NEW DYNAMIC ENGLISH MODULE 2: UNIT 1 / Lesson 1 Unit ... · teach at 2:30 on Mondays. She teaches for two hours on Mondays. Some of her students are not very good. Procedure 1. Click

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NEW DYNAMIC ENGLISH MODULE 2: UNIT 1 / Lesson 1

Unit Objectives

1. Students will be able to exchange information about people, occupations, family, likes

and dislikes and abilities.

2. Students will develop the ability to tell the time, to recognise different times of the day

and to describe schedules.

3. Students will develop fluency skills in talking about stages of human life.

4. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

5. Students will be able to differentiate and talk about the seasons and weather conditions.

Lesson Objectives

1. Students will be able to describe family members, occupations and daily schedules.

2. Students will review family-related vocabulary.

3. Students will extend vocabulary for describing free time activities, abilities and time.

4. Students will consolidate vocabulary for describing seasons and weather.

5. Students will be given the opportunity to practice and develop fluency skills, particularly

staring conversation.

6. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Conduct a brief class discussion about

students free time activities and a hobby or sport typical of their culture. Collect the

assignments in order to correct written work.

Activity 1: Bob and Sandra Harris (Slide 2)

Objectives To review language for describing courseware family members, activities and daily schedules To personalise language in talking about family members

Activity Type Information Exchange

Interaction T-S / S-S (Pair-work)

Preparation None

Assumption Students will recall courseware content

Anticipated problem Comprehension

Solution Peer input

Time 10 minutes

Target Language

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The Harris family is a family of four. Bob and Sandra are married. They have two children – Collette and John. Bob works for the post office. He works five days a week Monday through Friday. He gets up at 6:45, has breakfast at 7:15 and leaves for work at 7:45. He comes home around 6:30 in the evening. The family eats dinner around 7 o’clock. After dinner Bob watches TV and reads the newspaper. Sandra is a piano teacher. Her schedule changes every day. She teaches piano Monday, Wednesday and Thursday. She starts to teach at 2:30 on Mondays. She teaches for two hours on Mondays. Some of her students are not very good. Procedure 1. Click on the slide. 2. Have students work in pairs to describe Bob and Sandra in as much detail as possible in 1

minute. 3. Invite the students to form groups of four to compare their ideas. 4. Go around the class and ask random students for information about Bob and Sandra

using ‘Wh-‘ questions forms e.g. what time does Bob get up? What does Sandra do? Note the questions on the board for students to refer to in the next task.

5. Instruct students to take turns in their pairs asking and answering questions about their father or mother. Have students include name, age, daily routine, job and what the parent likes to do in the evenings in their descriptions.

6. Set a time for task completion. Monitor and feed in vocabulary as necessary. 7. Invite two or three students to describe their partner’s parent to the class. Activity 2: The Harris Children (Slide 3)

Objectives To review language for describing courseware family members, activities and daily schedules To personalise language in talking about family members

Activity Type Exchanging information

Interaction S-S (Pair-work)

Preparation None

Assumption Students will recall courseware content

Anticipated problem Memorisation of target language

Solution Peer input

Time 10 minutes

Target Language

Collette and John are Bob and Sandra’s children. Collette is a student at high school. She gets up at 6:30 and eats breakfast with her family. At 7:15 she leaves for school and arrives at 8 o’clock. She goes to school by bus. It takes about 20 minutes to get to school. Her school starts at 8:45. After school she comes home and practices violin. She has a lesson Tuesday afternoon at 4:30. On other days she comes home after school. She usually

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practices the violin for about an hour. In the evenings she studies. She does her homework from 7:45 to around 10:15. After her homework she takes a bath and usually goes to bed at 11 o’clock. John is a high school student. He is two years younger than Collette. She is 18, he is 16. John is interested in gymnastics. He practices every day. He gets up at 6:15 every morning and a takes a shower. He has breakfast at 7:15 and leaves for school at 7:30. He drives to school on his motorbike. His classes start at 8:45. After school he practices gymnastics and gets home about 6 o’clock. After dinner he studies hard. Sometimes he dreams about the Olympics. Procedure 1. Click on the slide. 2. Invite students to work in their pairs to be either Collette or John. Demonstrate the

activity with two confident students by asking them questions as Collette and John e.g. what time do you get up? How do you get to school? What’s your sister’s name? What’s your dad’s name? How long does your violin lesson usually last?

