Lesson Plan EFS Unit 8 Lesson 1

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Objectives: Motion and force Method: S-T Materials: PPT Procedure Step 1: T shows the picture and key words and has Ss explain what happens when people play pool. Ss do it one by one. E.g. When we hit a ball, it moves forward. Step 2: Peer correction if necessary.

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Objectives: Dialog 1: Making plans Method: S-S Materials: PPT Procedure Step 1: T divides the class into pairs. Each S in the pair prepares 5 sentences that describe what they like, dislike, prefer, etc. T gives an example: I like red. I dislike chatting on the phone. etc. Step 2: T shows the picture of a fortune teller and elicits the meaning of the word. Ss will take turns to be the fortune teller and the client. Step 3: The client will start by telling the fortune teller about him/herself. The fortune teller, using going to + infinitive tells the client what is going to happen to him/her in the future. T gives an example by being a fortune teller. Draw a sentence from a S and tell him/her what will happen in the future using be /going to. T shows the pattern on the screen. Step 4: Then, the Ss change places so that each one has played the role of client and fortune teller. Step 5: T nominates Ss from different pair for checking and error correction.

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Objectives: School life 1: future tenses Method: S-S Materials: Handout - one copy of the board per 3-4 Ss; one dice and 3-4 counters per group. Procedure Step 1: T puts Ss into groups of 3 or 4. Give each group a board, counters and dice. Step 2: Ss take it in turns to throw the dice and then move the number of squares indicated by the dice. When they land on a future square, they have to talk about the topic or question for 20 seconds without stopping. (T shows the board and gives a demo.) Step 3: If a S can’t think of anything to say, or stops talking before the 20 seconds are up, then he/she has to move back to his/her previous square. Step 4: The S who reaches the Finish square first is the winner.

Lesson Plan EFS Unit 8 Lesson 1

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Objectives: School Subject Vocabulary Method: T-S Materials: None Procedure Step 1: T divides Ss into 2 groups. Step 2: T explains one of the words about school life. Step 3: The first group guesses the word scores 1 point. Continue with each word.

Vocabulary: adjective, adverb, meaning, describe, building, expensive, action, fairly.

Lesson Plan EFS Unit 8 Lesson 1

Lesson Plan EFS Unit 8 Lesson 2

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Objectives: Gravity Method: T-S Materials: PPT Procedure Step 1:T shows picture and key words and has Ss say relevant sentences one by one. Step 2: Peer correction if necessary.

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Objectives: School life 2: Expressing degrees of probability Method: S-S Materials: PPT &Handout Procedure If there are more than 12 Ss in the class, divide them into groups. Step 1: Give one card to each S and tell them they are going to ask and answer questions about the future. Each S will talk to everyone in the class or group. Step 2: T shows language patterns and makes sure Ss know how to formulate the question in order to find out the information on their card. Step 3: T elicits questions like: Do you think you’ll …? Step 4: Ss go round the class or group, asking and answering questions and putting check for each answer in the relevant column on their card. Step 5: When Ss have spoken to everyone in the class or group, T nominates a few Sto report to the class and does error correction.

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Objectives: School subject 3: adjectives and adverbs Method: S-S Materials: PPT Procedure Step 1: T asks the following questions and elicits answers.

What does an adjective describe? (Noun) What does an adverb describe? (Verb, adjective, adverb) Do noun and adjective always come together? (No)

Step 2: T shows pictures and key words and gives Ss some time to work in group of to prepare a group presentation about adjectives and adverbs. Step 3: After each presentation, T draws questions from other Ss. Correction / discussion if necessary.

Lesson Plan EFS Unit 8 Lesson 2

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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: preposition, another, usually, phrase, together, textbook.

