Você está na página 1de 17

Manual: ENGLISH MY LOVE

CLASA a IXa L1
PROIECTUL UNITII DE NVARE NR: 1
LONDON

Detalieri de coninut
-At the Airport

O.R.
1.1
1.3
2.1
3.2
4.3

Activiti de nvare
-ask students: Do you like to travel?, Have you travelled
recently?, How do you like to travel?
-ask them what they know about airports and travelling by
plane
-using the picture on page 6, reorder the sentences from ex.
II.1/p6 in order to show what passengers do in an airport before
boarding a plane
-discuss the unknown words/expressions
-solve ex.V/p8 match the tickets in the pictures with the
sentences

Timp
50

Resurse
Materiale
Procedurale
-textbook
-individual work
-notebooks
-lockstep
-blackboard

Evaluare
-oral practice
-homework

-textbook
-notebooks
-blackboard

-lockstep
-group work

-oral practice
-homework

-pair work
-lockstep

-oral practice
-writing
-homework

Type of interaction: Student-teacher, teacher-students, studentstudent;


-Around London(I)

1.1
1.3
3.2
4.2
4.3

-Homework: - ex.VI/p8
-write on the blackboard the names of the sights in London and
ask students to match them with the pictures from their
textbook (p. 9-10)
-ask what do all those places have in common and if they can
guess the topic of the lesson
-students read the texts on pages 9-10 to check their predictions
about the sights
-tell students to identify the unknown words, write them on the
blackboard and in groups of 4-5 students try to understand the
meaning of the word from context and explain/translate them
-make up sentences of their own using the new words from the
texts

50

Type of interaction: Student-teacher, teacher-students, studentstudent;

- Around London(II)

1.1
1.3
3.2
4.3

-Homework: ex.3/p11
- give students some sentences in the present tense, past tense
and present perfect tense
-ask what differences they can see and if they can recognize
any of the tenses
-by looking at the examples, ask students to say how the tenses
are formed
-discuss the other aspects of the tenses: general rules, adverbs

-book
-handouts
-notebooks
-blackboard

Obs.

etc.
-in pairs solve ex III/p11
-ask what the words in bold mean and what their role is
-discuss question tags
Type of interaction: Student-teacher, teacher-students, studentstudent;
- The tower of London

1.1
1.3
2.1
3.2
4.2
4.3

-Homework: exercise II page 11


-write on the blackboard the following table:
What I know
What I want to
What Ive learned
know
-in groups of four, the students try to write as much
information as possible for first two columns. Then the
presenter of each group writes the answers on the blackboard
-read the paragraphs from ex.II/p12 and rearrange them in the
right order while also checking the predictions from the table
-solve ex.II.2/p13 write wh-questions for the answers
-fill in the last column of the chart with the information learned

50

-textbook
-notebooks
-blackboard

-lockstep
-group work

-oral and
written
practice
-writing
-homework

50

-textbook
-notebooks
-blackboard

-individual work

-oral and
written
practice
-homework

50

-textbook
-notebooks
-blackboard

-individual work
-group work

-oral practice
-writing
-homework

Type of interaction: Student-teacher, teacher-students, studentstudent;


-London by Day and by
Night

1.1
1.3
2.1
3.2
4.2
4.3

-Homework ex1/p13
-read the sentences from 1 to 9, from ex.I.1/p14
-scan the text to find out if the sentences are true or false
-solve ex.I.2/p17 answer the questions
-write two columns on the blackboard:
Likes
Dislikes
for each of the people from ex.II/p17
-read the texts and complete the tables
Type of interaction: Student-teacher, teacher-students, studentstudent;
-Homework: exIV/p17

-ROUN UP
A Day in London

1.1
1.3
2.1
3.2
4.2

-tell students to imagine that they are travelling to London as


part of a school exchange link. Om the plane they are doing a
quiz on London. Students answer the questions from ex.I/p18
(in groups of four)
-students get one point for every roght answer. The team that

4.3

has the most points wins


-solve ex.II/p18 use the right tense to find out what Dan
wrote to one of his friends
-practice writing wh-questions, Yes/No questions and question
tags by solving ex.IV/p19
Type of interaction: Student-teacher, teacher-students, studentstudent;
-Homework: exVII/p20
PROIECTUL UNITII DE NVARE NR: 2
HOBBIES

Detalieri de coninut

O.R.

