lesson plan efs unit 4 lesson 1 - dyned€¦ · t shows family tree on the screen and elicits as...

Lesson Plan EFS Unit 4 Lesson 1

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Objectives: Daily activities Method: S-S Materials: PPT Procedure Step 1: T shows pictures of different jobs on the screen. Step 2: T has Ss work in pairs. Sa says the daily activities with times, Sb guesses. e.g. He doesn’t work in the morning.Step 3: T nominates Ss from different pairs to present the information to the whoclass Ss do correction if necessary.

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Objectives: Dialog 1: Describing seasons Method: S-S Materials: PPT Procedure Step 1: T shows some pictures related to weather (changeable) and key words. T elicits a few complete sentences from some Ss. Step 2: T puts Ss into pairs and has each of them say at least 6 complete sentences about the weather Step 3: T nominates some Ss to report to the class about what their partner has said. Step 4: T shows pictures of 4 seasons (Go over the pronunciation if necessary) tell Ss what your favorite season is and why(5-6 sentences) Step 5: T has Ss work in pairs to exchange information about their favorite season and reasons for their preferences. Step 6: T nominates some Ss to report to the class about their partner. Peer correction if necessary.

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Objectives: School life 1: Describing location Method: S-S Materials: Desks and chairs Procedure Step 1: T & Ss set up the rows of chairs in the classroom with street names and the desks with location names. (You may need to tape some tags on them) Step 2: T calls on two Ss to come to the front of the room. Step 3: One S will give the other S directions to physically walk from one location to another. You can also have them add directions of the activities they should do there, e.g. restaurant – sit down and order something to drink. Step 4: Continue until all Ss have had their turn. T may have a few pairs do the activity at the same time in larger classes Step 5: T nominates Ss from different pairs to come to the front for checking. T does correction if necessary.


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Objectives: Preview school life: Vocabulary development Method: T-S Materials: None Procedure Step 1: T divides Ss into 2 groups. Step 2: T explains one of the target words. Step 3: The first group to guess the word scores 1 point. Continue with each word.

Vocabulary: block, across, divorced, several


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Objectives: Talking about energy. Method: T-S Materials: PPT Procedure Step 1: T shows pictures of energy and elicits as many complete sentences as possible from Ss. e.g. We get light and heat energy from the sun. Step 2: T has the whole class repeat the sentence or do peer correction.

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Objectives: School life 2: Describing family Method: S-S Materials: PPT Procedure Step 1: T shows family tree on the screen and elicits as many family members as possible and writes them on the board. Step 2: T picks one S and asks him/her questions about his/her family. e.g. How many people are there in your family? How many brothers and sisters does your father/mother have? What does your father/mother/sister/… do? etc. Step 3: T shows question format on the screen and has Ss work in pairs to ask and answer questions about each other’s family. (8 questions) Step 4: T nominates some Ss to present about their partner’s family members. Error correction if necessary.


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Objectives: School subject 1: English 1 Method: S-S Materials: None Procedure Step 1: T makes a list of the vocabulary. It should include: noun, person, place, thing, word, pronoun, verb, existence, action, occurrence, adjective, describe, express, replace, represent, adverb. Step 2: T draws a grid on the board with 16 boxes (four boxes across and four boxes down). Step 3: T reads a definition out loud. (See below for definitions.) Ask Ss to guess the word being defined. Ask for a volunteer to write the words in the boxes – one word per box. Continue until the grid is complete.

Action Something done or performed Person Man, woman or child

Adjective Describes a person, place or thing Place Location

Adverb Describes an action Pronoun Replaces a noun Describe To represent in words Replace To take the place of Existence To be in the world Represent To serve as a sign Express To say something Thing An object

Occurrence An event that happens Verb Describes an action

Noun Describes a person, animal, place or thing Word Something that is said or written

Step 4: T divides the Ss up into groups of 4. Depending on the number of groups, assign 4 words to each group so that all the words are covered and each group has a different set of words. The same word can belong to different sets of words, the idea, though, is not to have the same set if possible. Step 5: T gives Ss five minutes to come up with sentences that contain all four words. If they can do it in one sentence, the group gets 4 points; if they do it in two sentences; they get 3 points, etc. The team with the most points wins.


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Objectives: School Subject Vocabulary Method: S-T Materials: Whiteboard Procedure Divide the class into two teams. Step 1: T draws spaces for one of the words or one word for each team. Step 2: No looking at notes, teams try to guess the word. Step 3: Team 1 can guess one letter or word. If right 1 point, if wrong one hangman body part. Continue with each word.

