LESSON 1 Travelling and plans - XTEC



LOOKING AHEAD (18) Teacher’s notes

LESSON 1:Travelling and plans

OBJECTIVE: Make plans about going on holiday using going to and discuss them

Vocabulary related to travelling and going on holiday

1ST SESSION

Vocabulary activities related to travelling and going on holiday (the first activity can be used in class the second one for homework).

Reading and comprehension questions: Spaniards dally planning their holidays for 39 days on average.

Discussion: the most important factors when planning your holiday

make four decisions about your holidays regarding: money, time, activities and family telling other SS their plans. SS ask:

Listening: SS hear a girl called Kate talking about her travel plans.

Focus on grammar: watch a video on going to

Grammar drills.

2ND SESSION

Speaking: Use of going to to express future plans; oral or written responses. A diary showing the days of the week filled with notes of different planned activities

LESSON 2: Ten Top Ten Things to Do in Africa

THREE SESSIONS

OBJECTIVE

Make plans about going on holiday to Africa using going to and discuss them

Vocabulary related to travelling and going on holiday to Africa

1ST SESSION

Warm up: Spain King Juan Carlos sorry for Botswana hunt trip and the Big Five

Video: The Ten Top Things to Do in Africa



SS make guesses about the places.

SS watch the video again and decide if the sentences are true or false.

Vocabulary activities: SS do crossword puzzles on vocabulary related to the video. SS test each other. First saying the definition and the partner says the word. Then saying the word and trying to define the word in English (more challenging). They swap roles.

2ND SESSION

Vocabulary activities: SS complete the phrases with adjectives and watch the video again to correct the phrases. When they finish, they take turns to test each other on the phrases.

Speaking: I hand out SS the transcript, SS read it and make one sentence with going to explaining why they are going to visit that place. Correction.

SS decide which one of these destinations they’re going to visit and why. Ask around other classmates: Which destination are you going to visit? Why are you going to visit it? SS ask around until they find somebody who has chosen the same destination. With the partner who has chosen the same destination they plan a journey there together.

Finally I get feedback on the groups’ decisions.

3RD SESSION

ASSESSMENT

Write a paragraph about a UNESCO World Heritage Site in Catalonia, Spain or any other country using / recycling vocabulary seen in the unit. Use at least five collocations with adjectives and three to five nouns seen in the crossword puzzle.

First the read about several UNESCO World Heritage Sites on the Internet, choose one and write about it using going to.

LESSON 3: FUNNY TALKING ANIMALS

OBJECTIVE: LEARN TO MAKE PREDICTIONS WITH GOING TO

TIME: 2 SESSIONS (1H 30’ EACH)

ASSESSMENT: WRITING A DIALOGUE BETWEEN ANY TWO ANIMALS THE STUDENTS CHOOSE, ROLEPLAY IT AND RECORD IT USING VOCAROO.

1ST SESSION

I pre-teach / revise the names of several animals and show pictures of them using a Powerpoint Presentation.

I pre-teach vocabulary related to the dialogues SS will hear in the video. To get acquainted with the new vocabulary SS do crossword puzzles. We correct and discuss the new words.

I hand out a set of questions. All the questions are related to the animals which appear in the video. SS have to predict what the animals are going to do. They work in pairs. SS write down the answers and when they finish I get feedback. I monitor and help with grammar and vocabulary.

We watch the video and check whether the predictions were true or not. Finally I present the right predictions to the SS using a Powerpoint Presentation.

Link to the video:

2ND SESSION

I hand out a questionnaire based on the video Funny Talking Animals and I show the video again. The questionnaire asks questions about what the animals are going to do, so I pause the video before particular actions are going to happen for SS to write their predictions and compare them to what actually happens on the video.

Finally I hand out the transcript of the video. The transcript is gapped and SS are going to watch the video and complete it with some key vocabulary they have worked on at the beginning of the lesson using crossword puzzles.

Link to the video with subtitles:

ASSESSMENT

For assessment SS can create a dialogue altogether new between any two animals or base themselves on the dentist monkey and the patient monkey dialogue. In the dialogue the SS have to create a situation where they exchange questions about plans or intentions (e.g. about holiday plans). SS roleplay their dialogues before the class. Alternatively they could record their dialogues on Vocaroo. Or get filmed. Peers might assess their classmates’ dialogues according to a rubric.

LESSON 4: A DAY OFF IN CAPE TOWN

OBJECTIVES

LEARN TO MAKE ARRANGEMENTS USING THE PRESENT CONTINUOUS TENSE TO REFER TO THE FUTURE

Revise and recycle vocabulary seen in previous units.

Learn vocabulary related to outdoor activities.

TIME: 4 SESSIONS (1H 30’ EACH)

ASSESSMENT: MAKING A PROJECT USING VOICETHREAD ON THE ACTIVITIES AND SIGHTS STUDENTS HAVE CHOSEN TO SPEND A DAY OFF IN CAPE TOWN

1ST SESSION

Gapped texts about Namibia, Botswana, Zimbabwe and South Africa

2ND SESSION

Adventure activities

Using the Present Continuous Tense to Refer to The Future

3RD SESSION

Website visit, questionnaire and speaking activities

4TH SESSION

ASSESSMENT (1h 30’)

SS make a project using Voicethread. They have to upload pictures which illustrate the activities they’re doing and the sights they’re visiting in Cape Town. They also have to both record and write comments on the activities and sights they have chosen based on the questionnaire they have made. In order to achieve success SS must follow the questionnaire to make their comments on the chosen activities and sights.

