B1+Aulas+07+e+08+-+Unit+2

__ Lesson Plan (B1) – Aula 7 e 8 Turmas de Sábado – Dia 01/09/2012 __
 * ** Material necessário ** ||
 * OHP + PC ||
 * Slide com Picture do dialogue da page 9 e da page 11 ||
 * Slide para Semantic Map de DRINK ||
 * Slides para Gringo no Mercado Central ||
 * Slides para What’s in your bag ||
 * CD 1 + CD Player ||
 * Class realia (Objects + Caixinhas de Presente) ||


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

Let’s review numbers and alphabet. Class now/ agora/ now I say a number and, according to the number on the board you say if/ se/ if it is true or false. true x false (Escreva alguns numerous no quadro e fale alguns errado, pedindo Ss para corrigir.) Class now/ agora/ now we’re going to spell. Remember spell class? How do I spell my name? It’s A T H A L O. You are going to spell the names of the foods ok? Vegetables, candies, fast food, rice and beans, grains. || Apresentar os slides de objetos fazendo chorus repetition. || What do you have in your backpack / purse / bag? I have a ..... in my backpack / purse / bag. Mostrar 5 coisas that I have in my backpack. I have a pencil case in my backpack,.... an eraser…. CD….wallet…. Ok, this ( point to my objects ) is what I have/ tenho/ this is what I have in my backpack.
 * ** Primeira Aula ** ||
 * ** Review numbers and alphabet ** 5 min. 08h35 13h35 ||
 * Good morning class!! How are you?
 * **What’s in your bag?** 6 min. 08h41 13h41 ||
 * Ok class, you are great! We are learning/ aprendendo/ learning exchange personal information. Mas não são só as answers que uma pessoa dá que nos contam sobre uma pessoa. Os objects também falam muito de uma pessoa. Let’ssee the names in English of some objects.
 * **What do you have in your backpack?** 10 min. 08h51 13h51 ||
 * So class, let’s see some objects that I have/ tenho/ that I have in my backpack ( mostrar my backpack ).

Em portugues os artigos indefinidos são o quê? Um, uma. In English, indefinite articles are a / an. We use a / an before words in singular. Ok before? Before 5, 4 before 4, 3 before 3, 2. We use articles/ artigos/ articles before words in singular. I have an apple, a notebook, a pencil case, a CD, an eraser and a wallet. Look at this sentence. What is there in common – o que há de comum – what’s there in common? O que vocês podem inferior sobre os artigos a /an. So, before – before 6, 5; before 5, 4; before 4, 3 – before vowel – A, E, I, O, U – before vowel sounds we use an. And before consonants sounds we use a. But, wallet doen’t start – não começa – wallet doesn’t start with vowel sound. So, I say a wallet. a uniform, a university, a wallet.
 * Indefinite Articles**

Y, do you have a lipstick in your purse? Yes, or no? No, I don’t. I don’t have a lispstick in my purse. Y doesn’t have a lipstick in his/her purse. What about you X, do you have an umbrella in your backpack? (Short and long answer) Remember, umbrella starts with a vowel sound. Z tem cara de quem carrega bottle of water na backpack. Z, do you have a bottle of water in your backpack? Yes, I do. I have a bottle of water in my backpack. Now/ agora/ now let’s do/ fazer/ let’s do pair work. Ask/ pergunte/ ask your partner what he/ she has in his/ her bag/ purse. Remember class, man não usa purse, ok? Help students to ask each other. || You have to find/ tem que encontrar/ you have to find 7 itens of the list ok? Object Classmate Apple Lipstick Bottle of water hairbrush coins make up bag umbrella credit card eraser documents Ready? Prontos? Ready? Yes? Go! || This That In English, this is a pencil case, right. In English, That is a snack, OK? (Body language pra perto e longe) O que vocês notaram class? Yes, this isso/este/esta this para objects próximos and that aquilo/aquele/aquela that para objects longe. /ð**ɪ**s/ and /ð**æ**t/ à Pronunciation. Remember, this ɪ, curto, esprimido. Yes, this. Remember **æ, janæla. Yes, that.** Fazer chorus repetition com this/ that.
 * **Human Bingo** 6 min. 8h57 13h57 ||
 * Now/ agora/ now let’s play a game. Human bingo ! Find/ encontre/ find classmates that have/tem/ classmates that have these objects in the list.
 * **This and That** 8 min. 9h05 14h05 ||
 * Very good class!

