LB1PT2 - MANUAL DO PROFESSOR - 2023 by systemic-bilingual

LESSON 01

Topic: Geography – World Map and Data – L1

Lesson Type: Regular

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Clue word, ancestor.

MATERIALS

• Worksheet 1 – Geography – World Map and Data – L1;

• Appendix 1 – Geography – World Map and Data – L1;

• Appendix 2 – Geography – World Map and Data – L1;

• One set of 20 envelopes to each group;

• Slips of paper.

PREPARATION IN ADVANCE

• Copy and cut out the slips from Appendix 1, one for each group.

• Copy, cut out and give one slip from Appendix 2 to each group.

• Prepare 18 Envelopes, one set of 9 to each group, with the names of the countries written on them (Argentina, Japan, Italy, the U.S.A., Saudi Arabia, Germany, England, Russia, France). Each set should have a colored dot on the right edge of it. Suggestion: red and blue dots.

• Ten minutes before the class starts, put the slips with the key information from Appendix 1 in the envelopes you have prepared (one slip per envelope), according to the country, and stick two envelopes with the same country name on the school doors. There will be 9 doors with envelopes stuck on them.

• Provide slips of papers with the following names writen on it: favorite food, favorite country, name & age, favorite subject and talk about ancestors.

OBJECTIVES

Teacher Objectives

• To interact with the new students

• To teach some interesting facts about the countries of: Brazil, Argentina, Japan, Italy, The U.S.A., Saudi Arabia, Germany, England, Portugal, and France

• To elicit about students preferences

• To guide students in a quiz about countries

Student Outcomes

• Talk about preferences

• Learn about different countries and curiosities

• Play a quiz

• Develop social skills

BNCC

COMPETÊNCIAS:

• Conhecimento Valorizar e utilizar os conhecimentos historicamente construídos sobre o mundo físico, social, cultural e digital para entender e explicar a realidade, continuar aprendendo e colaborar para a construção de uma sociedade justa, democrática e inclusiva.

• Empatia e Cooperação Exercitar a empatia, o diálogo, a resolução de conflitos e a cooperação, fazendo-se respeitar e promovendo o respeito ao outro e aos direitos humanos, com acolhimento e valorização da diversidade de indivíduos e de grupos sociais, seus saberes, identidades, culturas e potencialidades, sem preconceitos de qualquer natureza.

ÁREAS DE CONHECIMENTO:

1. LÍNGUA INGLESA

Unidade temática

• Interação discursiva

Objetos de conhecimento

• Construção de laços afetivos e convívio social

• Funções e usos da língua inglesa em sala de aula (classroom language)

• Funções e usos da língua inglesa: convivência e colaboração em sala de aula 2.

2. GEOGRAFIA

Unidade temática

• O sujeito e seu lugar no mundo Objetos de conhecimento

• A cidade e o campo: aproximações e diferenças

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajandose em brincadeiras e jogos.

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

PROCEDURES

1. To break the ice, get the slips of paper with the personal information. Put one in each corner of the classroom and “name & age” in the middle of the room.

2. To start the interaction, all the students and the teacher should stand up and form a circle around the topic “name & age”. Be the first one to talk, telling the students your name, age, and other interesting information. Then, each student has to do the same. When the last student finishes, move to the next topic. Repeat the same procedure with all the topics.

3. After the warm-up, elicit names of countries, and what they are famous for. As they give their responses, write their answers on the board.

4. Time for the contest. Divide the class into two groups, “blue” and “red”. Give each group a card with the “clue word”:

THE CLUE WORD IS:

5. Explain that there are nine envelopes placed around the school and they have to look for their group's color on the envelope. Inside the envelopes there will be general information about countries and a key word. On the key word they should look for the underlined letter and write the letter in the blank spaces on the Clue Word card.

6. The first place they will visit is “Argentina”. At that place, they will find inside the envelope where they should visit next.

7. The group that visits all the countries and figures out the Clue Word wins.

(Answer for the “clue word” – traveling)

8. Review all the information written on the cards by playing the General Knowledge Quiz.

a. What is the country of technology?

– Japan.

b. What does Saudi Arabia have a lot of that we use to run our cars?

– Petroleum

c. What’s the name of one of the most beautiful places in France?

– Arch of Triumph

d. What’s the name of the biggest clock in the world and where is it?

