B1+Aulas+17+e+18+-+Unit+5

__Lesson Plan (B1) – Aulas 17 e 18 Turmas de Sábado – Dia 20/10/2012 __

O power point está no Dropbox com o nome "aula 1 20 10" //__ Primeira Aula __//

Parte 1 Review interrogative words 10 minutes Review de interrogative words When quando what are the possible answers for question with when?/ Where onde/ What o que qual/ Why porque/ Who quem

OK, class, let’s review some – 3, 4, 5 – let’s review wh-words, words to make questions – wh-words. Escrever no quadro: When – Quando What time – Que horas Where – Onde What – O que / qual Why – Por quê Who – Quem Translation

Projetar slide 1 do ppt "aula 1 20 10" When do you drink beer? I drink beer on Sundays. When do you eat bread? I eat bread in the morning. When do you pray – ora, reza – when do you pray ? I pray before breakfast … Ok before class? Before 4, 3, before 3, 2 , before 2, 1. When do you watch TV ? I watch TV after dinner. Ok after class? After is the opposite of before. After 1, 2, after 2, 3, after 3, 4. Where is Maracanã stadium? It is in Rio. Where are the boys, the teacher, your brother? They are at home. Where is Fulano (aluno ausente)? Maybe he/she is downstairs. Resposta pra Why, because - porque explicando, na resposta. Why do you study English? Because I need English at work. Why do you live in BH? Because my family lives in BH, because I was born – nasci – because I was born here, because I love BH. Who likes chocolate? The kids, the kids like chocolate. Who is that person? Ahhh, Clarice, that person is Clarice. Who is your best friend – melhor amigo – who is your best friend? My brother, my brother is my best friend. O Who pode ser Wh-word pra question, ou pra se referir a uma person sobre a qual você falou, nesse caso o Who é que/quem. Gisele Bundchen is one of the Brazilians who has a German last name. My sister is the person who ate my cake. Eu fiz um cake, e quando eu fui comer, sumiu. Who ate my cake? My sister is the person who ate my cake.
 * When** – What are the possible answers – respostas – what are the possible answers to questions with when: In the morning – on Sundays – before breakfast – after dinner.
 * Where -** Next to. Where is UFMG? UFMG is next to Mineriao
 * Why**? Why - por que perguntando.
 * Who** - The kids – the teacher – my brother

What do you like to eat ? Chocolate, I like to eat chocolate. Pizza, I like to eat pizza. What do you drink on weekends? Beer. I drink beer on weekends. What color is your blouse? Blue, my blouse is blue. What do you do on Sundays? Sleep, I sleep on Sundays. Eat feijoada, I eat feijoada on Sundays. Go to church (desenhar church no quadro), I go to church on Sundays. What is your name? What is your telephone number? What is your ID number? What is your favorite color? What time do you get up ? What is your family like? My family is nice ? What are your parents like? My parents are very serious. What is Bonito – MS like? Bonito is very beautiful, it is a beautiful city, it is hot. What is the weather like in Amazon? It is rainy in Amazon. How are you? I’m fine. How is the weather today? It is warm and windy. How do you spell Arnold Schwarzenegger? It is ….
 * What** - chocolate, pizza, beer, blue, sleep.
 * What time** - at half past two – at ten o’clock
 * What …like?** This questions is about –sobre – this question is about permanent characteristics.
 * How** - How do you go to school? By bus.

Parte 2 Dictation 15 minutes/ 25 minutes We’re going to do fazer to do a dictation. Projetar ppt actions para ditar. 1) That man’s name is John. John and his friends ride their bikes in the morning, but today they are riding their bikes in the afternoon. 2) Mary works a lot but now she is sleeping because she is very tired. 3) José and Maria are dancing forró at a club in Berlin because people from Germany love Brazilian dance. 4) Mike and Kate go to work by bus but today they are driving to work because the bus is not running today. explicar running em português. Ditar 2x cada frase. Corrigir pedindo aos alunos que leiam pedaços. Exemplo de correção:

Let’s correct. Paul? Say a chunck – um pedaço Paul: X and Y go to work by bus, OK, Vitoria. Vitoria: but today they are driving to work Clarice, next Clarice: because the bus is not T: The verb run is correr, mas a gente também usa pra dizer que o ônibus não está passando aqui hoje. Run termina em CVC – consoante vogal consoante – CVC, então dobra a ultima consoante.

Parte 3A Review numbers com slides 4 minutes/ 29 minutes OK, class, now let`s review some - 4, 5, 6 - some - alguns - let`s review some numbers, OK. A partir do slide 9 do PPT - 1 20-10. Slide 10 OK, Nikolas, please, tell me the number for letter C. Yes, Eduardo, tell me letter A. Now, Adrielle, tell me letter B. Slides de 11 a 17, fazer a mesma coisa. Parte 3B Review what time is it? 4 minutes/ 33 minutes A partir do Slide 19 do PPT aula 1 20 -10.

