B1 Second Year Week 3

Week 3

start >

B1 Second Year

Today:

Cooler: HotSeat with adjectives of description

Warmer: email dictation

Grammar: Modals of Possibility (slide 4)

Comprehension

Vocabulary: Adjectives (slide 5)

Kahoot: Modals of Possibility

Advice

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Keep in mind from the beginning how you're going to evaluate this unit and what criteria you'll apply. And of course, remember to establish expectations and deliverables; what assignments do you want to set, and in what format do you want them? The activities that make up the unit plan should form a path towards a passing grade, which is why it's important to share from the get-go what you'll be expecting from students.

Email lingo:

@ = at. = dot- = hyphen_ = underscoreRead each email address 2 or 3 times. Dictate each letter, but don’t do it too slowly.Next, get one student to dictate what they have, and write it on the board.Then get another student to quickly read it out loud.Listen_Carefully2me@englishschool.com Bill-Gates1955@microsoft.comJorge.Gimenez@zaragoza.es

Email Dictation (students don't look at board)

Sequence tab // Sequence Title

• May
• Might
• Could
• Have to *

Vocab

Activity 1:

Activity 2:

Today:

Cooler: HotSeat with adjectives of description

Warmer: email dictation

Grammar: Modals of Possibility (slide 4)

Comprehension

Vocabulary: Adjectives (slide 5)

Kahoot: Modals of Possibility

Advice

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Keep in mind from the beginning how you're going to evaluate this unit and what criteria you'll apply. And of course, remember to establish expectations and deliverables; what assignments do you want to set, and in what format do you want them? The activities that make up the unit plan should form a path towards a passing grade, which is why it's important to share from the get-go what you'll be expecting from students.

Week 3

start >

B1 Second Year

Today:

Cooler: HotSeat with adjectives of description

Let's chat weather

Grammar: Revise Present Continuos

Post card Activity

Spelling relay

Writing Articles

Advice

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Keep in mind from the beginning how you're going to evaluate this unit and what criteria you'll apply. And of course, remember to establish expectations and deliverables; what assignments do you want to set, and in what format do you want them? The activities that make up the unit plan should form a path towards a passing grade, which is why it's important to share from the get-go what you'll be expecting from students.

Speaking

What's your favourite season and why?

Which do you like better hot weather or coldweather?

Does the weather affect your mood?

What kind of climate do you prefer if theywant to go on holiday?

Would you mind living in a place where it rains a lot?

How long do you think you would be able to live in a place like Antarctica?

Grammar

Routines, daily habits

Things that are generally true

""I eat breakfast every morning.""She works at the bank"

Happening in the present moment

Scheduled events in the near future

"I am studying for my exam right now.""They are playing soccer on Saturday."

Present Simple vs Present Continuous

Writing a postcard

use the Present Continuous to describe what is happening at the moment they are writing (e.g. “The sun is shining” or “The children are playing beach volleyball”)Present Simple for daily routine while on holiday (e.g. “I spend most of the day next to the swimming pool” or “I have breakfast in the same café every morning”), Sentence stems: “All around me…” “In the evenings…” You can then get students to read other people’s postcards with a task todo as they are reading, for example to guess which place the person writing was supposedto be in or to choose the best holiday.(Possible destinations on next page)

Using grammar

Lorem ipsum dolor sit amet

New Zealand

Japan

Maldives

New York

How could you make your postcard into an article?