We use this/that in the singular, ok? Aponte para a camera e diga: In english this/isto/this is a camera Class, remember the plural of this? deixe que os alunos respondam Aponte para s cameras e diga : these are cameras Vá ao quadro e escreva: Singular plural What is this? what are these? It is an umbrella They're umbrellas

This That These Those
 * Singular Plural**

These is the plural of this (apontando para as palavras no quadro) and those is the plural of that. Chorus repetition com as 4 palavras || Mostrar slides de comidas: pato no tucupi, tacacá, acarajé, pão de queijo, jabuticabas. || Number 1. Mark the objects that you have/ tem/ that you have in your bag. Now I play (CD 1 – TRACK 14) and you repeat the names ok?
 * **Mercado Central** 6 min. 9h11 14h11 ||
 * Now it’s your (body language) turn/ vez/ your turn! Answer, what is this?
 * **Page 8 – Unit 2 – Sections 1 and 2** 6 min. 9h17 14h17 ||
 * Now class, open (body language) your books to page number 8.

Look at number 2 letter A. Articles. We (body language) use articles before words/ palavras/ words in singular. Ok before? Before 5, 4 before 4, 3 before 3, 2. We use articles/ artigos/ articles before words in singular. Before words that start/ que começam/ that start with consonant (escrever consonant no quadro) sound, we put A. A cell phone, a bag, a pencil case. Before words that start/ que começam/ that start with vowel sound, we put AN. An address book, an apple. So let’s (body language) complete. 2 minutes. Now listen (CD 1 – TRACK 15) and check your answers. Any/ alguma/ any question?

Look at letter B. Let’s practice the alphabet. How do you spell these words? (apontar para as palavras no livro) || There is a cake (apontar para o cake na picture) and baloons (apontar para os baloons). This is a birthday party. A party is a celebration. At a birthday party we sing parabéns pra você. This girl is Wendy (apontar para Wendy), this young man is Rex (apontar para Rex) and this girl is Helen (apontar). They (apontar) are celebrating Wendy’s birthday. Look, there are presents (apontar para os presents). Let’s read the dialogue to find out/ descobrir/ to find out o que a Wendy ganhou. (3 min.)
 * **Page 9 – Unit 2 – Section 3 – Conversation** 12 min. 9h30 14h30 ||
 * Ok class. Now look at this picture on page 9. Projetar o slide com a picture da conversation.

Teacher read the dialogue. Any/ alguma/ any vocabulary question class? (1 min.)

Now/ agora/ now class, you read (body language) silently. Remember, silently é quando we read (body language) pra gente mesmo. Projetar o slide com o diálogo. Class, some words/ algumas words/ some words se referem a outras in this dialogue (apontar para o dialogue). Quais são elas? Grifar no dialogue as words “this, it, they”. To what/ qual/ to what word in the dialogue “this” refers to? Camera. To what/ qual/ to what word in the dialogue “it” refers to? Camera. And “they”? To what/ qual/ to what word “they” refers to? Earrings. ( 2 min.)

Now class, I play the dialogue parando sentence by sentence (body language) and you repeat ok? Teacher play ( CD 1 – TRACK 16) and students repeat. (2 min.)

Now it’s time/ é hora de/ it’s time for look up and say it. Escrever look up and say it no quadro. Remember look up and say it? You are not going to read (body language). You look (body language), memorize the sentence (body language) and say it (body language). Let’s go! In pairs (body language). Teacher anda pela sala ajudando students com a pronunciation. (4 min.) || In groups of three, prepare a dialogue similar to this one – a esse – similar to this one about Wendy’s party. You have 5 minutes to prepare, 5 minutes to rehearse and 10 minutes to present, OK? || Comece a explicação constratando a nova informação com uma informaçao que o aluno já saiba Ex: Vá ao quadro e escreva Singular plural 1 book 2 books 1 chair 2 chairs Class, to make/para fazer/ to make the plural form in English we use ( aponte para as palvras ) 1 book singular 2 books plural 1 chair singular 2 chairs plural Diga para os alunos: This is the general rule/ regra/ rule. So to make the plural in English we add/acrescentamos/ we add s to the words. For xample: Escreva no quadro: backpack- Pergunte para a turma what is the plural form ( escreva plural form no quadro) for back pack? escreva outras palavras no quadro e peça para os alunos darem o plural.
 * **Role Play - Dialogue + Caixinhas de Presente** 30 min. 10h00 15h00 ||
 * OK, class. Now let’s talk, OK.
 * ** Segunda Aula ** ||
 * **Unit 2 - Page 9 – Section 4 to Page 10 – Section 6** 7 min. 10h22 15h22 ||
 * **Section 2/4**