Tatiane, what time is it? OK, class, now let`s review time. Remember, class, na primeira metade do relógio we say: tantos minutes past hora tal. E na segunda metade do relógio, tantos minutes to próxima hora, right. For example: What time is it now? It is ten to nine. (Dizer a hora de agora).

So, Edmundo, tell me: What time is it? -- It is ten past seven. ( Mostrar Slide 20 ) OK, now, José, What time is it? -- It is ten to seven. ( Slide 21 ) Fazer o mesmo para as outras clock faces. Parte 4 pg. 31 8 minutes/ 41 minutes Para a section 3A – escrever e falar em pairs. OK, class, now open your book to page 31. Let`s practice telling the time - dizer/informar as horas - Let`s practice telling the time. Look at Part A, page 31, part A. First, write the time for these clocks ( mostrar os clocks simplezinhos da Section 3A ). Then - depois - then, ask and answer what time is it?. For example, se eu tivesse fazendo com o Bruno: Bruno, what time it it? -- It is twenty past two. -- OK, it is your turn. -- Athalo, what time is it? -- It is ten to seven. OK, class?

Now, class, look at this part: Is it am or pm? Remember that before noon ( noon = 12:00 ), before noon I can say - posso dizer - before noon I can say tanana hours am - antes do meio dia. And after 12 o'clock, in the afternoon, or at night, I can say - posso dizer - after 12 o'clock, I can say tanana hours pm - pós meio dia. When I tell the time - informo as horas - when I tell the time, I can say - posso dizer - I can say the period of the day, se está in the morning, in the afternoon, in the evening, or at night. For example, now, it is nine in the morining = 9 o'clock a.m.. So, let`s do exercise B. In pairs, say each time - cada hora - say each time a different way - forma, jeito different. Say each time a different way. For example, number 1. It is nine o'clock in the evening é a mesma coisa que It's nine p.m.. OK, class? Is it clear?

Parte 5 pg. 32 24 minutes/ 65 minutes 4 min para ex. 4 de listening OK, class, let`s do a listening exercise, ok?! Next page, open your books to page 32. Part 4. Listening - It's four pm in Vancouver. (Apontar) This is Tracy, and this is Eric. They are calling friends in different parts of the world. Class, where is Tokyo? Japan. And where is Vancouver? Canada, Vancouver is in Canada. Aha, agora eu quero ver, where is Bangkok? In Thailand. So, Tracey and Eric have friends - tem amigos - they have friends in Japan, in Brazil, in Canada, in Thailand. And they are calling their friends, ok?! Now, listen, and write the time in these places. Listen and write what is the time in Tokyo, In Sao Paulo...OK, class? Any question? (Tocar CD 1 - TRACK 50)

5 min Set up the scenario - Section 5 – Conversation I’m really hungry. T = teacher; P, N, Y, A, I = different students.

T: U, do you like pizza? What about you, N? P, ask N if she cooks, if she prepares food? P: N, do you cook ? N: No, I don’t. T: N doesn’t cook. N, can you make pizza? Você consegue, você sabe, Can you make - prepare - can you make pizza ? Yes, I can make pizza. OR No, I can`t make pizza. N: No, I can't make pizza. T: What can you cook? O que você consegue, sabe, cook, prepare. I can cook .... N: I can cook brigadeiro. T: Y, what about you? Y: I can cook pasta. T: P, ask A if he can make pizza. P: Can you make pizza? A: No, I can’t. T: Here, in the class, who – quem – who can cook pizza? P, do you eat late at night - at 1 or 2 o'clock in the morning - late at night? Do you eat late at night? P: No, I don`t. T: P doesn’t eat late at night. Here, who – quem – who eats late at night? Some people make miojo at two o’clock in the morning and eat.

And now class, look at the picture, what time is it? It is two o’clock, It's two in the morning, and Steve is making a pizza at two o’clock a.m. Steve is hungry. What about you, I, are you hungry? Look at Steve’s mother, is she happy? What do you think ? No, she is not happy. Two o’clock in the morning, messing the kitchen, bagunçando a kitchen, a cozinha, messing the kitchen. ... Let’s see what is going on acontecendo what is going on. 15 min. Ler o diálogo explicando. Chamar atenção para os pontos abaixo, por exemplo: - Gente adulta também chama mãe de mom, mas chama de mother quando a coisa fica séria. - Em geral, o q q vc tá fazendo, eu num sei, eu pergunto: What are you doing? Quando você produz alguma coisa, ou sabe que o outro está preparando algo, what are you making? - Get ficar, ficar bonito, ficar feio, ficar zangado, ficar velho, ficar - get Agora, ficar num lugar físico, stay.