Activiti de nvare

Timp

Resurse
MAteriale

-Escape Routine

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-write the word hobbies on the blackboard and the


students think of some possible hobbies
-students answer the following questions: Do you have
a hobby?, What is it?,Do you know anyone who has
an unusual hobby?, What is it?
-point to the pictures in the textbook and ask students to
choose the right names for the hobbies shown in the
pictures
-students tell their partners the things they like or dont
like using the expressions from the language box
-in groups of four, the students associate the hobbies
from exII.1/p21 with the ideas from the box at
ex.III.1/p22;then decide upon: the four most attractive
hobbies, the four most dangerous hobbies, two
advantages and two disadvantages of having a hobby
(using the language box)
-solve ex.IV/p22 read the text about a hobbies turned
into a full-time job, and fill each gap with a word from
the table above the text
-ask students to read the paragraphs from ex.V.1/p23 and
find phrases or sentences in each paragraph which show
why each person finds their hobby important
-answer the questions from ex.V.2/p23
Type of interaction: Student-teacher, teacher-students,
student-student;

50

-textbook
-notebooks
-blackboard
-handouts

Evaluare

Procedurale

-pair work
-group work
-lockstep

-written
practice
-homework

Obs.

-Homework: exVI/p23

-Hooked on

1.2
2.1
2.2
3.1
3.4

-ask students to read the excerpt from a newspaper article


from ex.I.1/p24. They have to guess which hobby it
refers to. The same word is needed to fill each space and
there are several clues in the text
-tell the students that one of the pictures from the
exercise suggests the answer
-ask students to look at the diagram from ex.III.1/p25
and explain the term of non-perfect synonyms
-tell students to look at the non-perfect synonyms in the
box next to the diagram and choose the right one to
complete the sentences from the exercise
-explain the term of homographs
-solve ex.II.2.b/p25
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: exercise III.3 page 26

50

-textbook
-notebooks
-blackboard
-handouts

-individual
work
-lockstep

- oral and
written
evaluation
-homework

- Collections and Collectors(I)

1.2
2.2
3.1
3.4
4.1
4.2

-ask students if they collect anything and what, and if it


was difficult to start
-show flashcards with the items from exII(having the
name of the object on the back)
-in groups of five guess the names of the objects
-the group that has the most points wins
-read the letter from page 27 and make a list of
collections mentioned (pair work)
-solve ex.4b/p28 fill in the gaps from the sentences
using the right word associations from the list
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: exercise III.2 page 28

50

-textbook
-notebooks
-blackboard
-handouts

-pair work
-group work
-individual
work

-oral practice
-writing
-discussion

-Collections and
Collectors(II)

1.2
2.2
3.1
3.4
4.1

-ask students to read the text from ex.IV.1/p28, paying


attention to the words in bold
-ask them if they can recognize the grammatical
structures and how they are formed
-tell students to look at the questions surrounding the text
and try to answer them elicit the cases of usage
-solve ex.IV.3/p28
-read the second paragraph of Catherines letter (p27)
and ask students to explain what changes take place
when using the adverb hardly
-explain the usage of the adverbs: hardly, scarcely,
no sooner
-solve ex.V.2/p29 combine the pairs of sentences in one
using the adverbs

50

-textbook
-notebooks
-blackboard
-handouts

-individual
work
-lockstep

- oral and
written
evaluation
-homework

50

-textbook
-notebooks
-blackboard
-handouts

-individual
work
-lockstep

- written
evaluation
-homework

50

-textbook
-notebooks
-blackboard
-worksheets

-pair work
-individual
work

-homework

Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework: exercise VI page 29

-Possessions

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-bring a set of different objects(coins, books, watches)


and ask students to describe them
-tell students to look at the REMEMBER box for help
-write the following table on the blackboard:
smooth
rough
soft
hard
-write the nouns in the appropriate column
-solve ex.II.2/p31 complete the sentence with an
appropriate adjective from ex.III.1/p31
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: exercise III.4 page 32

-ROUND UP
Treasured Objects(I)

1.2
2.1
2.2
3.1
3.4

-ask students to read the titles from ex.I.1/p33. Then read


the article from ex.I.2/p33 and decide which title would
be more appropriate
-translate the sentences from ex.II/p33
-give students worksheets to practice the Simple Past
Perfect and the Past Perfect Continuous

4.1
4.2

-Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework exercise I.3 page 33

-ROUND UP
Treasured Objects(II)

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-ex.III/p34 complete the text with the appropriate time


words and phrases from the box
-tell students to look at the pictures from ex.VI.1/p35.
Taking into consideration the title of the lesson, the topic
of the unit and the pictures, ask the students to guess
what the text from exVI.2/p35 is about.
-read to see how much of the prediction was true
-Type of interaction: Student-teacher, teacher-students,
student-student;
- Homework: Group the words from exercise VI.3 page
35 under the headings positive and negative (suggest
using a dictionary)

PROIECTUL UNITII DE NVARE NR: 3


MUSIC
Detalieri de coninut

O.R.

