Planif Cls a IX-A Pe Unitati de Invatare

Manual: ENGLISH MY LOVE CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 1“ LONDON”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.Materiale Procedurale

-At the Airport1.1 1.3 2.1 3.2 4.3

-ask students: “Do you like to travel?”, “Have you travelled recently?”, “How do you like to travel?”-ask them what they know about airports and travelling by plane-using the picture on page 6, reorder the sentences from ex. II.1/p6 in order to show what passengers do in an airport before boarding a plane -discuss the unknown words/expressions-solve ex.V/p8 – match the tickets in the pictures with the sentences

Type of interaction: Student-teacher, teacher-students, student-student;

-Homework: - ex.VI/p8

50’

26-30.09.2011

-textbook-notebooks-blackboard

-individual work-lockstep

-oral practice-homework

-Around London(I) 1.1 1.3 3.2 4.2 4.3

-write on the blackboard the names of the sights in London and ask students to match them with the pictures from their textbook (p. 9-10)-ask what do all those places have in common and if they can guess the topic of the lesson-students read the texts on pages 9-10 to check their predictions about the sights-tell students to identify the unknown words, write them on the blackboard and in groups of 4-5 students try to understand the meaning of the word

50’

03-07.10.2011


-lockstep-group work

-oral practice -homework

1

from context and explain/translate them-make up sentences of their own using the new words from the texts


-Homework: ex.3/p11

- Around London(II) 1.1 1.3 3.2 4.3

- give students some sentences in the present tense, past tense and present perfect tense-ask what differences they can see and if they can recognize any of the tenses-by looking at the examples, ask students to say how the tenses are formed-discuss the other aspects of the tenses: general rules, adverbs etc.-in pairs solve ex III/p11-ask what the words in bold mean and what their role is-discuss question tags


-Homework: exercise II page 11

50’03-

07.10.2011

-book-handouts-notebooks-blackboard

-pair work-lockstep

-oral practice-writing-homework

- The tower of London

1.1 1.3 2.1 3.2 4.2 4.3

-write on the blackboard the following table:What I know What I want to

knowWhat I’ve

learned-in groups of four, the students try to write as much information as possible for first two columns. Then the presenter of each group writes the answers on the blackboard-read the paragraphs from ex.II/p12 and rearrange them in the right order while also checking the predictions from the table-solve ex.II.2/p13 – write wh-questions for the answers

50’

10-14.10.2011


-lockstep-group work

-oral and written practice-writing-homework

2

-fill in the last column of the chart with the information learned


-Homework ex1/p13-London by Day and by Night

1.1 1.3 2.1 3.2 4.2 4.3

-read the sentences from 1 to 9, from ex.I.1/p14-scan the text to find out if the sentences are true or false-solve ex.I.2/p17 – answer the questions-write two columns on the blackboard:Likes Dislikes

for each of the people from ex.II/p17-read the texts and complete the tables


-Homework: exIV/p17

50’10-

14.10.2011


-individual work

-oral and written practice-homework

-ROUN UPA Day in London

1.1 1.3 2.1 3.2 4.2 4.3

-tell students to imagine that they are travelling to London as part of a school exchange link. Om the plane they are doing a quiz on London. Students answer the questions from ex.I/p18 (in groups of four)-students get one point for every roght answer. The team that has the most points wins-solve ex.II/p18 – use the right tense to find out what Dan wrote to one of his friends-practice writing wh-questions, Yes/No questions and question tags by solving ex.IV/p19


-Homework: exVII/p20

50’

17-21.10.2011


-individual work-group work


3


PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 2 “ HOBBIES”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.