Class, look at the following words Singular plural Glas__s__ glass__es__ Bru__sh__ brush__es__ Sandwi__ch__ sandwich__es__ box box__es__ The words in the singular column end/terminam/end in s, sh, ch, x. In this case we add/ acrescentamos/ we add es Dress ( desenhe um dress no quadro) pergunte para turma: what is the plural form of the word dress? Church( desenhe uma church no quadro) what is the plural form of church?

Class the sound/som/ the sound of the s or es in the plural form has different pronunciations ( escreva diffrent pronunciation no quadro) the s or es can be pronounced/ pode ser pronunciado/ the s or es can pronounced pronunciation as: /ɪz/ /s/ /z/ sandwiches books apples Now, I’m going to dictate some words – algumas palavras – I'm going to dictate some words in the plural form. Listen to the final sound, then write the word/ palavra/ write the word under the correct column For example: tables. Let's write the word/ palavra/ let's write the word tables under column 1, 2, 3, or 4 <<>>>

Let’s listen to the audio (CD 1 – TRACK 17) and check. Play the audio só até a parte da letra A. Any question? Now, let’s do exercise B. Try to guess – supor, imaginar – to guess the plural –s sound. Let’s read the singular form together: address, briefcase, clock, key, newspaper, purse, stamp, television, ticket. Address à Addresses /ɪz/. Now, try to do the other words.

Let’s listen and check? Play the audio ( CD 1 – TRACK 17 continuação ). Any question?

• Class, remeber the meaning /significado/ the meaning of the word this ? We use this in the singular, ok? Aponte para a camera e diga: In english this/isto/this is a camera Class, remeber the __plural__ of this? deixe que os alunos respondam Aponte para s cameras e diga : these are cameras Vá ao quadro e escreva: Singular plural What is this? what are these? It is an earring They're earrings
 * Section 2/5 – Page 10**

• Class, open your books to page 10. Look at the Grammar Focus chart. Let’s listen to the audio program ( CD 1 – TRACK 18 ). Please, listen and read silently. • Explain the task. Model the first two conversations with two Ss. Let’s do the exercise. Complete the conversations. For example, “What are these? They are keys.” “What’s this? It is a CD Player.” Complete and practice the conversations, OK?! Let’s check? X and Y, please, read conversation 3. O mesmo com outras duplas para as proximas conversations. Class, please, look at section 6. What’s this, in the first picture? Umbrella. And what are these in the second picture? Chopsticks … Let’s listen and read silently, OK?! (Play CD 1 – TRACK 19) Now, form groups of three, and practice the conversation. Look up and say it. || 1 - Kate and Joe are leaving a café. tell me ( blá bla blá) me the name e of a good café in BH. Uhm, Café com Letras. Is Café com Letras in Venda Nova? No, it is not. Where is Café com Letras? Yes, it is in Savassi. Name a second café in BH. Yes, Hard Rock Café. Where is Hard Rock Café? Yes, Nova Lima. What do you eat at a café? salgado, cheese bread? croassant? Wrapping up the warming up : I love to go to a café. Sometimes/ as vezes/ sometimes I go to .....café;
 * Section 2/6 – Page 10**
 * **Unit 2 – Page 11 – Section 7 – Conversation Oh, no!** 12 min. 10h34 15h34 ||
 * Mostre o slide, leia o dialogue e vá explicando o scenario. Seria bom pegar flashcard de keys, wallet, purse, pocket e mostrar à medida que aparece no dialogue.

