear for clothes, OK, class?! We use objects, but we wear clothes. For example, I use my computer to study, I like to wear jeans. Com vestuário, wear, com objects/epncil for example use.

X, do you wear blouses? Se sim: OK, X wears blouse. Y, ask X where she wears blouses. Se não: OK, X doesn't wear blouses. So, Y ask X why she doesn't wear blouses.

This is a boot. T, do you have -tem - do you have boot? Now, all the women, do you have boots? Let's see, how many people has boots here. OK, (7) women has boots. Now all the men, do you have boots? Yes or no? Let's see how many men has boots. No man has boots. ........ A medida que os slides aparecerem ou depois dos slides, vá perguntando: S, do you wear mini-skirts. Z, ask G if she has purple shoes. X,ask J if he has a pair of black jeans. H, ask F if he wears suit. Se não: So, M ask F what he wears. M, ask P if he has a pair of gloves. Y, ask U if if she has a coat.

À medida que os Ss forem respondendo, escreva no quadro o nome do aluno, o nome da roupa e se sim ou se não. X suit no X jeans yes Y gloves yes Y coat no

Depois pergunte : C, who has gloves. W, ask R if X has jeans. (E assim por diante).

**Parte 4A - Apresentação de Whose** 5 min. Com slides do PPT - Whose clothes are these? OK, class, now let's study a grammar point. This grammar point is whose. Apresente o PPT e siga as perguntas...

OK, class, quando eu quero perguntar então a quem pertence algo, I ask: whose + noun (dress, skirt, book) + is/are + this/that/these/those? And the answer is: This/that/these/those + is/are + Person's + noun.

Any question, class? Agora vocês estão começando a aprender isso, OK?! Não precisa desesperar, só saber que existe e começar a prestar atenção quando aparecer.

**Parte 4B - Handout Whose** 6 min. Carlos **Parte 5 - It's a disaster com listening** 6 min. We're going to have a listening activity. Pick up handout 4.1. Page 6. I 'm going to play the audio to mark the squares. Ok square class? This is a square (desenhar square no quadro) and this is a triangle (desenhar triangle no quadro). I 'm going to play the audio two times. So mark a square every time mark a square every time you hear "mine". Remember mine? X, I don't want I don't want your money. I want mine. Mine my money. We use mine to avoid we use mine to avoid repetition. Is it clear class? Is it clear? Play the audio. Ok class, how many 1, 2, 3, 4 how many squares? Play the audio parando toda vez que tiver "mine" para corrigir. Now class mark a square every time you hear the expression "our clothes". Ok class, how many 1, 2, 3, 4 how many squares? Play the audio parando toda vez que tiver "our clothes" para corrigir. Now class mark the sentences you hear. Some sentences you're not going to hear. Mark only mark only the sentences you hear. Play the audio parando sentence by sentence para corrigir. Now class number the sentences in accordance to the order you hear. Play one time e depois play parando after each sentence para corrigir.

**Parte 6 - Desenvolvimento do dialogue - It's a disaster** 12 min. Carlos Books closed. Look at this picture (projetar o slide da picture da pg. 23). This is Pat and this is Julie. They are doing the laundry. Do the laundry is an action. In Brazil, people do the laundry at home (mostrar slides de do the laundry no Brasil e nos EUA). X, do you do the laundry? In USA 1 dollar to wash, 1 dollar to dry.

OK class. Open your books to page 23. Please read the dialogue silently and underline the words you don’t know. Any question? Explicar as dúvidas. Chorus repetition sentence by sentence. Cada aluno lê uma linha. Play the audio. Look up and say it. Cued questions: Pat and Julie do the laundry on Saturdays. (slide) Chorus repetition and individual repetition. Board: do the laundry trabalhar Pat and Julie/ do the laundry/ on Saturdays Pierre who/ what do drink beer/ on Sundays when Their clothes (as clothes delas) are dry. (cued question com their com his/ their clothes the cat/ dry com wet) usar slide do homem pendurando roupa no varal. His clothes are not dry. Are his clothes dry? No. So whose Fulano’s Siclano’s whose clothes are dry? Their clothes. Their clothes are not wet. How are their clothes? Set up the scenario Leitura e explicação Teacher lê e os Ss repetem Toca o audio (CD 1 - TRACK _) Aluno lê individualmente em voz alta Look up and say it Cued Question Explicar wet and dry com slides ou molhando um papel.

**Parte 7 - Grammar Focus - Possessive Adjective + Possessive Pronoun** 8 min. Let's study a grammar point. The grammar point is possessive adectives. Subject pronoun/ possessive adjective/ possessive pronoun. Pronoun é aquilo que fica no lugar do nome. I don't want your money, I want mine. I have my book and you have your book. Pra não ficar repetindo your book, yours. I have my book and you have yours. Neymar can spend Neymar can spend the money on whatever cars, houses, clothes Neymar can spend the money on whatever he wants because the money is his. I have a laptop, my brother doesn't need to use my laptop because he has his. The whole world has eyes on Amazon but no way! The Amazon is ours. To avoid repetition, I don't have a car, my parents have a car, I use theirs. Open your books to page 24. Look at section 5A. Possessive adjective vem antes do substantivo. Possessive pronoun substitui o substantivo. Repeat the possessive adjectives my, your, his, her, our, their. Repeat the possessive pronouns mine, yours, his, hers, ours, theirs. Complete the conversations with the correct word in parentheses. 2 minutes ok? 2 minutes to complete. Corrigir lendo a frase e deixando que os alunos leiam as respostas.

