UAE English Skills Grade 7 Weekly Planning

Transcription

1 Hi. My name is Anna Phillips, co-author of UAE English Skills. I hope you find these weekly planning notes useful. Starter A: Week 1: Education 1: Student s Book: Listening Although there is a warm-up suggested for this lesson in the Teacher s Book, my experience is that the beginning of the first lesson can be quite messy and difficult to manage. My advice is therefore to concentrate on getting to know your students. Get the students to write their names on a piece of paper and prop it up at the front of their desks. UAE English Skills is probably different from any previous English course the students have studied, so also spend a few minutes explaining how the course works you can download some information entitled How UAE English Skills works from this theme on the website. Allow yourself plenty of time to read the teachers notes for this lesson there are quite a lot of them and they are essential for this lesson.

2 Planning notes: 1: Student s Book Education: Listening Pages SB 10,11 TB To practise the following LISTENING sub-skills: understanding and learning classroom vocabulary in isolation and context (Ex A and B) understanding and responding to basic classroom instructions (Ex C and D) understanding and learning the vocabulary for various learning aids (Ex D) recognizing learning aids and vocabulary in context (Ex E) Use the questions in the Introduction in the Teacher s Book Several activities in this lesson will be new for the students. Students may want to write words or phrases down. Students may want to read the tapescript or see the vocabulary. Read and follow the Teacher s Book instructions for each exercise carefully. Set each task carefully and do an example or ask stronger students to demonstrate. Ex B, Section 2 make sure students understand that they must point to the object NOT answer the question. At the end of each exercise or at the end of the lesson students may write one or two new words or phrases down. However remember that reading and writing of all of the key words and phrases will be done later in the week. Also bear in mind that the aim of the lesson is listening so keep writing down phases very brief. Tell students in real life they will not usually be able to ask for a tapescript or always be able to ask for something to be repeated. Students must try the task after listening only once i.e., they listen in real time However, tapescripts can be shown after the relevant exercise or later in the lesson. Alternatively, write some of the words or phrases on the board. Materials/Aids After you have fed back on each task, or at the end of the lesson, give students copies of the Student s Book Cassettes Photocopies of tapescript (optional - see ) The tapescript for Ex B (Sections 1 and 2) can be spoken by the teacher instead of played on the cassette. If you wish, you can blank out some of the words for students to complete. Play the cassette again, with the students following the tapescript. Alternatively, simply play the cassette again or replay sections students had difficulty with. Use Ex D3 and E for evaluation. Ask students to learn the meanings of the words on page 11 (grammar table, wordsearch, etc.) Notes UAE English Skills is still in pilot form. This means you might find a few printing errors from time to time. One example is the visual on SB page 10 which does not match the tapescript. You can either adapt the exercise by reading the sentences (see right), or you can print out the correct picture from the website. classroom desk chair door teacher student book notepaper Internet pen pencil board computer

3 2: Student s Book Speaking There is a blank word search grid that you can print off from the web site. Give these to faster students to make their own word search puzzles for other members of the class. Planning notes: 2: Student s Book Education: Speaking Pages SB 12, 13, TB 22, 25 For students to practise the SPEAKING sub-skills: pronouncing target vocabulary in isolation (Ex A and B) pronouncing target vocabulary in context (Ex C) practising closed and open questions using the verb to be (Ex D, E, F) asking and answering questions about their partner and themselves (Ex F) talking about themselves (Ex H) practising words with the phoneme /i / (Skills Check) In addition students will learn the relevance of various classroom activities (Ex C) Use the pointing activity in the Introduction in the Teacher s Book A strong class may find Ex D-H too easy. Exercise C is quite challenging. This activity revises the vocabulary from the Listening lesson. In this case, either miss the activities out as suggested in the Teacher s Book, or do the activities at high speed. Use an OHT of the table of answers in the Teacher s Book page 24. Use the pairwork section as an example of the kind of answers you are expecting. You could also provide the students with a handout of the table with the answers blanked out for them to work with. Translation is acceptable for some of the notes when giving feedback. Materials/Aids Student s Book Cassettes Optional: OHT plus photocopies of table in the Teacher s Book p 24 (see Problems) World Map (see right) there is a world map on the website A copy of the wordsearch from SB page 12 is on the web. Print copies for students to complete for homework. A map of the world is an important resource in this course. Refer to it every time a country is mentioned perhaps have stickers that students could put on the relevant country each time. Perhaps students could also have a photocopy of a world map in their folders. As they visit each country in different lessons, it could be coloured in or a sticker or flag could be added. Ex B is probably too short for monitoring. Simply set the task for pair work and then do some practise saying the imperatives with the whole class. For further adaptations see Problems above. Use Ex F and G for evaluation Students complete the wordsearch (see Materials above).