Kate is looking for her keys. Kate asks Joe: “Where are my keys?” (body language) Joe: “Relax, Kate! Are they (explique que they é the keys) in your purse?” Relax is a cognate, right? Kate: “No, they’re not – the keys are not! They’re gone! – Sumiu – They’re gone! Kate doesn't know/ não sabe- Kate doesn't know where her keys are. Joe: I bet – eu aposto – I bet they’ ( explique que they é the keys ) re on the table in the restaurant. Then, the waiter ( aponte para o waiter ) comes to the door ( aponte ) and says Waiter: Excuse me! Are these your keys? Kate: Yes, they are, thank you. Class; Quando queremos abordar alguém, we use the expression excuse me. We don’t say/nao dizemos/ we don’t say ei, psit, oi? Joe: See – – see, no problem. Waiter: And is this your wallet? Kate: Hmm. No, it’s not. Where is your wallet, Joe? Joe: In my pocket. Wait a minute (body language). That //is// my wallet.

Kate and Joe are very absent-minded ( pessoas esquecidas) Kate’s keys are not in her purse. Kate’s keys. Em Portugues, a gente fala de posse com a preposição “de”. As chaves de Kate. But in English we use “ ’s”. Kate’s keys, John’s house, Mary’s cell phone.

2 - Cued Question à Teacher – Student / Short and Long Answer Kate’s keys are not in her purse, but Kate’s wallet is in her purse. X, Is Kate’s wallet in her purse? Yes, it is…(Long Answer) So, Y, what is not in Kate’s purse? Yes, her keys. Kate’s keys are not in her purse. 3 - Now, class, please, read silently. …………… Any question? 4 – Teacher lê cada sentence do dialogue e faz chorus repetition. 5 – Play CD 1 – TRACK 20. Let’s listen and pay attention to the pronunciation, ok? 6 – Ss read aloud. Peça um aluno pra ler cada line. X, please, read line 1..... 7 – Look up and say. Now, class, let’s practice, ok? Look up and say, remember. In pairs. || Now, let’s do the exercise. Complete the conversations. Let’s do the first one together – juntos – together. Is this your umbrella? No, __it is__ not. __Are__ these your keys. Yes, __they__ are. Thanks! ……………….. OK, class, let’s check. X and Y, can you read number 2?...... Don’t do Section 8/B. || Depois de o professor recolher, chama um aluno pra pegar um presentinho e perguntar: Fulano, is this your camera? O aluno para o qual ele perguntou tem que responder: Yes, this is my camera. OR No, this is not my camera. Se o primeiro aluno acertar de quem é, o grupo dele ganha um ponto. Se errar, ele tem mais duas chances. Se errar a terceira, o professor chama um aluno do outro grupo pra tentar guess de quem é o presentinho. O grupo que fizer mais pontos ganha. X, try to guess – adivinhar, imaginar – to guess and ask a classmate. Is this your xxxxxxxxxxx? || Class, look at the picture in page 12, section 9A. Let’s listen and pay attention to the picture, OK?! (Play CD 1 – TRACK 22) Now, class, let’s practice the pronunciation, repeat: /ɪn/, /ɪn frʌnt ɒv/, /bɪˈhaɪnd/, /ɔn/, /nekst tʊ/, /ˈʌndər/. Any question? Let’s do exercise B. Complete the sentences, OK? 1. The books are in the bag. 2. The DVD player is…………………(next to the TV) Leia junto com Ss pra ganhar tempo, mas não deixe ninguém responder em voz alta, do 2 em diante.
 * **Unit 2 – Page 11 – Section 8** 5 min. 10h39 15h39 ||
 * Class, let’s read this grammar chart – quadro – grammar chart in section 8.
 * **Gift “game”** 10 min. 10h49 15h49 ||
 * Divida a turma em dois grupos. Muitos / Alguns alunos receberão presentinhos (imagens de presentes) sem os outros alunos verem, e cada aluno grava qual presentinho ele ganhou.
 * **Unit 2 – Page 12 – Prepositions of Place** 8 min. / 42 min. 10h57 15h57 ||
 * Em portugues, nós descrevemos onde alguns objetos estão em relação a outros, não é mesmo. Ah, meu relógio está em cima da mesa, e meu chinelo está em baixo da cama. In English, we can use – podemos usar – we can use words to describe where objects are too – onde objects estão também – where objects are too.