**Parte 8 - Page 24 - Listening** 3 min. / 90 min. Ok class now let's do a listening exercise. Open your books to page 24. Look at number 6 listening my t-shirt is yellow. Listen to these people describe their clothes. Number the pictures from 1 to 4. Number the pictures in accordance to the order you hear. Ok class? Is it clear ? Is it clear? Play the audio. Ok class? Done ? Easy or difficult? Let's correct. Corrigir parando depois da fala de cada pessoa

**Segunda Aula** **Parte 1 - Feedback do Written Quiz** 6 min. Class agora eu vou entregar pra vocês o Written Quiz. Esse Written Quiz mostra que vocês tem que se dedicar mais ao inglês principalmente extra-classe. Faltar às aulas só quando for necessário. Esse Written Quiz foi a primeira atividade avaliativa, então ainda faltam 95 pontos para serem distribuídos. Ou seja, dá pra todo mundo rever a postura e se dedicar mais. Let's correct the Written Quiz. Corrigir as questões sem dar as respostas, perguntando aos alunos "class, what is the correct answer?"

**Parte 2 - Exercício 1 e 2 do HANDOUT, Numbers + Time 4.1** 10 min. Carlos **Parte 3 - Introduzir Weather and Seasons** 8 min. Ok class, now let’s learn ok learn? I teach english, learn is the opposite of teach. You learn english. Let’s learn vocabulary about weather. In the calendar, we have we have 4 seasons. (projetar slides das seasons e chorus repetition) Summer Spring Winter Fall/ autumn Slide do mapa mundi. Ok class, look at the map. The seasons in north are the opposite of the seasons in South. Summer in north, winter in South. Autumn in South, Spring in North. What’s your favorite season? Perguntar para 3 alunos. My favorite season is ... It’s.... Now let’s learn weather condition (climate condition ) Is it clear, class? Is it clear? Sunny the sun is shining brilhando when the sun is shining it’s sunny. It’s sunny in this picture. Cloudy a lot of clouds in the sky. Mostrar foto e desenhar no quadro. Foggy esse fenômeno não existe no Brasil. Parece uma neblina mas não é úmido, é uma fumaça que baixa e você não enxerga nada. Windy quando tá ventando muito, o dia tá windy Snowy the verb is to snow. A snowy day é um dia que tem muita snow Rainy the verb is to rain. You need an umbrella in a rainy day How is the weather? Como está o tempo? What is the weather like? Como é o tempo? Chorus repetition com as climate conditions e com as 2 questions.

**Parte 4 - Page 25 - Snapshot** 3 min. Class open your books to page 25 . Listen. Play the audio do snapshot. Let's practice  the pronunciation . X, read picture number 1. Y, read picture of Korea. Z, read picture of The US. A, read the picture of Russia. Se o aluno não entender, comece a ler e deixe que ele continue.

**Parte 5 - Conversation - It´s very cold - Page 25** 6 min. Ok class. Now let's do a listening exercise. Entregar as fichas com as falas do diálogo para cada um dos alunos. Eu vou providenciar essas tirinhas e entrego pra vocês no sábado antes da aula. These strips are a dialogue. You listen to the dialogue and put the strips in order ok? Play first time. So class easy or difficult? I' m going to play the second time ok? Play second time. I' m going to play the last time ok? Ok last ? My full name is Clarice Batista Farina and my last name is Farina. I' m going to play the last time ok? Ok, done ? Let's correct. The first sentence sentence number 1 of the dialogue is (esperar os alunos falarem a resposta) The second sentence sentence number 2 is (os alunos falam a resposta) The next sentence ok next class? Think imagine number 4. The next number is number 5. The next number is number 6. Ok next? So the next sentence of the dialogue is (os alunos falam a resposta) Next sentence (os alunos falam as respostas até a última sentence) And the last sentence of the dialogue is (alunos falam a resposta)

**Parte 5A - Set up the scenario - It´s very cold - Page 25** 4 min. Ok class, now look at the picture ( projetar imagem da pagina 25 ).

Pat and Julie are leaving the Laundromat/ lavanderia / Pat and Julie are leaving the Laundromat. But they have /tem/ but they have a problem, it is snowing/ nevando / it is snowing and very cold and Pat has forgotten / esqueceu/ Pat has forgotten her gloves(mostrar slide de glove) at home. X, do you wear /usa/ do you wear gloves? / Y, ask / pergunte / ask Z if he/she wears/ usa/ if he/she wears gloves. **Parte 5B - Working the dialogue + Cued Question** 10 min.