– Big Ben, England

e. What’s the most popular drink in Germany?

– Beer

f. When were the Twin Towers destroyed in the U.S.A.?

– On September 11th

g. What is the typical food in Italy?

– Pasta

h. What’s a popular dance in Argentina?

– Tango

i. What’s the typical drink of Russia?

– Vodka

9. If time allows, hand out Worksheet 1 and do it in class.

ANSWER KEY

LESSON 02

Topic: Geography – World Map and Data – L2

Lesson Type: Regular

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Continents: North America, South America, Europe, Asia, Africa, Australia, Antarctica; Oceans: Atlantic, Pacific, Indian.

MATERIALS

• Worksheet 1 – Geography – World Map and Data – L2;

• Worksheet 2 – Geography – World Map and Data – L2;

• A world map;

• Colored pencils.

PREPARATION IN ADVANCE: None.

OBJECTIVES

Teacher Objectives

• To give students practice in using maps

• To enable students to locate places on the world map

• To show the oceans and continents

• To elicit about countries and their facts Student Outcomes

• Practice using maps

• Locate places in word maps

• Learn about continents and oceans

• Analyze and color a map

BNCC

COMPETÊNCIAS:

• Comunicação Utilizar diferentes linguagens – verbal (oral ou visual-motora, como Libras, e escrita), corporal, visual, sonora e digital –, bem como conhecimentos das linguagens artística, matemática e científica, para se expressar e partilhar informações, experiências, ideias e sentimentos em diferentes contextos e produzir sentidos que levem ao entendimento mútuo.

ÁREAS DE CONHECIMENTO:

1. LÍNGUA INGLESA

Unidade temática

• Interação discursiva

Objetos de conhecimento

• Construção de laços afetivos e convívio social

• Funções e usos da língua inglesa em sala de aula (classroom language)

• Funções e usos da língua inglesa: convivência e colaboração em sala de aula

2. ARTE

Unidade temática

• Artes visuais

Objetos de conhecimento

• Materialidades

3. GEOGRAFIA

Unidade temática

• O sujeito e seu lugar no mundo

Objetos de conhecimento

• A cidade e o campo: aproximações e diferenças

• Pontos de referência

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajandose em brincadeiras e jogos.

• (EF15AR04) Experimentar diferentes formas de expressão artística (desenho, pintura, colagem, quadrinhos, dobradura, escultura, modelagem, instalação, vídeo,

fotografia etc.), fazendo uso sustentável de materiais, instrumentos, recursos e técnicas convencionais e não convencionais.

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

• (EF01GE09) Elaborar e utilizar mapas simples para localizar elementos do local de vivência, considerando referenciais espaciais (frente e atrás, esquerda e direita, em cima e embaixo, dentro e fora) e tendo o corpo como referência.

PROCEDURES

1. Show students the world map. Ask students if they have already studied the world map. Ask them for situations in their real life where they think they might need to use a map of the world.

• “HOW ABOUT ANY OTHER MAP?”

• “WHEN DO PEOPLE USE ONE?”

Ask students to name the three big oceans (Atlantic, Pacific, and Indian). Write the names on the board. Ask them to name the seven continents (North America, South America, Europe, Asia, Africa, Australia and Antarctica). Write the names on the board. Stick the world map on the board. Ask a volunteer to come to the board and show South America on the map. Repeat the same procedure with different students for different continents and oceans. Explain that one part of Russia belongs to Europe and the largest part to Asia. European Russia is the western part of the Russian Federation and is considered politically and geographically part of the European continent, while the entire country is officially part of Asia. The Ural Mountains are the accepted natural dividing line for European Russia and Asia. Turkey is officially part of Asia, but the western part (a very small part across the Bosporus), is considered part of the European continent.

2. Give out Worksheet 1 and ask students to follow the instructions given. (Please, check the answer key). When they finish, ask each student to say the color they have used to color each continent and ocean. Tell them to use the sentence:

- I’ve used ______ (color) to color South America.

- I’ve used _____ (color) to color Europe.

Note: the continent that is missing is Antarctica.

3. Ask each student to name two countries they would like to visit. Ask them on which continent the countries are located. Ask the ones who want (at their turn) to come to the board where the big world map is and try to locate the countries they have chosen. Write everything on the board. Give out Worksheet 2 and ask them to locate the countries they have chosen and color them.