3. Monitor output. Conduct a short feedback session highlighting the use of target language.

4. Have students report back to the class about Collette and John’s schedules and activities.

5. Conduct a brief class discussion about after-school activities e.g. what do most kids do after school? What is the most popular after-school activity in the class?

Activity 3: Meet the family (Slide 4)

Objectives To extend language for describing family members, activities and daily schedules

Activity Type Story-telling

Interaction S-S (Group-work)

Preparation None

Assumption Students will use target language

Anticipated problem Hesitant fluency

Solution Peer input

Time 10 minutes

Target Language

Family member vocabulary, times, schedules, activities and occupations.

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Procedure 1. Click on the left section of the slide. Ask the class what they can see. 2. Divide the students into groups of four. 3. Click on the right section of the slide. Explain that they should describe the family in the

picture using the prompts on the slide. Check comprehension. Encourage students to use their imagination in talking about the family.

4. Monitor output. Encourage fluency by asking students questions about the family. 5. Invite a spokesperson from each pair to present the family to the class. 6. Conduct a short feedback slot on the use of target language. Activity 4: Guess and find (Slide 5 – title only)

Objectives To review language for describing abilities

Activity Type Mingling and guessing game

Interaction S-S (Whole-class)

Preparation Worksheet – 1 per student

Assumption Students will ask and answer questions using target language

Anticipated problem Vocabulary

Solution Review target vocabulary

Time 10 minutes

Target Language

Talking about abilities using ‘can’ Procedure 1. Tell the class that they are going to ask their classmates some questions about things

they can and can’t do. 2. Hand out copies of the worksheet. Read through the instructions. Check comprehension.

Before standing up and circulating with their questions, they have to predict what will be true e.g. 5 people can play the guitar.

3. Allow students time to think of their own statement. Circulate and assist as necessary. 4. Set a time for task completion. Have students mingle as a whole class or in smaller

groups depending on class size. 5. Monitor output and ensure that students form a question for each statement e.g. Can

you play the guitar? 6. Have the class report back with the numbers for each statement. Go around the class

and ask about the degrees of ability e.g. who can’t play football? Who is a terrible singer? etc.

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Activity 5: A fun day (Slide 6)

Objectives To extend language for family activities To develop intonation, stress and chunking ability

Activity Type Dialog role-play


Preparation None

Assumption Students will develop fluency skills


Solution Highlight weak areas of intonation and stress

Time 15 minutes

Target Language

Family activities

Procedure 1. Click on the slide. Read through the dialog with a confident student. Check vocabulary. 2. Ask a few comprehension questions e.g. where does the girl want to go with her father?

What time does the movie start? Where is the mother? 3. Raise awareness of stress, intonation and chunking by drilling some areas of the text e.g.

a movie? (rising intonation), that sounds great (stress). 4. Invite the students to work in pairs to practice saying the dialog. Have them take turns

to play the roles of father and daughter. 5. Monitor and assist individual learners as necessary. Ask a pair who performed well to

role-play the dialog for the class. 6. Conduct a brief discussion about family free-time activities by asking the class what

things they do with their family. 7. As follow-up, have the students work in groups of four to think of a short (1 minute)

dialog. Explain that each of them is a member of the family i.e. father, mother, daughter, son. They need to role-play organising a family activity together.

8. Set a time for task completion. Feed in language as necessary and encourage fluency and ideas by asking questions e.g. what are your plans for the day?

9. Invite groups to role-play their family dialogs for the class. 10. Conduct a short feedback session for each group highlighting fluency areas and

correcting accuracy.