Lesson Plan EFS Unit 8 Lesson 2

Lesson Plan EFS Unit 8 Lesson 3

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Objectives: Price and Money Method: S-S Materials: None Procedure Step 1: T tells Ss that they will have to survive for 2 days with only ￥25. Step 2: Ss make a list of things to buy, price and reason. Step 3: Ss work in pairs to compare their list. Step 4: T nominates s few Ss to tell the class his/her partner’s idea and add some comments.

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Objectives: Dialog 2 Method: S-S Materials: PPT Procedure Step 1: T tells Ss they are going to have one day off to celebrate his/her birthday. Ss need to imagine what they will be doing in different parts of the day. Step 2: T gives an example: It’s now in the morning. I’m getting dressed and then I’m going to …. Step 3: T shows pictures and language patterns and puts Ss into groups of four. Step 4: Ss tell their birthday plans to each other and decide who has got the best plan in the group. Step 5: T nominates the best birthday planner of some groups and has them present the plan to the whole class one by one. T does error correction and has Ss vote for the best planner in the class.

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Objectives: School subject 2 Method: S-S Materials: PPT Procedure Step 1: T shows key words and elicits examples from Ss. (Adj. Adv. Prep) Step 2: T gives Ss a dictation. (1)Some people are really different. (2) They do unusual things or have unusual jobs. (3) For example, a man in France climbs tall buildings and bridges. (4) He has no fear of heights. (5) He has climbed more than 85 giant structures. T checks for accuracy. Step 3: T has Ss identify adj. adv. and prep. In the dictation. T has Ss compare their answers in pairs, and then shows the script on the screen. Step 4: T has Ss write about another unusual job. Then Ss work in group to decide the most interesting one and read it out aloud to the whole class. Step 5: Peer correction if necessary.

Lesson Plan EFS Unit 8 Lesson 3

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Objectives: School subject vocabulary Method: T-S Materials: None Procedure Step 1: T divides Ss into 2 groups. Step 2: T explains one of the words about school life. Step 3: The first group that can guess the word scores 1 point. Continue with each word.

Vocab: conjunction, change, favorite, umbrella raining.

Lesson Plan EFS Unit 8 Lesson 4

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Objectives: Food Method: S-S Materials: PPT Procedure Step 1: T shows three words and asks Ss to talk about what they usually have for eacmeal and reasons in pairs. Give an example if necessary. Step 2: T nominates some Ss to tell the class about their partner’s meal. Peer correction if necessary.

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Objectives: School life 3: Expressing preference Method: S-S Materials: PPT & Handout Procedure Step 1: T shows the example on the screen and tells Ss his/her preference, e.g. I prefer watching TV because reading is boring. T asks Ss to their preference and reasons for their choice. Step 2: Put Ss into groups of 4-5, give each group a set of cards to stay face down on the desk. When T says “Start”, Ss take it in turns to pick a card and tell other Ss in the group about his/her preference. Step 3: When groups have finished, T nominates some Ss from different groups to tell the class about their group members preferences.

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Objectives: School subject 3: English 2 Method: S-S Materials: Prepare slips of paper that each contains half a sentence. Procedure Use the sentence. Halves - 32 slips of paper in all. If you need more, feel free to add t these sentences. Step 1: Fold each slip in half and put it in a container. Step 2: Have each S in the class choose a slip of paper. Step 3: Tell Ss that they each have one-half of a sentence and that they must find the other half by asking their fellow Ss what it says on their slip. Make sure Ss don’t look at each other’s paper. Step 4: Tell them to quietly go to the side of the room when they find their other half to wait until everyone has finished. Step 5: Each pair will read out their complete sentence.

Lesson Plan EFS Unit 8 Lesson 4

studying at night or in morning internet or library

car or motorbike garden or balcony

cats or dogs Summer or winter

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Objectives: Unit 9 Method: S-T Materials: PPT Procedure Step 1: Tell Ss they are going to guess what the next class will be about. They should use: It could be/might be/will probably be/must be about… Step 2: Look at the first image and listen to the Ss guesses. Don’t say if it is right or wrong, just ask for justification. Step 3: Repeat with the second image. Point out they now have two sources of information. Step 4: Continue with all 4 images. Step 5: Tell Ss the answer below: (from TG)

These 4 pictures show people at different times of their lives. The descriptions include time clauses such as when we’re children and after they marry.