4. Ask them why they would like to visit the countries they colored. Give them a few minutes to complete the exercise at the bottom of Worksheet 2. Assist them with any language they need. Ask each student to read their answers aloud.

ANSWER KEY

LESSON 03

Topic: Geography – World Map and Data – L3

Lesson Type: Multimedia

PRIOR KNOWLEDGE: Previous lesson.

KEY VOCABULARY: Names of countries, currency, population, area, square kilometers, data.

MATERIALS

• Worksheet 1 – Geography – World Map and Data – L3;

• Worksheet 2 – Geography – World Map and Data – L3;

• A world map;

• Colored pencils;

• Digital devices with Internet access;

BNCC

COMPETÊNCIAS:

• Pensamento Científico, Crítico e Criativo Exercitar a curiosidade intelectual e recorrer à abordagem própria das ciências, incluindo a investigação, a reflexão, a análise crítica, a imaginação e a criatividade, para investigar causas, elaborar e testar hipóteses, formular e resolver problemas e criar soluções (inclusive tecnológicas) com base nos conhecimentos das diferentes áreas.

• Cultura Digital Compreender, utilizar e criar tecnologias digitais de informação e comunicação de forma crítica, significativa, reflexiva e ética nas diversas práticas sociais (incluindo as escolares) para se comunicar, acessar e disseminar informações, produzir conhecimentos, resolver problemas e exercer protagonismo e autoria na vida pessoal e coletiva.

ÁREAS DE CONHECIMENTO:

1. LÍNGUA INGLESA

Unidade temática

• Interação discursiva

• Práticas de leitura e pesquisa

Objetos de conhecimento

• Construção de laços afetivos e convívio social

• Funções e usos da língua inglesa em sala de aula (classroom language)

• Funções e usos da língua inglesa: convivência e colaboração em sala de aula

Objetivos de leitura

• Leitura de textos digitais para estudo

2. ARTE

Unidade temática

• Artes visuais

Objetos de conhecimento

• Materialidades

3. GEOGRAFIA

Unidade temática

• O sujeito e seu lugar no mundo Objetos de conhecimento

• Território e diversidade cultural

• Pontos de referência

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajandose em brincadeiras e jogos.

• (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura.

• (EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para estudos/pesquisas escolares.

• (EF15AR04) Experimentar diferentes formas de expressão artística (desenho, pintura, colagem, quadrinhos, dobradura, escultura, modelagem, instalação, vídeo, fotografia etc.), fazendo uso sustentável de materiais, instrumentos, recursos e técnicas convencionais e não convencionais.

• (EF04GE01) Selecionar, em seus lugares de vivência e em suas histórias familiares e/ou da comunidade, elementos de distintas culturas (indígenas, afrobrasileiras, de outras regiões do país, latino-americanas, europeias, asiáticas etc.), valorizando o que é próprio em cada uma delas e sua contribuição para a formação da cultura local, regional e brasileira.

PROCEDURES

1. Give out Worksheet 1 and explain the instructions. Here they are: “Here is a list of countries: Australia, Brazil, Canada, Egypt, France, Japan, Russia, South Africa, Spain, United Kingdom (UK), United States of America (USA). Add a country of your choice. Locate them on the map that your teacher will show you. Color and label them on your own map on this page. Use the following colors: red for countries in North America, green for countries in South America, blue for countries in Europe, yellow for countries in Africa, purple for countries in Asia, orange for countries in Australia.” (US teaches 7 continents, these and Antarctica.) Check student’ worksheets individually.

2. Tell students that they are going to the computer lab to find some data about the countries they have located on the map and then make comparisons between them.

3. Before going to the lab ask them to complete whatever information they already know about the countries on the chart. They already know the continent where the country is located and they might know some of the languages spoken and some currencies. Do not give any answer. Let them find out the information by themselves.

4. Back in the classroom, students can check their information in pairs. If they find any differences in their information, you can check which one is correct. Then, hand out Worksheet 2 and help students to complete it.

5. Correct everything orally to make sure that the whole table was completed correctly. To finish things up, ask questions about different countries such as:

• “IN WHICH COUNTRIES ARE THERE MORE THAN ONE OFFICIAL LANGUAGE? WHICH LANGUAGES ARE THEY?”