Vocabulary: type, noun, pronoun, sentence


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Objectives: Math 1 Method: T-S Materials: PPT Procedure Step 1: T shows the four equations and has Ss work out the result verbally. Step 2: T does drilling and error correction if necessary.


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Objectives: Dialog 2: Family situations Method: S-S Materials: PPT Procedure Step 1: T tells Ss they are going to talk about weather and asks questions like: What is your favorite climate? Do you like it when it’s hot/ cold/ raining/snowing/cloudy? Make sure Ss answer in complete sentences. Step 2: T shows pictures of different weather conditions and activities on the screen with question prompts. T puts Ss into pairs and has them ask and answer questions about weather and activities. (Each S asks 6 questions) Talk about the difference between sunny, rainy, windy, etc. and what people do in these weather conditions. Example questions: What do people do when it’s hot outside? In what kinds of weather do people like to ride bicycles? Do people eat ice cream when it’s cold outside? Does it snow in the summer? What happens to the leaves on the trees in the autumn?Step 3: T nominates Ss to report to the class. Peer correction if necessary.

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Objectives: Dialog 3: talking about weather Method: S-S Materials: PPT and Handout Procedure Step 1: T asks class questions e.g. If it’s summer in Australia, what season is it in Madrid? (winter) What are the two scales to measure temperature? (Celsius/Centigrade;

Fahrenheit). Which is the most common? (Centigrade) Where is the least common one used? (US and

a few other countries such as Belize and the Cayman Islands) Where is there snow even in summer? (Antarctica/ North Pole, etc.)

Where is it nevercold? (Tropical islands, equator, etc.)

Step 2: T puts Ss into group of 5 and has one of them read aloud the description of a country and other group members will guess the country. Step 3: T gives the handouts to all groups and monitors the activity. Step 4: When groups have finished. T shows national flags one by one on the screen and has Ss say something about that country. (If Ss don’t recognize the national flags, T explains.)


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Preview Objectives: Preview school subject 3: Vocabulary development Method: T-S Materials: None Procedure Step 1: T divides Ss into 2 groups. Step 2: T explains one of the words. Step 3: The first group to guess the word scores 1 point. Continue with each word.

Vocabulary: action, cafeteria, include, express


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Objectives: Talking about shapes. Method: T-S Materials: PPT Procedure Step 1: T shows shapes and nominates Ss to describe them. Step 2: Error correction if necessary.

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Objectives: School subject 2: English 1 Method: T-S, S-S Materials: None Procedure Step 1: T reads the following paragraph out loud. Have the Ss write it down. Remember to read the whole paragraph first, then read it again but this time a few words at a time while Ss write what they hear, then read the whole paragraph again while the Ss check their work. A noun can be a person, animal, place or thing. Cat is a noun because a cat is an animal. Beach is a noun because it is a place. If you want to describe a noun, you use an adjective. Red is an adjective because it describes the color of a thing. You can say that you have a red apple. Step 2: T has Ss rewrite the paragraph by using new examples. e.g. A noun can be a building, book, plant, or city… Step 3: T has Ss work in group of 4-5 to compare their new paragraph and to do peer correction.

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Objectives: School subject 3: English 1 Method: T-S Materials: Whiteboard. Procedure Step 1: T asks a S to go up to the board to write the first sentence（original paragraph）, another to write the second, etc. Step 2: T has all the Ss participate in correcting any spelling errors of the paragraph on the board. Tell them to correct their own spelling errors as well. Step 3: When the Ss have all corrected their own dictations, T shows the marks and goes over the with Ss. T asks them to do the following:

Underline the nouns in your paragraph. Put parentheses around the verbs in your paragraph. Circle all the pronouns in your paragraph. Put a box around the adjectives in your paragraph.


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Preview Objectives: Warm up Method: S-T Materials: Whiteboard Procedure Divide the class into two teams. Step 1: T draws spaces for one of the words or one word for each team. Step 2: No looking at notes, teams try to guess the word. Step 3: Team 1 can guess one letter or word. If right 1 point, if wrong one hangman body part. Continue with each word.

Vocabulary: travel, transportation, passenger, distance

DynEd RFS Classroom Activities

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Unit 4: Reading Texts

Reading 1

You can go on vacation to Hawaii or to Iceland.

What will you choose? Most people choose

Hawaii. People in Hawaii enjoy hot, sunny days

and warm evenings. The climate in Hawaii is

comfortable, so it is a great place to go for a

vacation.

Weather and climate are similar, but they are

not the same. Weather describes what is

happening in the sky at a certain time. For

example, we can say that it was cloudy

yesterday; today it is raining; and tomorrow it

will be clear. In contrast to weather, climate

describes what the weather is usually like in a

certain place at different times of year.