Lesson Plan EFS Unit 8 Lesson 4

Insert two movies city or country

Pepsi or Coke hot dogs or burgers

apples or pears getting dressed before or after breakfast

ice cream or cake cinema or video

mountains or beach watching or playing sport

opera or ballet football or basketball

Lesson Plan EFS Unit 8 Lesson 4

sweet or savory eating at home or in restaurant

travelling by car or plane reading or watching TV

Beatles or Rolling Stones pizza or pasta

Lesson Plan EFS Unit 8 Lesson 4

Adjectives and adverbs are not things or actions

but add or change the meaning of nouns or pronouns.

Adjectives help answer the questions: What kind? Which one? How many? Adverbs help answer the questions: How? How often? How much? When? Sometimes adjectives come before the noun they describe. At times, adjectives can be separated from the noun they describe by a verb. Adjectives act on nouns or pronouns. Conjunctions connect other words in different ways. Prepositions usually come before a noun or noun phrase. Adjectives usually come before the noun they describe. Adverbs act on verbs, adjectives and other adverbs. Adjectives are never things or actions. A preposition and a noun phrase together is called a prepositional phrase. An adverb describes an action or state of being. An adjective describes something such as a building or a

feeling. Conjunctions are small words that connect other words together. Pronouns replace nouns which are people, places or things.

DynEd RFS Classroom Activities

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Unit 8: Reading Texts

Reading 1

Which do you prefer to drink, tea or coffee? Tea and coffee are two of the worlds’ most popular beverages. People drink coffee and tea for pleasure and for energy. Aside from water, tea is the most widely consumed beverage in the world. And recently, the number of coffee shops around the world has increased dramatically.

Chinese people began drinking tea over 2500 years ago, and the Japanese used tea about 1200 years ago. During the 1600s, European traders carried tea from China and introduced it to other parts of the world. Coffee, on the other hand, has a much more recent history. Coffee was first used in East Africa and the Middle East about 500 years ago. From there it spread first to Italy, and then to the rest of the world.

Reading 2

Tea is made by pouring boiling water over the dried leaves of the tea plant. The tea plant grows best in warm, wet climates and in high areas, such as on mountains. Even though tea was first grown in China, Japan and India, tea is now grown in countries all over the world.

The two most popular kinds of tea are green tea and black tea. All tea leaves are green until they are picked. After they are picked, the leaves begin to dry and become darker in color. People sometimes mix spices or other ingredients with the dried tea leaves to give special flavors to the tea. In many cultures, people add milk, sugar or lemon to tea when it is served.

Reading 3

Coffee is made from the seeds of the coffee plant. These seeds, which are inside the berries of the coffee plant, are called “coffee beans.” Brazil is the world’s largest coffee grower, followed by Vietnam and Indonesia.

The process of producing coffee has several steps. First, the berries are picked by hand or by machine. The seeds are then removed from the berries and are cleaned and dried. These dried coffee beans are called “green coffee.” The next step in the process is roasting at a high temperature. The coffee beans get darker as they are roasted. After that, the coffee beans are ground into small pieces, using a coffee grinder. Finally, hot water is poured through the group coffee to make a cup of coffee.

Reading 4

In many cultures, tea and coffee are part of family and social customs. For example, both the Chinese and the Japanese have tea ceremonies for special guests. During these ceremonies, they use special tea pots and technique for making and serving tea. In Arab cultures, tea is part of social gathering. Guests are always offered tea when they arrive at someone’s home.