MAteriale Procedurale

-Escape Routine 1.2 2.1 2.2 3.1 3.4 4.1 4.2

-write the word “hobbies” on the blackboard and the students think of some possible hobbies-students answer the following questions: “Do you have a hobby?”, “What is it?”,”Do you know anyone who has an unusual hobby?”, “What is it?”-point to the pictures in the textbook and ask students to choose the right names for the hobbies shown in the pictures-students tell their partners the things they like or don’t like using the expressions from the language box-in groups of four, the students associate the hobbies from exII.1/p21 with the ideas from the box at ex.III.1/p22;then decide upon: the four most attractive hobbies, the four most dangerous hobbies, two advantages and two disadvantages of having a hobby (using the language box)-solve ex.IV/p22 – read the text about a hobbies turned into a full-time job, and fill each gap with a word from the table above the text-ask students to read the paragraphs from

50’

17-21.10.2011

-textbook-notebooks-blackboard-handouts

-pair work-group work-lockstep

-written practice-homework

4

ex.V.1/p23 and find phrases or sentences in each paragraph which show why each person finds their hobby important-answer the questions from ex.V.2/p23


-Homework: exVI/p23

-Hooked on… 1.2 2.1 2.2 3.1 3.4

-ask students to read the excerpt from a newspaper article from ex.I.1/p24. They have to guess which hobby it refers to. The same word is needed to fill each space and there are several clues in the text-tell the students that one of the pictures from the exercise suggests the answer-ask students to look at the diagram from ex.III.1/p25 and explain the term of non-perfect synonyms-tell students to look at the non-perfect synonyms in the box next to the diagram and choose the right one to complete the sentences from the exercise -explain the term of “homographs”-solve ex.II.2.b/p25


-Homework: exercise III.3 page 26

50’

24-28.10.2011



- oral and written evaluation-homework

5

- Collections and Collectors(I)

1.2 2.2 3.1 3.4 4.1 4.2

-ask students if they collect anything and what, and if it was difficult to start-show flashcards with the items from exII(having the name of the object on the back)-in groups of five guess the names of the objects-the group that has the most points wins-read the letter from page 27 and make a list of collections mentioned (pair work)-solve ex.4b/p28 – fill in the gaps from the sentences using the right word associations from the list



50’

24-28.10.2011


-pair work-group work-individual work

-oral practice-writing-discussion

6

-Collections and Collectors(II)

1.2 2.2 3.1 3.4 4.1

-ask students to read the text from ex.IV.1/p28, paying attention to the words in bold-ask them if they can recognize the grammatical structures and how they are formed-tell students to look at the questions surrounding the text and try to answer them – elicit the cases of usage-solve ex.IV.3/p28-read the second paragraph of Catherine’s letter (p27) and ask students to explain what changes take place when using the adverb “hardly”-explain the usage of the adverbs: “hardly”, ”scarcely”, ”no sooner”-solve ex.V.2/p29 – combine the pairs of sentences in one using the adverbs


-Homework: exercise VI page 29

50’

31.10-04.11.2011



- oral and written evaluation-homework

-Possessions 1.2 2.1 2.2 3.1 3.4 4.1 4.2

-bring a set of different objects(coins, books, watches…) and ask students to describe them-tell students to look at the REMEMBER box for help-write the following table on the blackboard:smooth rough soft hard

-write the nouns in the appropriate column-solve ex.II.2/p31 – complete the sentence with an appropriate adjective from ex.III.1/p31



50’

31.10-04.11.2011



- written evaluation-homework

7

-ROUND UPTreasured Objects(I)

1.2 2.1 2.2 3.1 3.4 4.1 4.2

-ask students to read the titles from ex.I.1/p33. Then read the article from ex.I.2/p33 and decide which title would be more appropriate-translate the sentences from ex.II/p33-give students worksheets to practice the Simple Past Perfect and the Past Perfect Continuous

-Type of interaction: Student-teacher, teacher-students, student-student;

-Homework exercise I.3 page 33

50’

07.11.2011

-textbook-notebooks-blackboard-worksheets

-pair work -individual work

-homework

-ROUND UPTreasured Objects(II)