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Activity 6: Which season? (Slide 7)

Objectives Vocabulary review and extension Pronunciation drill

Activity Type Matching exercise & follow-up tongue twisters

Interaction T-S (Whole-class)

Preparation None

Assumption Students will recognise seasonal pictures


Solution Peer input

Time 5 minutes

Target Language

Suggested answers: ski, snow, ice cream, beach, buds, chicks, leaves

Procedure

1. Click on the slide. 2. Ask the class to describe what they can see in the pictures then have them match each

picture with a season e.g. ice cream – summer. 3. Write the tongue twisters below on the board. Have the class repeat them increasing

the speed each time. Sammy sells sea shells at the sea shore

Witches won’t wear white in winter weather 4. Monitor and assist with pronunciation as necessary.

Activity 7: The seasons (Slide 8)

Objectives Fluency development in talking about the seasons

Activity Type Information exchange

Interaction S-S (Pair -work)

Preparation None

Assumption Students will be motivated to ask and answer questions about the seasons


Solution Monitor to encourage follow-up questions

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Time 5-10 minutes

Target Language

See slide

Procedure 1. Click on the slide. Read through the instructions. Check comprehension. 2. Invite the students to work in pairs. Set a time for task completion. 3. Have students change partners 3-4 times depending on class size. 4. Monitor and ask follow-up questions to encourage fluency. 5. Have a few students report back to report their partner’s answers. 6. Conduct a short feedback slot on the use of comparative and superlative language. Activity 8: Name two (Slide 09 – title only) Objectives Vocabulary revision and extension

Activity Type Word game


Preparation None

Assumption Students will use target vocabulary


Solution Peer input

Time 5 minutes

Target Language

1. Name two things people take to the beach. 2. Name two winter sports. 3. Name two things that happen to leaves in the autumn. 4. Name two things that happen in spring. 5. Name two warm items of clothing. 6. Name two summer sports. 7. Name two seasons when people take vacation. 8. Name two types of weather in autumn. Procedure 1. Divide the class into teams and have teams line up facing the board.

2. Explain that you are going to test their vocabulary. Give each team a marker pen for the

board.

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3. Tell the class that you are going to ask them to write some words on the board. A

member from each team must race to write the words as quickly as possible on the

board. (See suggested ‘name two’ statements in the Target Language box).

4. Explain that team members are not allowed to shout out the answers to their team

member.

5. Award points to the team with the fastest and most accurate answers.

Activity 9: Exchanging Ideas (Slide 10)

Objectives Asking and answering questions Giving opinions and stating preferences

Activity Type Discussion


Preparation None

Assumption Students will be motivated to ask and answer questions about the seasons


Solution Monitor to encourage follow-up questions

Time 10 minutes

Target Language

See slide

Procedure 1. Click on the slide. Allow students to read through the questions (silently). Check

comprehension. 2. Divide the class into groups of 4-5 students. 3. Have the students discuss the questions in their groups. Set a time for task completion. 4. Monitor and encourage fluency through follow-up questions e.g. why? How? 5. Invite a spokesperson from each group to ask the class their question. 6. Have groups report back with their answers. Conduct a brief class discussion based on

the similarities and differences in the class responses.

Summary (Slide 11)

Invite students to briefly answer the questions on the slide.

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Homework (Slide 12) 1. Click on the slide. 2. Read through the task with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM2U1L1 Guess and Find

Guess the number of people who can…

Statement Names / number

play the guitar

speak more than 2 languages

swim very well

touch their toes

boil an egg

count to 50 in English

stand on one leg for more than 10 seconds

play the piano a little

use a computer

sing fairly well

play football

Your idea…

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NEW DYNAMIC ENGLISH MODULE 2: UNIT 1 / Lesson 2

Unit Objectives

1. Students will be able to exchange information about people, occupations, family, likes

and dislikes and abilities.

2. Students will develop the ability to tell the time, to recognise different times of the day

and to describe schedules.