Coffee is also part of daily life in many parts of the world. In the second half of the 20th century, coffee houses became popular in Europe and North America. Recently, chains of coffee shops, such as Starbucks, have promoted coffee drinking throughout the world, in Seoul, Korea, for example, there are now more than 10,000 cafes and coffee shops.

DynEd RFS Classroom Activities

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Unit 8: Reading for Success Classroom Activities

Warm Up

Ask Ss to talk about tea and coffee. Ask these kinds of questions:

What do most people drink in your culture – tea or coffee?

Which do you prefer?

Do you have a favorite type of tea or coffee?

When do you drink tea or coffee?

Does your family have any traditions that include tea or coffee?

Have Ss work in pairs and discuss their experiences with tea and coffee. Afterward, ask some individuals to share

their experiences with the class.

Unit 8: 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 graphic organizer. Discuss how Venn diagrams are used to compare two things, in this case, tea and

coffee. Explain how the overlapping section of the circles represents the common aspects of tea and coffee, while

the text in the parts of the circle that do not overlap only describe one of the drinks.

tea

first used in China and Japan

uses plant leaves has two main types:

black and green

coffee

first used in East Africa and the Middle East

uses plant seeds made by roasting plant

materials

Both tea and coffee

made by drying plant materials

made by pouring hot water over plant materials

used as part of social customs

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DynEd RFS Classroom Activities

Give Ss a few minutes to think of some sentences they can present to the class about tea and coffee.

Encourage them to offer comparisons between the two. For example: Tea and coffee come from different places.

European traders carried tea from China to other countries. Coffee spread from Africa and the Middle East to Italy.

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

graphic organizer and pictures as visual aids. Then, instruct the other Ss to ask questions about the information

that has been presented. For example, they might ask: What are some countries where people drink tea? Where

do people grow coffee?

Unit 8: Main Activity 2 – Putting Sentences in Order

Note to T: Learning organizational strategies and cohesive elements—like transitions and repeated words

—will help Ss to understand more complex texts. It will also help them write more clearly. This activity gives Ss a

chance to analyze in a simple way how sentences are logically linked together in a paragraph.

Before class, copy and cut apart the Sentence Strips. Working in pairs, have Ss rearrange the strips in a

logical order to describe the coffee production process. Have pairs compare their order with another pair.

Circulate and ask questions about why Ss chose the order that they did.

Then, hand out one strip to each of eight Ss, and ask them to come to the front of the room. Have volunteers

from the class organize the Ss in the correct order. Finally, have the Ss holding the strips read them aloud to the

class.

Note to T: Depending on the level of your class, you may want to discuss some of the elements that create

cohesion in the paragraph. For example, you could:

Explain that the topic sentence is general and introduces the idea of a process

Discuss how transitions — first, next, then, and finally – show the order of the steps

Point out repeated words (such as berries; dried; roasting/roasted and ground) that link sentences together

Discuss the use of the demonstrative pronoun these to refer back to dried coffee beans and indicate that

they have been discussed before

DynEd RFS Classroom Activities

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Sentence Strips for Main Activity 2

The next step in the process is roasting at a high temperature.

The seeds are then removed from the berries and are cleaned

and dried.

The process of producing coffee has several steps.

Finally, hot water is poured through the ground coffee to

make a cup of coffee.

First, the berries are picked by hand or by machine.

The coffee beans get darker as they are roasted.

These dried coffee beans are called “green coffee.”

After that, the coffee beans are ground into small pieces, using

a coffee grinder.

Writing Extension

Ask Ss to imagine that they will be hosting a visitor from another country. Before the person arrives, they are

communicating by email. Instruct them to write some sentences to explain a common practice or ritual in their

culture that includes tea, coffee, or another beverage. Tell Ss that the ritual can be a formal ceremony or an

everyday practice.

Ask Ss to think about the process used in the practice or ritual, and to write the steps that people follow when

doing it. Encourage Ss to add as much detail as they can to their writing to describe how and why this tradition is

important in their culture.