1.2 2.1 2.2 3.1 3.4 4.1 4.2

-ex.III/p34 – complete the text with the appropriate time words and phrases from the box-tell students to look at the pictures from ex.VI.1/p35. Taking into consideration the title of the lesson, the topic of the unit and the pictures, ask the students to guess what the text from exVI.2/p35 is about.-read to see how much of the prediction was true


- Homework: Group the words from exercise VI.3 page 35 under the headings “positive” and “negative” (suggest using a dictionary)

8


PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 3 “MUSIC”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.Materiale Procedurale

-A Rock Concert 1.3 2.3 3.3 3.4

- tell students to look at the pictures in the textbook-ask students if they recognize the persons in the picture what kind of music they play etc.-the students have to think of as many types of music as they can and of a singer/band for each gender.-ex.II.4.a/p37 – tell students to make a list of five of their favourite singers or bands.-ex.II.4.b/p37


-Homework: exercise II.3 page 37

50’

21-25.11.2011


-lockstep-pair work

-oral practice

-Here Today Gone Tomorrow(I)

1.1 1.3 2.3 3.3 4.3

.

-discuss the questions from ex.I/p39-read the text from ex.II/p39 and answer the questions on the text-tell the students to look at the verbs in the text. Ask which ones express a future action and if they can recognize the tenses-discuss the tenses which express future actions

50’

21-25.11.2011


-individual work-pair work

-oral practice -writing-discussion

9


-Homework exercise III page 40

-Here Today Gone Tomorrow(II)

1.1 1.3 2.3 3.3 4.3

- give students worksheets on future tenses-solve ex.VI/p41 – put the verbs in the correct form -ask students to read the dialogue from ex.VII.1/p41, then translate the dialogue


-Homework: exercise VI.2 page 41- students have to bring from home the operating instructions from some similar device, read them in class and let the others guess what it is.

50’

28.11-02.12.2011


-lockstep-pair work


-The History of Rock Music

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-ask students if they can see any connection between music and clothes-discuss the fact that the clothes people wear can convey certain feelings and attitudes towards life. Ask them to give examples-explain the notion of “skimming”, then ask students to skim the text from ex.II.1/p42 and decide its main purpose. Students have four variants to choose from.-solve ex .III/p43 – scan the text and answer the questions


-Homework: exercise IV.1 page 44

50’

28.11-02.12.2011


-lockstep-individual work


10

-The Roots of Modern Music(I)

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-ex.II.1/p46 – in groups read the magazine cuttings. Every group reads an article, discusses its main points with the members of the group and then the group presenter tells the other groups about the information in the article. The students take notes.


50’

05-09.12.2011


-group work-individual work

-oral and written practice

-The Roots of Modern Music(II)

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-ex.II.2/p47 – match the statements with the four articles (A,B,C,D)-ask the students to think of appropriate titles for the articles-ex.4/p47 – choose the conclusion for the articles-students write a letter to their favourite singer asking for an autographed photo


-Homework: exercise IV.1 page 47

50’

05-09.12.2011


-individual work-pair work

-oral and written practice-homework

-Music Mega-Mix(I) 1.1 1.3 2.1 2.3 3.4 4.3

-discuss the questions from ex.I/p48-ask the students to read the fragment from ex.II.1/p48 and underline the elements of English slang-in pairs try to guess what they mean(if students have difficulties, suggest using the dictionary)


-Homework: ask students to use the elements of slang in sentences of their own

50’

12-16.12.2011

-textbook-notebooks-blackboard-dictionary

-lockstep-pair work

-oral practice -writing-discussion

11

-Music Mega-Mix(II) 1.1 1.3 2.1 2.3 3.4 4.3

-read the text from ex.IV/p49 and supply the reporter’s questions where they are missing-ask students to read the text again and underline in the text words or phrases by which the 3Ts express their likes, dislikes and enthusiasm-ask students if they can find other slang elements in the text-read the text from ex.V/p50 and put the verbs in parentheses in their appropriate forms (the first two paragraphs)


-Homework: exercise V.1 page 50(the third paragraph)

50’

12-16.12.2011



-written practice-homework

12


PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 4“FOOD”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.Materiale Procedu-

rale- Wayne’s Half the Man

1.3.3.1.3.4.4.3.