Activiti de nvare

Timp

Resurse
Materiale
Procedurale

Evaluare

Obs.

-A Rock Concert

1.3
2.3
3.3
3.4

- tell students to look at the pictures in the textbook


-ask students if they recognize the persons in the
picture what kind of music they play etc.
-the students have to think of as many types of music
as they can and of a singer/band for each gender.
-ex.II.4.a/p37 tell students to make a list of five of
their favourite singers or bands.
-ex.II.4.b/p37

50
-textbook
-notebooks
-blackboard

-lockstep
-pair work

-oral
practice

-Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework: exercise II.3 page 37
-Here Today Gone
Tomorrow(I)

1.1
1.3
2.3
3.3
4.3
.

-discuss the questions from ex.I/p39


-read the text from ex.II/p39 and answer the questions
on the text
-tell the students to look at the verbs in the text. Ask
which ones express a future action and if they can
recognize the tenses
-discuss the tenses which express future actions

50
-textbook
-notebooks
-blackboard
-handouts

-individual work
-pair work

-oral
practice
-writing
-discussion

Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework exercise III page 40
-Here Today Gone
Tomorrow(II)

1.1
1.3
2.3
3.3
4.3

- give students worksheets on future tenses


-solve ex.VI/p41 put the verbs in the correct form
-ask students to read the dialogue from ex.VII.1/p41,
then translate the dialogue
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: exercise VI.2 page 41- students have to
bring from home the operating instructions from some
similar device, read them in class and let the others
guess what it is.

50
-textbook
-notebooks
-blackboard
-handouts

-lockstep
-pair work

-oral
practice
-writing
-homework

-The History of Rock Music

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-ask students if they can see any connection between


music and clothes
-discuss the fact that the clothes people wear can
convey certain feelings and attitudes towards life. Ask
them to give examples
-explain the notion of skimming, then ask students to
skim the text from ex.II.1/p42 and decide its main
purpose. Students have four variants to choose from.
-solve ex .III/p43 scan the text and answer the
questions

50

-textbook
-notebooks
-blackboard

-lockstep
-individual work

-oral
practice
-homework

50

-textbook
-notebooks
-blackboard

-group work
-individual work

-oral and
written
practice

Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework: exercise IV.1 page 44

-The Roots of Modern


Music(I)

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-ex.II.1/p46 in groups read the magazine cuttings.


Every group reads an article, discusses its main points
with the members of the group and then the group
presenter tells the other groups about the information in
the article. The students take notes.
Type of interaction: Student-teacher, teacher-students,
student-student;

-The Roots of Modern


Music(II)

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-ex.II.2/p47 match the statements with the four


articles (A,B,C,D)
-ask the students to think of appropriate titles for the
articles
-ex.4/p47 choose the conclusion for the articles
-students write a letter to their favourite singer asking
for an autographed photo

50

-textbook
-notebooks
-blackboard
-handouts

-individual work
-pair work

-oral and
written
practice
-homework

50

-textbook
-notebooks
-blackboard
-dictionary

-lockstep
-pair work

-oral
practice
-writing
-discussion

50

-textbook
-notebooks
-blackboard

-lockstep
-individual work

-written
practice
-homework

Type of interaction: Student-teacher, teacher-students,


student-student;
-Homework: exercise IV.1 page 47

-Music Mega-Mix(I)

1.1
1.3
2.1
2.3
3.4
4.3

-discuss the questions from ex.I/p48


-ask the students to read the fragment from ex.II.1/p48
and underline the elements of English slang
-in pairs try to guess what they mean(if students have
difficulties, suggest using the dictionary)
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: ask students to use the elements of slang
in sentences of their own

-Music Mega-Mix(II)

1.1
1.3
2.1
2.3
3.4
4.3

-read the text from ex.IV/p49 and supply the reporters


questions where they are missing
-ask students to read the text again and underline in the
text words or phrases by which the 3Ts express their
likes, dislikes and enthusiasm
-ask students if they can find other slang elements in
the text
-read the text from ex.V/p50 and put the verbs in
parentheses in their appropriate forms (the first two
paragraphs)
Type of interaction: Student-teacher, teacher-students,
student-student;
-Homework: exercise V.1 page 50(the third paragraph)

PROIECTUL UNITII DE NVARE NR: 4


FOOD
Detalieri de coninut

O.R.