Look at the dialogue. First I read. Read the dialogue para os alunos. Questions class? Any vocabulary questions? Solucionar as vocabulary questions. Now I read the dialogue sentence by sentence and you repeat ok? Chorus repetition com o dialogue. Ok class now one student reads 1 sentence ok? Não pedir para um homem ler a fala da Jessica e nem para uma mulher ler a fala do Tim. Now let's do Look up and Say it. Remember Look up and Say it class? You read silently and say it. OK? Let's make pairs! Teacher fica atento e anda pela sala ajudando onde necessário.

Very good class!

Cued Question (Teacher – Student – Student)

- Pat is not wearing her gloves. - Those babies are wearing their gloves. - X, are those babies wearing their gloves? - Yes, they are. Those babies are wearing their gloves. / No, they aren’t. Those babies are wearing their gloves. - So Z, who is not wearing the gloves? - Pat. Pat is not wearing her/the gloves. - Pat is not wearing her gloves. - But Pat is wearing her coat. - X, Is Pat wearing her coat? - Yes, she is. Pat is wearing her coat. - Y, What isn’t Pat wearing? - Her cloves. Pat isn’t wearing her cloves.

**Parte 6 - Page 26 - Grammar Focus - Present Continuous** 8 min. Class, now let's study a grammar point. Thus grammar point is a verb tense - um tempo verbal - this grammar point is a verb tense, the present continuous.

I work at COLI on Saturdays, it is my routine. To talk about routine we use the simple present. Now, at this moment, I am working at COLI. In this sentence, the focus - o foco - in this sentence the focus is not routine, but the focus is to describe an action in progress. To structure - pra estruturar - to structure a sentence in Present Continuous we use I am working at COLI now. Subject + to be (am/is/are) + v-ing + Complements

Aff.: V is studying at COLI now. Int.: Is V studying at COLI now? Neg.: V is not studying at COLI now.

Por que eu não posso falar I is? Because o is é inimigo do I, nao gosta de ficar perto dele. Quem é o friend do I, friend de infancia do I? Am. Por que eu não posso perguntar aqui com o Do? Because the focus is not Routine / habits.

Projetar slides com DRINK - EAT - GO - READ (Carlos ficou encarregado de produzir esse slide). Remember the name of that action? Yes, drink. Joey drinks milk on weekends. This is a habit - So, we use simple present. Describe the action in progress. Joey is drinking milk at this moment. Do you know Friends? I love friends..

Fazer o mesmo para eat (cake), go (to Paris), read (a magazine) de acordo com o slide..

**Parte 7 - Handout com exercício de present continuous** 7 min. Carlos **Parte 8 - Projetar slides de Seasons + Weather** 5 min. OK, class, now, let's see if you remember the weather conditions. Projetar últimos slides do PPT de season and weather, How is the weather in Moscow? X, ask R if it is sunny in Moscow. And in Beijing? I, ask U if it is humid in Beijing. Ask U how is the weather in Beijing. What about Rio? Y, ask T how is the weather in Rio. And NY? E, ask J if it is snowy in New York. Ask how is the in NY.

**Parte 9 - Relembrar clothes e game** 12 min. Relembre e escreva no quadro some clothes que os Ss estão vestindo. Cap, blouse, T-shirt, shirt, bracelet, jeans, pants, shoes, boots, sneakers...

Divida a classe em 2 groups. Um aluno de um grupo sai da sala, e o outro grupo escolhe um membro para o aluno que saiu acertar. Então o aluno que saiu, volta e faz perguntas do tipo: Is the person wearing jeans? Is the person wearing necklace? As respostas devem ser somente Yes or No. O aluno que está tentando guess quem foi o aluno escolhido pode fazer três perguntas, se receber duas vezes a resposta não, está eliminado, e a vez passa para o outro grupo. O aluno tem que guess quem foi o membro escolhido do grupo. Se acerta ganha um ponto.

Now let’s relax! Pick up the song sheet and do the exercises ( se tiver exercises )….
 * Parte 10 Música - It´s raining men - o tempo que resta **

Let’s listen to a song. It is raining men. Play uma vez e depois esclarecer dúvidas de vocabulary. Fazer chorus repetition sentence by sentence. Play second time para os alunos sing along.

Class, semana que vem começaremos uma sessão de apresentações orais, cada semana alguns vão apresentar. E vai ser sorteado na hora, sem tempo pra preparação do dialogue escrito. Então estejam preparados pra perguntar e responder tudo sobre a matéria das Units 1 -3, sobre os verbs Eat, Drink, Daily Routine, sobre personal information, objects que as pessoas podem ter, onde mora, qual é a idade, etc. Aqui na hora vocês vão ter uma situação pra encenar. Exemplo, esse do hotel check-in que vocês apresentaram hoje. Pergunte o full name, pergunte o last name, como que spell, pergunta onde mora, pergunta se tem os documentos na carteira, pergunta que hora que acorda, e o outro responde.
 * Preparar o aluno para o oral quiz **