- give students matching worksheets: “first of all DICE/ the carrots into small pieces.”, “When they are boiled Mash/ the potatoes with a mixer.”, “You must not forget to BAKE/the bread in a heated oven.”, “At the end you should GRATE/some cheese over the pasta.”-ask questions: “What do the sentences have in common?”’ “Can you guess what we are going to talk about today?”-ask students to look at the pictures from ex.I/p51 and in pairs solve the tasks-students read the title “Success Story: Wayne’s Half the Man” and predict the main idea of the text-students read the sentences from ex.II.1/p52

50’

16-20.01.2012

-worksheets-textbook-notebooks-blackboard

-lockstep-pair work-individual work

-oral practice- homework

13

and choose their predictions-ask students to skim the text in order to find out the main idea and check their predictions-tell students to read the text out loud paying attention to details-students have to identify unknown words from the text and try to explain them from context


Homework: exercise III.1 page 53

-Fit for Life 1.2.2.2.2.3.3.1.

- ask students what they know about healthy eating-discuss the main food groups-ask students to solve ex.III/p54-students solve ex.V.1/p55 while paying attention to the useful language boxes. The dialogue will be acted out in class-solve ex.V.2/p55 – the students choose two topics from each column(pair work)


Homework: exercise VI page 56

50’

16-20.01.2012

-handouts-textbook-notebooks-blackboard

-discussion-pair work-lockstep-individual work


-It’s a Bargain!(I) 1.2.1.3.2.3.3.4.

-students read the text “Unpleasant Situation” and try to answer the questions around the text-ask students to what the most questions refer to(nouns)-tell students to give the definition of the noun-give students the main rules of forming the plural of nouns and ask them to give examples

50’

23-27.01.2012



-oral practice

14


-It’s a Bargain!(II) 1.2.1.3.2.3.3.4.

-explain uncountable nouns and their use with quantifiers-draw students attention to the REMEMBER! Box-ask students to solve ex.III/p58 and IV/p58-discuss possessive forms-solve ex.V, VI/p59


Homework: Compose sentences of your own using ten possessive forms

50’

23-27.01.2012



-written evaluation-homework

-Picnic Feast 1.2.2.2.3.1.3.1.4.3.

-ask students to read the two texts and select the most suitable title for each-check reading comprehension by asking students to solve ex.II.1/p60-students read the sentences from ex.IV/p61 and choose the right idiom to be filled in for each case.-encourage students to find Romanian equivalents for each idiom whenever possible-give students time to read the useful language boxes(p62). In turns, one student describes various food items using details from the boxes while the other tries to guess what the description refers to (pair work)


Homework: exercise V.2 page 62

50’

30.01-03.02.2012


-individual work-pair work-group work

-oral evaluation-homework

15

-ROUND UPCookery book

1.2.2.2.3.1.3.1.

-ask students to solve, in groups of four, ex.I/p63-encourage students to find Romanian equivalents whenever possible and help them to paraphrase when no equivalents exist-discuss ex.IV.2/p64 – using correct intonation


Homework: exercise IV.3 page 64

50’

30.01-03.02.2012


-individual work-group work

-oral and written practice-discussion-homework


PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 5“CINEMA”

16


rale-Images 1.1.

2.1.2.3.2.4.2.5.4.1.