Activiti de nvare

Timp

- give students matching worksheets: first of all DICE/


the carrots into small pieces., When they are boiled
Mash/ the potatoes with a mixer., You must not forget
to BAKE/the bread in a heated oven., At the end you
should GRATE/some cheese over the pasta.
-ask questions: What do the sentences have in
common? Can you guess what we are going to talk
about today?
-ask students to look at the pictures from ex.I/p51 and in
pairs solve the tasks
-students read the title Success Story: Waynes Half the
Man and predict the main idea of the text
-students read the sentences from ex.II.1/p52 and choose
their predictions
-ask students to skim the text in order to find out the
main idea and check their predictions
-tell students to read the text out loud paying attention to
details
-students have to identify unknown words from the text
and try to explain them from context

50

Resurse
Materiale

- Waynes Half the Man

1.3.
3.1.
3.4.
4.3.

Type of interaction: Student-teacher, teacher-students,


student-student;
Homework: exercise III.1 page 53

-worksheets
-textbook
-notebooks
-blackboard

Evaluare

Procedu-rale
-lockstep
-pair work
-individual
work

-oral
practice
- homework

Obs.

-Fit for Life

1.2.
2.2.
2.3.
3.1.

- ask students what they know about healthy eating


-discuss the main food groups
-ask students to solve ex.III/p54
-students solve ex.V.1/p55 while paying attention to the
useful language boxes. The dialogue will be acted out in
class
-solve ex.V.2/p55 the students choose two topics from
each column(pair work)

50

-handouts
-textbook
-notebooks
-blackboard

-discussion
-pair work
-lockstep
-individual
work

-handouts
-textbook
-notebooks
-blackboard

-lockstep
-individual
work

-oral
practice
-homework

Type of interaction: Student-teacher, teacher-students,


student-student;
Homework: exercise VI page 56

-Its a Bargain!(I)

1.2.
1.3.
2.3.
3.4.

-students read the text Unpleasant Situation and try to


answer the questions around the text
-ask students to what the most questions refer to(nouns)
-tell students to give the definition of the noun
-give students the main rules of forming the plural of
nouns and ask them to give examples
Type of interaction: Student-teacher, teacher-students,
student-student;

50

-oral
practice

-Its a Bargain!(II)

1.2.
1.3.
2.3.
3.4.

-explain uncountable nouns and their use with quantifiers


-draw students attention to the REMEMBER! Box
-ask students to solve ex.III/p58 and IV/p58
-discuss possessive forms
-solve ex.V, VI/p59

50

-handouts
-textbook
-notebooks
-blackboard

-lockstep
-individual
work

-written
evaluation
-homework

50

-textbook
-notebooks
-blackboard

-individual
work
-pair work
-group work

-oral
evaluation
-homework

Type of interaction: Student-teacher, teacher-students,


student-student;
Homework: Compose sentences of your own using ten
possessive forms

-Picnic Feast

1.2.
2.2.
3.1.
3.1.
4.3.

-ask students to read the two texts and select the most
suitable title for each
-check reading comprehension by asking students to
solve ex.II.1/p60
-students read the sentences from ex.IV/p61 and choose
the right idiom to be filled in for each case.
-encourage students to find Romanian equivalents for
each idiom whenever possible
-give students time to read the useful language
boxes(p62). In turns, one student describes various food
items using details from the boxes
while the other tries to guess what the description refers
to (pair work)
Type of interaction: Student-teacher, teacher-students,
student-student;
Homework: exercise V.2 page 62

-ROUND UP
Cookery book

1.2.
2.2.
3.1.
3.1.

-ask students to solve, in groups of four, ex.I/p63


-encourage students to find Romanian equivalents
whenever possible and help them to paraphrase when no
equivalents exist
-discuss ex.IV.2/p64 using correct intonation

50

-textbook
-notebooks
-blackboard
-handouts

-individual
work
-group work

-oral and
written
practice
-discussion
-homework

Type of interaction: Student-teacher, teacher-students,


student-student;
Homework: exercise IV.3 page 64

PROIECTUL UNITII DE NVARE NR: 5


CINEMA
Detalieri de coninut
-Images

O.R.