• “IS THERE ANY LANGUAGE YOU HAVE NEVER HEARD OF?”

• “WHICH IS THE LARGEST COUNTRY? WHAT IS ITS AREA?”

• “WHICH IS THE SMALLEST COUNTRY? WHAT IS ITS AREA?”

• “WHICH COUNTRY HAS THE BIGGEST POPULATION? WHAT IS THE POPULATION?” “WHICH COUNTRY HAS THE SMALLEST POPULATION? WHAT IS THE POPULATION?”

• “IS THERE ANYTHING INTERESTING/DIFFERENT YOU HAVE FOUND OUT ABOUT ANY COUNTRY?"

ANSWER KEY

LESSON 04

TOPIC: Geography – World Map and Data – L4

LESSON TYPE: Multimedia

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Advantage, disadvantage, live.

MATERIALS

• Worksheet 2 – Geography – World Map and Data – L3;

• Worksheet 1 – Geography – World Map and Data – L4;

• Digital devices with Internet access;

• Suggested links:

• “United States versus China” - https://s.systemic.com.br/usxchina ¹

• “NationMaster” - https://s.systemic.com.br/nationmaster ²

PREPARATION IN ADVANCE

• If you plan to follow procedure 5, check the website in advance.

OBJECTIVES

Teacher Objectives

• To teach about different countries and make comparisons

• To enable students to be aware of the basic differences between countries

• To show some countries data

• To elicit about countries

• To show comparative and superlative

Student Outcomes

• Compare different countries

• Compare places and facts

• Search websites to find informations

• Write sentences comparing countries and facts

• Present their answers

• Develop social skills

COMPETÊNCIAS:

ÁREAS DE CONHECIMENTO:

1. LÍNGUA INGLESA

Unidade temática

• Interação discursiva

• Práticas de leitura e pesquisa

• Práticas de leitura e construção de repertório lexical

• Gramática

Objetos de conhecimento

• Construção de laços afetivos e convívio social

• Funções e usos da língua inglesa em sala de aula (classroom language)

• Funções e usos da língua inglesa: convivência e colaboração em sala de aula

Objetivos de leitura

• Leitura de textos digitais para estudo

• Construção de repertório lexical e autonomia leitora

• Comparativos e superlativos

2. GEOGRAFIA

Unidade temática

• O sujeito e seu lugar no mundo Objetos de conhecimento

• Território e diversidade cultural

• Pontos de referência

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura.

• (EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para estudos/pesquisas escolares.

• (EF06LI11) Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa.

• (EF08LI15) Utilizar, de modo inteligível, as formas comparativas e superlativas de adjetivos para comparar qualidades e quantidades.

PROCEDURES

1. Give out Worksheet 1 – L3. Ask students to complete it in pairs or in small groups. Tell them that they will need Worksheet 2 – L2 completed.

2. Assist them at all times because they will certainly need help with language in order to produce good answers for questions 3, 4, and 8.

3. When they finish, check questions 1, 2, 5, 6, and 7.

4. For questions 3, 4, and 8, ask students to report their answers to the rest of the class. As each group presents their answers, ask the rest of the class questions, such as: “DO YOU ALL AGREE?” Encourage students to make their presentations. Praise them.

5. If you have time, take your students to the computer lab to access the suggested websites where they can find online comparisons between countries.

Note: it might take you more than one class to give this lesson. Take your time, do not rush. Encourage your students to think carefully and produce good sentences/texts. Obviously, students will produce wrong sentences. If you think it is necessary, explain how the language works and take this time to clarify grammar points. This is exactly the time when students can learn from their mistakes. Do not waste this opportunity to correct and format their language

ANSWER KEY

LESSON 05

TOPIC: Math – Percentage – L1

Lesson Type: Regular

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Tally mark, bar graph, circle graph, frequency, percentage, there to be, more than, fewer than, as many as.

MATERIALS

• Worksheet 1 – Math – Percentage – L1

• Worksheet 2, Pages 1 and 2 – Math – Percentage – L1;

• Appendix 1 – Math – Percentage – L1;

• Calculators;

• Rulers;

• Colored pencils.

PREPARATION IN ADVANCE

• Provide students colored pencils on the colors: green, blue, brown, and hazel.