Now, class, let’s do section 10. Ask different Ss to read the objects and the locations. X, can you read – pode ler – can you read the object 1? Thank you. Y, can you read object 2? …………………….(Do the same with objects 3 and 4) Z, can you read location a? Thank you. D, can you read location b? (Do the same with locations c and d). Now, let’s listen and match OK? Listen and match – associar – match the objects with the location, OK? Any question? You don’t need – não precisam – you don`t need to understand everything – entender todas as palavras, OK!? And I am going to play – vou tocar – I’m going to play the audio two or three times, OK!? ……… Let’s check? H, please, read sentence for the watch? ………………. || Put + object + prep. of place + another object. Give one or two model sentences. E.g.: Put the teddy bear In the box. Put the camera on the umbrella. Agora, um grupo dá os comandos, revezando os alunos e o outro grupo faz o que o comando pede, revezando os alunos do grupo também, de modo que todos os alunos dos dois grupos irão dar um comando e obedecer um comando. O aluno que obedecer corretamente um comando ganha um ponto para o grupo. O grupo que fizer mais pontos ganha. OK, class, let’s play a game. I want two groups, divide the class into two groups, now. OK, each person – cada pessoa – each person of the group has to write a command similar to the model, but with different objects and prepositions. And you have 3 minutes to write, to check – verificar – to check if there are any repeated commands – se existem commandos repetidos – if there are any repeated command and write a new one – um novo – a new one, if necessary – se necessário – if necessary. (3 min. later) OK, class. Now, each person of this group gives one command to a person of that group. If the person of that group put the right object in the right place, that group wins a point. || Let’s learn aprender let’s learn names of drinks. (Draw the bull’s eye on the board)
 * **TPR game – Prepostions of Place** 10 min / 52 min. 11h07 16h07 ||
 * Pegue uma caixa e alguns objetos do shopping Oi, ou imagens impressas dos objetos (o que estiver disponível), e coloque em cima de uma mesa. Divida a turma em dois grupos. Dê 3 min. para cada grupo elaborar comandos, cada membro do grupo elaborando um e sem nenhum comando exatamente igual, usando o modelo:
 * **Semantic Map – DRINK** 10 min. / 62 min. 11h17 15h17 ||
 * Let’s learn – aprender - let’s learn extra vocabulary about – sobre – about drinking habits. Remember, class, that we studied – estudamos – we studied eating habits last class. Now, let’s learn about DRINK.
 * Water**. Repeat class. We need water. Tem que drink bastante water, right, se não fica desidratado, e se passer uns 5 dias sem water, até morre.
 * Juice**. Repeat class. Uhm, que delícia, um juice natural feito na hora, uhm de laranja, de limão, de abacaxi, de acerola.
 * Milk**. Repeat please. Kids love Milk, right. Eu até hoje tomo todo dia, quando a gente vai na roça, tira direta da vaca hein...
 * Tea**. Repeat tea. Os ingleses love tea. My wife, when I am sick – quando eu tô doente – faz um tea com hortelã, mel e milk.
 * Wine**. Repeat. Uhm, quanto mais velho melhor. Mas eu num gosto muito não. Tem wine seco, tinto, suave, meio doce...
 * Beer**. Repeat class. Skol, Brahma, Antartica, Devassa, Snow, que é a mais vendida do mundo, e só na China.
 * Coffee**. Repeat. Tem gente que fala que faz mal, outros falam que faz bem. Mas é claro que tomar 9 chícaras por dia faz mal né. Tem coffee 3 corações, coffee pilão, conhece?
 * Soda**. Repeat. Com fast food, tem que ter soda, né. Ou você é daqueles que pedem um baita hambúrguer, e pede juice pra dizer que está on a diet. Uhm, uma Coke bem geladinha, com limão e gelo. ||
 * **Song - Hello Goodbye - Beatles** 20 min. / 82 min. 11h37 15h37 ||
 * Now let’s relax! Pick up the song sheet and do the exercises….

Let’s (body language) listen (body language) a song. A Beatles’ song. Play uma vez e depois esclarecer dúvidas de vocabulary. Play second time para os alunos sing along. ||