3. Students will develop fluency skills in talking about stages of human life.

4. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

5. Students will be able to differentiate and talk about the seasons and weather conditions.

Lesson Objectives

1. Students will be able to tell the time at different points of the day.

2. Students will review family-related vocabulary.

3. Students will extend vocabulary for describing people.

4. Students will extend fluency in talking about likes and dislikes.

5. Students will be given the opportunity to practice and develop fluency skills, particularly

staring conversation.

6. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Conduct a brief class discussion about their

choice of vacation destination, climate conditions and activities. Collect the assignments in

order to correct written work.

Activity 1: My friend Ulrich (Slide 2)

Objectives To review language for describing family members, activities, occupations and daily schedules.

Activity Type Dictation

Interaction T-S / S-S (Pair & group work)

Preparation None

Assumption Students will understand vocabulary and speed of text


Solution Review text & raise awareness of clarifying language

Time 15 minutes

Target Language

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My friend’s name is Ulrich. He is from Munich in Germany. He is married and has two children. His wife, Suzanna is Italian. She is from Perugia in Italy. Suzanna and Ulrich live and work in Prague in the Czech Republic. They speak English, Italian, Czech and German. Ulrich works in a German bank. He works five days a week Monday through Friday. He gets up at 6:30, has breakfast at 7:00 and leaves for work at 7:30. He comes home around 6:30 in the evening. The family eats dinner around 7 o’clock. Suzanna is a doctor at the hospital. Her schedule changes every week and sometimes she works at night. The children go to school with other children from all over the world. Flora, Suzanna and Ulrich’s daughter, has friends from France, Switzerland and Sweden. She is twelve years old and likes dancing. Hans, their son is seven. His best friend is from Portugal. Both children practice sports and music after school. Procedure 1. Do not click on the slide at this stage.

2. Tell the class that they will need a piece of paper and a pen to write down some

information you are going to give them.

3. Explain that you are going to tell them about your friend Ulrich and his family. Instruct

the students to take notes as you speak. Invite the students to interrupt and ask for

spelling if necessary.

4. Read the text in the Target Language box twice, increasing the pace on the second

reading.

5. Have the students work in pairs to think of 3 questions to ask their classmates about

Ulrich and his family.

6. Organise groups of four and have pairs ask and answer questions within their group.

7. Click on the slide and allow the students to check their comprehension.

Activity 2: Who’s who? (Slide 3)

Objectives To consolidate language for describing family members, activities, occupations and daily schedules.

Activity Type Story-telling


Preparation None

Assumption Students will use target language and be engaged in story-telling


Solution Peer input

Time 15 minutes

Target Language

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Student-generated language

Procedure 1. Click on the slide. Tell the class that you have no information about the people in the

pictures.

2. Divide the class into groups of 4-6.

3. Tell the students they have five minutes to describe the people and their relationships.

Write prompt words on the board as follows: names, ages, relationships, jobs,

schedules, and free-time.

4. Monitor and assist as necessary.

5. Have the groups take turns to come to the front to describe ‘their’ families.

Activity 3: Times of the day (Slide 4)

Objectives To review language for describing different times of the day and corresponding activities

Presenting information

Activity Type Exchanging and presenting information

Interaction T-S (Whole-class) / S-S (Group-work)

Preparation Copy and cut times of day worksheet – 1 section per student per group (A, B, C, D).

Assumption Students will recognise target language


Solution Drill

Time 20 minutes

Target Language

Midnight is the middle of the night (00:00 hours).

Midday is the middle of the day – also called noon (12:00).

Morning is the time from midnight to midday.

Afternoon is from midday (noon) to evening. From 12:00 to around 18:00.

Evening is the time from the end of the afternoon to midnight. From around 18:00 hours to 00:00 hours.

Dawn is the time when the sun rises or comes up also called sunrise.

Dusk is the time when the sun sets or goes down also called sunset. Procedure 1. Click on the slide.

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2. Refer to the times. Elicit as much information as possible about each time of the day.