Reading 2

Scientists divide the Earth into different climate

zones. For example, the islands of Hawaii have a

tropical climate. Tropical areas have very warm

temperatures and only two seasons: wet and

dry. Areas with a temperate climate, such as

most European countries, have four seasons:

winter, spring, summer, and autumn. Arid

regions have very little rainfall. These dry

regions are usually deserts. Saudi Arabia and

Egypt are examples of countries with an arid

climate. Polar regions, like Antarctica, get little

or no rainfall and have cold temperatures

throughout the year.

Reading 3

A weather forecast predicts the weather for the

next several days. Weather forecasts include

information about temperature, wind, and

precipitation (snow or rain). A weather forecast

can help us plan our day and know what to wear.

It can also warn us about dangers, such as

storms or very cold weather. Weather forecasts

are extremely important to farmers and to

sailors.

In the past, people predicted weather by looking

up at the sky. They also used what they knew

about the seasons to forecast the weather.

Today, scientists called meteorologists can

predict the weather with more accuracy. They

use pictures from weather satellites and

computers to forecast the weather.

Reading 4

Today, scientists are studying recent changes in

the Earth's climate. They use the terms “global

climate change” and “global warming” to

describe climate changes over a short period of

time. Scientists have noticed unusually rapid

changes during the last 100 years. They believe

that humans are changing the world climate by

burning fossil fuels and cutting down forests.

The average temperature of the Earth has

increased by 1.5 degrees Fahrenheit (0.8

degrees C) during the past 100 years. This rise in

temperature has had many negative results.

There are more violent storms, more droughts,

and changing patterns of rain and snow. These

changes in weather and climate make life more

difficult for humans, animals, and plants around

the world.


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Unit 4: Reading for Success Classroom Activities

Warm Up

Have Ss work in pairs and discuss their experiences with weather. Ask questions such as the following:

What was the biggest storm you ever saw?

What is the coldest or hottest weather you have experienced?

What is your favorite type of weather?

When you were a child, what kind of weather did you like best?

Afterward, ask some individuals to share their experiences with the class. See who comes from the place with the warmest

climate, the most rain, etc.

Unit 4: Main Activity 1 – Mini-Presentation

Note to T: The ability to present information orally is an essential academic skill. Ss practice paraphrasing or summarizing the information in the readings and presenting this information to the class. Encourage Ss to use their own words and not rely on the sentences from the readings.

Show this chart from the Written Exercises.

Give Ss a few minutes to think of some sentences they can present to the class about climate. For example, they might say: Climate is what the weather is usually like in a certain place. These are four different types of climates. Or: There is not much

rain in an arid climate. Arid climates are dry, like deserts. Saudi Arabia is an example of a country with an arid climate.

Ask for volunteers to come to the front of the class and present their sentences. Encourage them to use the graphic

organizer as a visual aid. Have other Ss to ask questions about the information. For example: How is weather different from climate? What other countries have an arid climate? Which climate region has jungles?

Unit 4: Main Activity 2 – Taking Notes

Note to T: An essential reading and study skill is identifying what information in a text is important, and then writing short notes about it. This skill allows Ss to study better because they can quickly review the information later without re-reading the whole text. There are many formats for note-taking, such as bulleted lists, graphic organizers, and annotations.

climate

arid

Saudi Arabia

temperate

France

tropical

Hawaii

polar

Iceland

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Hand out copies of Reading 4. Explain that Ss should re-read the text and use the information to organize the phrases into a flow chart to show the effects of global warming.

Write or project this flow chart on the board.

Give Ss approximately 5 minutes to make their own flow charts, using information from the reading. Then have Ss share their charts with partners. Finally, ask a volunteer to create the flow chart on the board.

The completed flow chart might look like this:

Unit 4: Writing Extension

Tell Ss they will write some personal sentences about climate and weather. Ask them to write about the climate in the area where they grew up. Encourage them to include answers to some of the following questions in their writing:

What is the climate in the place you grew up?

How many seasons are there?

How long are the seasons?

What is the average temperature?

What is the rainiest time of year?

How often is there very hot or cold weather?

How often are there storms or other severe weather?

Which season do you like the best?

4.1.1. Academic II_A2_EFS_Unit 4_Lesson 14.2.1. Academic II_A2_EFS_Unit 4_Lesson 24.3.1. Academic II_A2_EFS_Unit 4_Lesson 34.4.1. Academic II_A2_EFS_Unit 4_Lesson 4A2 RFS Unit 4 Classroom Activities....

lesson plan efs unit 4 lesson 1 - dyned€¦ · t shows family tree on the screen and elicits as...

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