4 3: Workbook: Listening and speaking My tip Add some movement to your lessons! Ask students to practise the conversation walking round the classroom. In real life conversations often take place walking down the street or the school corridor for example. This is a very good activity if your students tend to start falling asleep at the end of the lesson! Planning notes: 3: Workbook Education: Listening and Speaking Pages WB 6,7 TB 26, 27 For students to practise the following LISTENING and SPEAKING sub-skills: listening to extended conversations (Ex A) practising intonation of closed and open questions understanding and responding to target questions (Ex B, C and D) controlled and less controlled conversation practice using target language (Ex C and D) consolidation of target vocabulary Write the learning activity words on the board from the previous speaking lesson (SB page 12, TB pages 23, 24) Tell students that each of the activities will take place in this lesson. Revise and elicit what each learning aid is good for. Students may not be used to extended listening. Students may have difficulty in recognizing foreign names. pairwork roleplay workbook CD s Reassure students they do not have to understand every word. Follow the procedure in the Teacher s Book. Say the names for the students before the relevant activity, as suggested in the Teacher s Book. Materials/Aids Workbook Cassettes Students may have difficulty in discriminating between the intonation of closed and open questions. Do not expect perfection at first. Write examples of each question on the board. Draw an arrow showing correct intonation above each question, then say the questions. Ask students to repeat. After Ex B, you might like to spend a few minutes highlighting/revising the grammar and/or word order of questions using the verb to be (see right.) Use Ex D for evaluation. E.g., What s your name? (is) Are you a new student? Yes, I am. / No, I m not. Write the questions on the right on the board. Students copy and write true answers for themselves for homework. What s your name? Are you a student? What class are you in? Is your teacher a man or a woman?

5 4: Student s Book: Reading Instead of simply making a section in their files or notebooks for vocabulary (see Home below), students could use a special file or notebook only for vocabulary. Decide how students should organize this: alphabetically? by topic? Planning notes: 4: Student s Book Education: Reading Pages SB 14, 15 TB For students to practise the following READING sub-skills of: collocating target vocabulary (Ex A) revising vocabulary and grammar (Ex B) revising parts of speech: noun, pronoun, verb (Ex B and H) revising key phrases from listening and speaking lessons (Ex C) recognizing information transfer (Ex D) practising scanning (Ex D) recognizing punctuation (Ex E-G) Use the education activity in the Introduction in the Teacher s Book. Some students may note realise that m, s, and re are verbs. Materials/Aids Student s Book Flashcards Ex E, F, G, H could be done before Ex D Write the full forms on the board next to the short forms. Ex D H should be used for evaluation Students start a vocabulary section in their file or notebook. Students write the verbs from Ex A in their pairs of opposites with a translation of each verb.

6 5: Student s Book: Writing If you are very organized, you could use different colours for your flashcards. For example, red for verbs, blue for nouns, etc. Either write the words in the relevant colour or if you are using the printed ones provided by the course, draw a coloured border for each card. The colours help to reinforce the different parts of speech for each word. Planning notes: 5: Student s Book Education: Writing Pages SB 16, 17 TB For students to use the following WRITING sub-skills: using capital letters and full stops (Ex C, E and F) using basic sentence patterns with the verb to be (All Exs except A) spelling vowel sounds (Ex A and Skills Check 1) Select some of the flashcards (see TB page 15 for complete list) for reading and spelling practice. See right for method. See language and culture notes in TB pages 34 and 35 on plurals and pronouns. Materials/Aids Student s Book Flashcards (see TB page 15) The Skills Check boxes could be used before each exercise or after. Alternatively they could all be done at the end of the lesson as a kind of summary. Show a flashcard for three seconds all students must put their pens down. Remove the flashcard, then students write the word from memory. Repeat for up to 10 cards. At the end of the procedure, show each card again so that students can correct their spelling. Use the sentences in Ex E2 and F2. Assess students handwriting and ability to adapt writing to the space available as well as punctuation, spelling and syntax. Select some of the flashcard words to learn for spelling. Remember to give a spelling test on these words the next time you see the class.