See Target Language box for suggestions.

3. Divide the class into groups of four. Give each student in each group a section of the

worksheet – A, B, C or D.

4. Instruct the students not to show their questions to their classmates. Have the students

take turns in their groups to ask and answer the questions. Tell the class to find out as

much information as possible about their classmates.

5. Set a time for task completion. Monitor output.

6. Provide extended practice by having a student from each group form a new group with

corresponding students from other groups i.e. all the ‘A’ students together, all the ‘B’

students together etc. Then have students compare and collate their answers, and then

present the information e.g. most people in the class…, only one person….

7. Correct target language usage as appropriate.

Activity 4: Making arrangements (Slide 5 – title only)

Objectives To review language for making arrangements To develop listening skills and pronunciation

Activity Type Crazy dictation


Preparation Copy and cut worksheet – 1 section per student per A/B pair

Assumption Students will dictate information clearly


Solution Review

Time 10 minutes

Target Language

See worksheet

Procedure 1. Put students into pairs, facing each other across the room.

2. Hand out the worksheets. Give section A to one student in each pair, and section B to

the other.

3. Instruct students to dictate their half of the dialog to their partner across the room, until

both have completed it.

4. Use the dialogue to review the target language.

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5. Have students work in their pairs to practice making ‘real-life’ arrangements. Monitor

output.

6. Invite a few pairs who performed the role-play well to repeat their dialog for the class.

7. Drill problematic pronunciation areas as necessary.

Activity 5: Exchanging Ideas (Slide 6)

Objectives To develop fluency skills

Activity Type Discussion


Preparation None

Assumption Students will be motivated to discuss the topic of time

Anticipated problem Limited fluency

Solution Ask follow-up questions

Time 10-15 minutes

Target Language

See slide

Procedure 1. Click on the slide. Read through the questions with the class. Check comprehension.

2. Invite the class to organise themselves into groups of four.

3. Instruct the students to discuss the questions in their groups for five minutes.

4. Monitor output. Ask follow-up questions to encourage fluency.

5. Conduct a brief class discussion based on class opinions and answers.

Summary (Slide 7) Invite students to briefly answer the questions on the slide.

Homework (Slide 8) 1. Click on the slide. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM2U1L2 Times of the day

STUDENT A

STUDENT B

Question Name Answer

What do you do in the morning? 1. 2.

What time do you wake up?

What time do you go to school / work?

What do you usually have for breakfast?


What do you do in the afternoon? 1. 2.

What time do you have lunch?

What time do you finish school / work?

What do you usually do after school / work?

NDEM2U1L2 Times of the day

STUDENT C

STUDENT D


What do you do in the evening? 1. 2.

What time do you have dinner?

What do you do after dinner?

Do you usually watch TV in the evenng?


What do you do at night? 1. 2.

What time do you go to bed?

Do you read before you go to sleep?

Do you usually dream at night?

NDEM2U1L2 Making arrangements

…………………………………………………………………………………………………………………………………………………….............

STUDENT A A: Hi Wendy. It’s Flora. B: ……………………………………………………………………………………………………………….. A: Fine thanks. I’m calling to see if you can come to the movies with me? B: ……………………………………………………………………………………………………………….. A: How about Saturday afternoon? We can meet at 2:30 at my place. B: ………………………………………………………………………………………………………………. A: See you on Saturday. B: ……………………………………………………………………………………………………………….

STUDENT B A: ………………………………………………………………………………………………………………. B: Hi Flora. How are you? A: ………………………………………………………………………………………………………………… B: Great. When? A: ………………………………………………………………………………………………………………. B: Okay, that’s fine. A: …………………………………………………………………………………………………………….. B: Okay. See you then. Bye.

Documents

NEW DYNAMIC ENGLISH MODULE 2: UNIT 1 / Lesson 1 Unit ... · teach at 2:30 on Mondays. She teaches for two hours on Mondays. Some of her students are not very good. Procedure 1. Click