Activiti de nvare

Timp

1.1.
2.1.
2.3.
2.4.
2.5.
4.1.

-students look at the picture from page 66. They have


to say what the girls face expresses. They can choose
from: shyness, surprise, joy, embarrassment,
playfulness. They must explain their choice and give a
title to the picture
-exercise II.1 page 66 in pairs, students read the text
and try to guess the meaning of the words in italics
then use them in sentences of their own
-the teacher asks students to look at the dictionary
definitions and find the missing words from the list
given

50

Resurse
Materiale
Procedu-rale

Evaluare

-tape
-studentss
book
-pictures

-lockstep

-reading
-listening
-homework

-studentss
book
-workbook

-lockstep
-pair work

-reading
-homework
-exercises

Type of interaction: Student-teacher, teacher-students,


student-student
-Moving images

2.1.
2.3.
2.4.
2.5.

Homework: exercise IV.2 page 67


-some sentences containing genitive apostrophe, are
written on the blackboard;
-students are supposed to make the difference between
genitive apostrophe used in the sentences written on
the blackboard. (example: This is Emilys room. That is

50

Obs.

Possessive adjectives

2.3
3.2
4.2

the boys room.)


-the genitive apostrophe is explained to students.
- students are supposed to give similar examples;
-in pairs students are supposed to rewrite some
sentences with the genitive apostrophe in the correct
place;
-many students go to the blackboard.
Type of interaction: Student-teacher, teacher-students,
student-student;
-homework: the students are given some sentences to
translate.
-some sentences containing possessive adjectives are
written on the blackboard
-students are asked the following question: How do
you say these sentences in your language?

-students
book
-workbook

50

-lockstep
-pair work

-exercises
-homework
-discussion

-after some minutes of discussion the teacher tells the


students that these words are called possessive
adjectives.
-all the possessive adjectives are written on the
blackboard:
-students are supposed to repeat the possessive
adjectives and give their own examples.
-students are supposed to solve exercise 5 from page
37. In turns they go to the blackboard.
Type of interaction: Student-teacher, teacher-students,
student-student;

PROIECTUL UNITII DE NVARE NR: 8


SPORTS
Detalieri de coninut

O.R.

Activiti de nvare

Timp

Resurse
Materiale

Ready, steady, go!

1.1
2.1
2.3
3.2
4.2

-the teacher asks the students: what sports do you enjoy


practicing/watching?, Do you ever go in for competitions or
championships? Do you know anyone who goes in for an
unusual kind of sport?
-students look at the list on page 111 and identify the
activities which they would regard as sports.
-discussion on persuading and making excuses
-exercise IV page 112-fill each gap with the suitable verb
from the box

50

-tape
-pictures
-students
book

Evaluare

Procedurale
-lockstep
-pair work

-listening
-speaking
-writing

Obs.

-The Olympic Games

1.1.
2.1.
2.3.
2.5.
4.1.

Type of interaction: Student-teacher, teacher-students,


student-student.
-the teacher and the students discuss the topic :the Olympic
Games
-exercise II page 114 fill in the gaps with a suitable word
from the list
-debating and discussing exercise V.1 page 115

50

-tape
Students
Book
-flipchart
sheets

-individu-al
work
-group work

Type of interaction: teacher-students, students-teacher,


student-student

-listening
-writing
-speaking
-homework

-homework: exercise III page 114

-If only I could

2.1.
2.2.
3.1.
4.1.

- The teacher gives the students handouts with a song. The


teacher tells the students to watch a short video and pay
attention to the type of sentences and verbs.
The teacher asks: Do you like the song?, What would you
do with a million dollars?, What type of sentences can you
notice in the text? How do you know?, Give me some
examples of verbs.
The teacher shows them a powerpoint presentation with the
second conditional.
She asks the students to match the beginning of some
sentences with their endings. The students will find 3
conditional sentences.
The teacher asks them: What do the following sentences
express?
The students are given some worksheets(worksheet number
3). In pairs they must solve the first exercise.
The teacher explains : You are supposed to choose the
correct form of the verb.
-In groups of four, students have to solve exercise 2. They
must identify the conditional sentences and underline the
verbs.
The group that finds many verbs is the winner.
The teacher checks the exercise.
Type of interaction: teacher-students, students-teacher,
student-student
-homework: exercise 5 on the worksheet

50

-students
book
-worksheets

-individu-al
work
-pair work
-group work

-speaking
-writing
-exercises