-students look at the picture from page 66. They have to say what the girl’s face expresses. They can choose from: shyness, surprise, joy, embarrassment, playfulness. They must explain their choice and give a title to the picture-exercise II.1 page 66 in pairs, students read the text and try to guess the meaning of the words in italics then use them in sentences of their own-the teacher asks students to look at the dictionary definitions and find the missing words from the list given

Type of interaction: Student-teacher, teacher-students, student-student

Homework: exercise IV.2 page 67

-tape-students’s book-pictures

-lockstep -reading-listening-homework

-Moving images 2.1.2.3.2.4.2.5.

-some sentences containing genitive apostrophe, are written on the blackboard;-students are supposed to make the difference between genitive apostrophe used in the sentences written on the blackboard. (example: This is Emily’s room. That is the boys’ room.) -the genitive apostrophe is explained to students. - students are supposed to give similar examples;-in pairs students are supposed to rewrite some sentences with the genitive apostrophe in the correct place;

-students’s book-workbook

-lockstep-pair work

-reading-homework-exercises

17

-many students go to the blackboard.Type of interaction: Student-teacher, teacher-students, student-student;-homework: the students are given some sentences to translate.

Possessive adjectives 2.33.24.2

-some sentences containing possessive adjectives are written on the blackboard-students are asked the following question: “How do you say these sentences in your language?”

-after some minutes of discussion the teacher tells the students that these words are called possessive adjectives. -all the possessive adjectives are written on the blackboard:-students are supposed to repeat the possessive adjectives and give their own examples.-students are supposed to solve exercise 5 from page 37. In turns they go to the blackboard. Type of interaction: Student-teacher, teacher-students, student-student;

-student’s book-workbook

-lockstep-pair work

-exercises-homework-discussion


PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 8“SPORTS”

18


raleReady, steady, go! 1.1

2.12.33.24.2

-the teacher asks the students: what sports do you enjoy practicing/watching?, Do you ever go in for competitions or championships?’ Do you know anyone who goes in for an unusual kind of sport?-students look at the list on page 111 and identify the activities which they would regard as sports.-discussion on persuading and making excuses-exercise IV page 112-fill each gap with the suitable verb from the box

Type of interaction: Student-teacher, teacher-students, student-student.

50’

21-25.05.2012

-tape-pictures-students’book

-lockstep-pair work

-listening-speaking-writing

-The Olympic Games 1.1.2.1.2.3.2.5.4.1.

-the teacher and the students discuss the topic :the Olympic Games-exercise II page 114 – fill in the gaps with a suitable word from the list-debating and discussing – exercise V.1 page 115

Type of interaction: teacher-students, students-teacher, student-student

-homework: exercise III page 114

50’

21-25.05.2012

-tapeStudents’Book-flipchart sheets

-individu-al work-group work

-listening-writing-speaking-home-work

-If only I could… 2.1.2.2.3.1.4.1.

- The teacher gives the students handouts with a song. The teacher tells the students to watch a short video and pay attention to the type of sentences and verbs. The teacher asks: ‘Do you like the song?’, ‘What would you do with a million dollars?’, ‘What type of sentences can you notice in the text?’ ‘How do you know?’, ‘Give me some examples of verbs. The teacher shows them a powerpoint presentation

50’

28.05-01.06.2012

-students’ book-worksheets

-individu-al work-pair work-group work

-speaking-writing-exercises

19

with the second conditional. She asks the students to match the beginning of some sentences with their endings. The students will find 3 conditional sentences. The teacher asks them: ‘What do the following sentences express?’ The students are given some worksheets(worksheet number 3). In pairs they must solve the first exercise.The teacher explains : ‘You are supposed to choose the correct form of the verb.’-In groups of four, students have to solve exercise 2. They must identify the conditional sentences and underline the verbs.The group that finds many verbs is the winner.

The teacher checks the exercise.

Type of interaction: teacher-students, students-teacher, student-student

-homework: exercise 5 on the worksheet

20

Planif Cls a IX-A Pe Unitati de Invatare

Documents

activiti de

find romanian

written practice

oral practice

give students

paying attention

possessive

perfect synonyms