Chorus repetition. Ok, class, now I say one sentence, you repeat, OK. Toca o áudio (CD 1 - TRACK 51). OK, class, now let`s listen to the conversation, ok. Individual repetition. OK, now each one says one sentence. Each one - cada um - each one says one sentence. Look up and say it. Remember, class, now look up and say it. Lê, grava na cabeça, olha para o seu pair, e fala sem olhar no livro, ok?!

Cued Question. Steve is making pizza. Teacher-student-student (T-S-S) com short answer. OK, class, look at the picture. Steve is making pizza, right? Yes, Steve is making pizza. F ask G if - se - if Steve is making pizza. Yes, __Steve__ is making pizza, but __H and J__ are not making pizza. I, ask L if - se - if H and J are making pizza. OK, H and J are not making pizza. So, K, ask M who - quem - who is. Ok, very nice, Steve is making pizza.

Steve is making __pizza__, but Steve is not making __ spaghetti __. N, ask O if - se - if Steve is making spaghetti. OK, Steve is not making spaghetti, so, P, ask R what steve is making.

Steve is __making pizza__, but Steve is not __sleeping__, right. Now, S, ask T if - se - if Steve is sleeping. OK, Steve is not sleeping, so, U, ask V what Steve is doing.

Cued Question: Steve loves pizza. T-S-S with short answer OK, class, Steve loves pizza. B, ask C if Steve loves pizza. OK, __Steve__ loves pizza, but __Shrek and Fiona__ don`t like pizza. D, ask E if Shrek and Fiona love pizza. OK, Shrek and Fiona don`t like pizza, so, who - quem - who loves pizza.

Steve loves __pizza__, but he doesn`t love __vegetables__. E, ask F if Steve loves vegetables. Ok, Steve doesn`t love vegetables, so G, ask H what Steve loves.

Parte 6 - 3 minutes/ 68 minutes - Page 32 – Section 6 – Pronunciation Rising and Falling Intonation
Now, class, let`s see Part 6, page 32, part 6. Dependendo do tipo de question in English, a gente muda a intonacao. In Portuguese, for example, a intonação é que faz diferença entre afirmativa e interrogativa, muitas vezes: Eu comi pizza ontem (com raising intonation ), ou Eu comi pizza ontem (com falling intonation ). Class, let`s listen (CD 1 - TRACK 52) and notice, pay attention, notar, notice the intonation.

Now, let's listen, Part B, let's listen and draw - desenhar - let's listen and draw the arrow. Raising intonation - arrow indo pra cima. Falling intonation - arrow indo pra baixo. OK?! Parte 7 pg. 33 5 minutes/ 73 minutes

1 min. Ss escrever o nome da ação em cima da Picture:

To sleep, to work, to have lunch (não é lanche), to eat dinner = to have dinner.

2 min. - Teacher não precisa ler, só tocar o audio CD 1 – TRACK 53, e focar na pronúncia do -ing.

2 min. Leitura – Cada student lê uma linha, um lê uma pergunta e o outro lê a resposta.

6 min. / 79 min. Part 8 – Pair Work Fazer o pair work da page 33 Section 7A como LOOK UP AND SAY IT.

10 min. / 89 min. GAME Mimica – com os verbos Tipo imagem em ação.

Intervalo

//__ Segunda Aula __// 5 min. Instruções do Portfolio Instruções para o Portfolio – My Family... Cole uma foto da sua família, e descreva-a em inglês. Escolha três pessoas para descrever com mais detalhes, personalidade, aparência, idade, parentesco. X has already passed away. W has 4 children. His kids are very __cute__. Y loves drinking __beer__. Z is very __healthy__, he doesn’t eat __fast food__.
 * USEFUL LANGUAGE que estará no EDMODO**

We get along well because she is __fun__. We don’t get along well … because he is __really annoying__.

This is my uncle. His name is Antônio and he is 34 years old. He is tall, heavy and bold. He is outgoing, fun, and talkative. He is married and he has three children, one son and two daughters. His kids are lovely. His drinking habits are not healthy. On the weekends, he eats lots of meat and torresmo. He always drinks soda at lunch.

Parte 1 Oral Quiz 20 minutes Duas duplas se apresentam.

Parte 2 Written Test 65 min/ 90 minutes

HOMEWORK
 * exercícios do moodle - Unit 4 - Modules 1 e 2;
 * Pg. 29 workbook. O exercício será readaptado.
 * Pg. 35 Interchange Student's book, para ler e fazer em casa e trazer no dia 27/10..