SS should upload pictures for each activity or sight, and make recorded and written comments on the activities and sights.

LESSON 5: CAPE DOCTOR

OBJECTIVE: FUTURE WILL

TIME: 2 SESSIONS (1H 30’ EACH)

ASSESSMENT: Reading a letter and writing a suitable reply.

OPTIONALLY: ASSESSMENT / HOMEWORK

Choose a month to visit Swakopmund, visit a weather forecast website and make predictions.

Choose a day to visit Swakopmund, visit this a weather forecast website and make predictions.

1ST SESSION

SS read the Lonely Planet review on Robben Island and / or Kirstenbosch Botanical Gardens as a sight to visit in Cape Town. Then I ask SS to underline all instances of future will that come up in the reviews.

Focus SS on the future forms:

I tell SS that we’re going to focus on the future will for predictions. I give them a low-down on this modal verb and use this website.



SS watch a video on the weather in Cape Town. Before watching they make predictions about what the weather will be like answering questions about the seasons in Cape Town. They watch the video and answer the questions.

Link to the video:



2ND SESSION

I tell SS they’re going to make predictions about things that inevitably happen when you work in an office answering a questionnaire. In pairs they have to answer them.

Next SS watch the video and check their predictions.

Link to the video 15 THINGS THAT INEVITABLY HAPPEN WHEN YOU WORK IN AN OFFICE:



SS roleplay the questions and answers. A asks B, then swap roles. Tell them to try to answer by heart.

SS complete the gapped transcript with words.

Optionally SS might test their partner. They read out the beginning, their partner has to complete it. They should try to do it by heart. Tell them to study the sentences for a few minutes before they start.

LESSON 6 DINING IN CAPE TOWN

1ST SESSION

I get SS to match several African dishes to the countries where they belong. I show them a Powerpoint presentation to correct them.

SS read an introduction to eating in Cape Town and highlight the most important information.

SS complete a restaurant conversation with sentences.

SS watch the conversation and check.

Link:

After correction we focus on the language used in the restaurant conversation.

Finally we focus on the grammar.

Will #2:



After focusing on the grammar SS roleplay the conversation several times with different partners.

2ND SESSION

SS watch a scene from Friends. Before watching it they make predictions. Then they watch it and confirm their predictions.

I give them the transcript and a menu and in groups I tell them to try to roleplay the scene from Friends.

I hand out a menu. SS study it and decide on the food. Then they roleplay conversations in a restaurant following the model of the Friends conversation.

3RD SESSION

ASSESSMENT

In pairs, SS read reviews of restaurants in Cape Town, choose a restaurant and print out the menu. Explain to the class why they have chosen this restaurant. Roleplay the conversation twice, swapping roles. Swap your menus with other pairs and improvise a conversation in a restaurant.

SS roleplay their conversations. I’m going to record them and upload them on YouTube. As a waiter they must try to describe the dishes, telling about the ingredients, etc. As a customer they must try to ask questions about the dishes, asking about the ingredients in the dishes, etc. Compulsorily they must include a cocktail, a starter, a main course, a dessert, wine, coffee and liquours in their order.

LESSON 7: PAM LLEWELLYN

1ST SESSION

I show SS two pictures of Warwick and one of Masindi. What is the connection between them?

I introduce Pam Llewellyn showing a picture of her. I hand out some questions for them to discuss in pairs. After discussion I get feedback.

I get SS to read about Pam Llewellyn’s plans and check the answers to the previous questions reading the beginning of this text.

I tell SS to underline the sentences in the present simple. Are they present or future?

I explain to SS that for scheduled events we don’t use going to or future will but the present simple. I hand out this grammar explanation from



2ND SESSION

Listening: I tell SS we’re are going to find out about Pam Llewellyn’s volunteer project in Uganda listening to an interview after her stay in Uganda had finished some time ago.

OPTIONAL

Reading: SS read about project descriptions in Uganda and answer questions about them.

3RD SESSION

ASSESSMENT

I ask SS to do some research and describe their itinerary using present continuous / future going to and present simple for scheduled events. They browse suggested websites and decide which project they're going to get involved in. I tell SS not to take a volunteer project in Uganda, just for the sake of choosing a new destination. They choose a volunteer project, e.g. a volunteer project in Namibia, Tanzania, Costa Rica, etc., and think how they are going to travel there. They must plan their itinerary in a similar way to Pam Llewellyn’s. They can log on to British Airways website or any other airline carrier of their choice. They must explain their itinerary to other classmates or in small groups. They can record their itineraries using Vocaroo or VoiceThread.

LESSON 8: OUTDOOR SPORTS

1ST SESSION

Reading: SS read an introduction about mountain bike and answer some questions.

FOCUS ON GRAMMAR

May: Present and Future Time

Reading: SS read about the six grades of difficulty in white-water rafting and answer some questions.

Reading: SS read an article about what to wear when you go white-water rafting and answer questions.

FOCUS ON GRAMMAR

MIGHT

Might #1: Present and Future Possibility

2ND SESSION

Reading: SS read about several risks related to two different extreme sports. They must match them to the right extreme sport.

Reading: SS read about Victoria Falls and decide when they are going to visit it.

ASSESSMENT

SS visit a website, read through a presentation and write down possible and hypothetical risks of bungee jumping. Present a list and record it using Vocaroo.



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