EXPANSION UNITS 4-6 LANGUAGE REVIEW day class period Learning Objectives 3/1 The student will be able to: - • answer personal information - • - - Steps to follow - A-Warming up and revision Warm up: Teaching Strategies Pair work B- Presentation Work group The students are going to learn… Problem solving Brain storming New vocabulary Role play Discussion C- Practice Inductive Co-operative learning Language Review. Discovery A. This exercise reviews using paired conjunctions, which was presented in Unit 4. Refer Recourses needed students to the grammar chart on page 56 for review as necessary. Student book Call on a student to read aloud the directions. Work book Have students work individually to complete the sentences, and then compare Teacher’s guide answers with a partner. Teaching aids To check answers as a class, call on volunteers to read their completed sentences Board aloud. Elicit alternative correct answers from students as appropriate. Drawing B. This exercise reviews adverb clauses, which were presented in Unit 5. Refer students Cards Real objects to the grammar chart on page 70 for review as necessary. Data show Ask a student to read aloud the directions and the example sentence. Interactive CD Have students work individually to complete the sentences, and then compare answers with a partner. Evaluation Tools C. This exercise also reviews adverb clauses. Refer students to the chart on page 70 for Oral Tests review as necessary. Written Tests Observation a Have a student read aloud the directions, the example sentence, and the names of the items. Discussion Tell students to refer to the list of adverbs in the box for exercise B for reference when Exercise forming their adverb clauses. D This exercise reviews using verbs + infinitives or gerunds with different meanings, Activities which was presented in Unit 6. Refer students to the chart on page 84 for review as necessary. Home assignment D- Feedback Do the activity in the book. ( )workbook page ( 67-69 ) exercise Teacher Headmaster Supervisor
EXPANSION UNITS 4-6 READING day class period Learning Objectives 3/1 The student will be able to: - • answer questions from a passage. - • complete the form from the passage. - • The impact of a changing world on human language and - communication - Steps to follow Teaching Strategies Pair work A-Warming up and revision Work group Problem solving Warm up: Brain storming Role play ask students what they know about both human and computer viruses. Make notes Discussion of some of their ideas on the board. Inductive Co-operative learning B- Presentation Discovery The students are going to learn… Recourses needed Student book Language builder Work book Teacher’s guide Arrange students in small groups to discuss the Before Reading questions. For question 1, have them do a group survey and make a note of each student’s answer. Teaching aids a Elicit answers from each group and write them on the board. Ask students to Board compare group results and discuss the reasons why they prefer to text or call. Have Drawing students give examples of the kind of language they use. Cards Real objects C- Practice Data show Interactive CD READING STRATEGY Using prior knowledge Ask students to look at the pictures on pages 98 and 99 and read the title, without Evaluation Tools Oral Tests reading the article. Ask: What do you see? (people texting, using a tablet or a Written Tests cellphone.) Ask: What do the photos have in common? (they all show examples of Observation online/distance communication through technology) Ask: Can you explain how online communication differs from other types of Discussion communication? Compare with more conventional face-to-face communication, Exercise letter writing, smoke signals etc. Elicit answers and write notes on the board, but do not confirm or deny answers at this point. Activities Play the audio for the article. Ask students to just listen, with their books closed. Ask: Did you hear any of the After Reading Read aloud the vocabulary words in the box. Ask students to repeat for proper pronunciation. Tell students to find and underline each word in the reading. Have them study the context of each word carefully to guess at its meaning. Have students work individually to complete each sentence with one of the words. Then have them compare answers with a partner. Discussion Arrange students in groups to discuss the questions. Assign one student in each group the role of reporter. As a follow-up, call on a few volunteers to share their group’s answer to each question. D- Feedback Home assignment ( )workbook page ( 70–71 ) exercise Teacher Headmaster Supervisor
EXPANSION UNITS 4-6 LANGUAGE PLUS day class period Learning Objectives 3/1 The student will be able to: - • ask and answer questions - • complete sentences with suitable words. - • Use everyday idioms - - Steps to follow A-Warming up and revision Teaching Strategies Warm up: Pair work B- Presentation Work group The students are going to learn… Problem solving Language builder Brain storming Role play C- Practice Discussion Inductive Ask students to read the definitions of the idioms silently. Co-operative learning Focus students’ attention on the cartoons and the sentences below them. Tell Discovery students to match up each cartoon with the sentence that describes it. Recourses needed Then have students fill in the blanks with the idioms. Student book Call on students to read aloud the completed sentences and say which Work book cartoon illustrates each sentence. Ask students to explain each idiom as it is Teacher’s guide shown in the cartoon. For example, ask: How do you know that picture 1 illustrates the idiom Break into a cold sweat? (It shows a patient getting Teaching aids ready to go to the dentists surgery.) Board Ask: How do you know that picture 2 illustrates the idiom The third time’s the Drawing charm? (It shows a woman who has baked two cakes that didn’t come out Cards very well, and a third one that looks perfect.) Real objects Ask: How do you know that picture 3 illustrates the idiom Throw caution to Data show the wind? (Skydiving is a dangerous and risky sport.) Interactive CD Ask: How do you know that picture 4 illustrates the idiom Root for someone? (The man is hoping that his friend will win the award.) Evaluation Tools Oral Tests Written Tests Observation Discussion Exercise Activities D- Feedback Supervisor Home assignment Ask the students to answer the activity Teacher ( )workbook page ( ) exercise Headmaster
EXPANSION UNITS 4-6 WRITING day class period Learning Objectives 3/1 The student will be able to: - - • Write an essay about tales involving animals - - Steps to follow - A-Warming up and revision Warm up: Teaching Strategies Pair work B- Presentation Work group Problem solving The students are going to learn… Brain storming Role play Language builder Discussion Inductive Elicit or provide students with this list of coordinating conjunctions: for, and, Co-operative learning nor, but, or, so, yet. Discovery C- Practice Recourses needed Student book Tools for Writing: Work book Ask students to read the explanation and examples silently. Write the following Teacher’s guide sentence on the board: Teaching aids I need the textbook today I can lend it to you tomorrow. Board Ask: Is this sentence correct? (no) Ask: What is wrong with it? Elicit that it contains Drawing two independent clauses, so it is a run-on sentence. Ask: How can I correct this Cards sentence? Elicit that the two independent clauses should be broken into two Real objects separate sentences, or joined together with a coordinating conjunction. Ask two Data show volunteers to come to the board to write the corrected sentences: Interactive CD I need the textbook today. I can lend it to you tomorrow. I need the textbook today, but I can lend it to you tomorrow. Evaluation Tools Have students work individually to correct each run-on sentence, Oral Tests Writing Prompt Written Tests Read aloud the Writing Prompt. Observation Developing Your Writing: Prewriting Techniques Focus students’ attention on the box Developing Your Writing: Outlining an Essay. Ask students to read the explanation Discussion and sample outline silently. Exercise Ask: Who has created an outline like this one before? Remind students that they practiced outlining as a reading strategy in Unit 1. Find out how comfortable Activities students are with creating outlines and tailor the amount of instruction provided to meet their needs. Home assignment Explain that the sample outline is an outline of an essay about tales about animals, similar to the one that they will write. D- Feedback Do the activity ( )workbook page ( 72 ) exercise Teacher Headmaster Supervisor
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