OBJECTIVES

Teacher Objectives

• To give students practice in collecting and organizing data

• To enable students to complete a frequency table, interpret it and write conclusions

• To enable students to construct a circle graph and create a bar graph

• To introduce percentage

• To show what tally marks are

• To guide students solving Math problems involving percentage

Student Outcomes

• Collect and organize data

• Interpret and complete tables

• Build graphs

• Understand what a bar graph is

• Recognize a circle graph

• Comprehend percentage

• Use Tally marks

• Draw a frequency table

BNCC

COMPETÊNCIAS:

ÁREAS DE CONHECIMENTO:

1. LÍNGUA INGLESA

Unidade temática

• Interação discursiva Objetos de conhecimento

• Construção de laços afetivos e convívio social

• Funções e usos da língua inglesa em sala de aula (classroom language)

• Funções e usos da língua inglesa: convivência e colaboração em sala de aula

2. MATEMÁTICA

Unidade temática

• Probabilidade e estatística Objetos de conhecimento

• Leitura, interpretação e representação de dados em tabelas de dupla entrada e gráficos de barras

• Coleta, classificação e representação de dados referentes a variáveis categóricas, por meio de tabelas e gráficos

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajandose em brincadeiras e jogos.

• (EF03MA27) Ler, interpretar e comparar dados apresentados em tabelas de dupla entrada, gráficos de barras ou de colunas, envolvendo resultados de pesquisas significativas, utilizando termos como maior e menor frequência, apropriando-se

desse tipo de linguagem para compreender aspectos da realidade sociocultural significativos.

• (EF03MA28) Realizar pesquisa envolvendo variáveis categóricas em um universo de até 50 elementos, organizar os dados coletados utilizando listas, tabelas simples ou de dupla entrada e representá-los em gráficos de colunas simples, com e sem uso de tecnologias digitais.

PROCEDURES

1. Draw the same frequency table from Worksheet 1 on the board and ask students:

“WHAT COLOR ARE YOUR EYES?”

Use tally marks to show the results as you collect the data, then write the frequency in the appropriate column. Here is an example: suppose you have 16 students, 10 of them have dark brown eyes, 3 have light brown eyes, 2 have green eyes and 1 has blue eyes. Your frequency table should be as follows:

2. Draw a bar graph and display the results. Do the same with a circle graph. Remember that your circle graph will have as many parts as the number of students interviewed in class. Using the same example from Procedure 1 the bar graph should be as follows:

And the circle graph:

3. Teach them how to turn the results into percentage. E.g. you have 16 students, 10 of them (10/16) have brown eyes, 3 of them (3/16) have hazel eyes, 2 of them (2/16) have green eyes, and 1 of them (1/16) has blue eyes. So, we have:

4. Give out Worksheet 1 and read the instructions with them.

5. When they come back, help them complete the bar graph and make conclusions about the result. They should now write their conclusions. Help them write sentences such as: There are more people with brown eyes than people with hazel eyes. There are as many people with blue eyes as people with green eyes. There are fewer people with green eyes than people with brown eyes.

6. Give out a copy of the circle from Appendix 1 (one circle for each student). Tell them to fold the circle in 16 parts (fold it 4 times). Then, ask them to cover the lines with a pencil using a ruler. They have to make the circle graph according to the results. Tell them to use colors to represent each eye color.

7. Ask them to calculate the percentage of each result. A good idea would be to write the percentage in the circle graph.

8. Give out Worksheet 2 and have students complete it.

ANSWER KEY

LESSON 06

Topic: Math – Percentage – L2

Lesson Type: Regular

PRIOR KNOWLEDGE: Previous lesson.

KEY VOCABULARY: Numbers.

MATERIALS

• Worksheet 1 – Math – Percentage – L2;

• Worksheet 2 – Math – Percentage – L2;

• Colored peanuts;

• Plastic cups;

• Calculators;

• Blank sheets;

• Colored pencils.

PREPARATION IN ADVANCE

• Buy 1 kg of colored peanuts or any other colored candy.

OBJECTIVES

Teacher Objectives

• To enable students to interpret collected data and write conclusions about the results they found

• To enable students to practice percentage

• To guide students into a math discussion

Student Outcomes

• Practice percentage

• Interpret collected data

• Write conclusions

• Count objects and categorize them

• Calculate percentage using colored objects

• Build a bar graph

BNCC HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF02MA02) Fazer estimativas por meio de estratégias diversas a respeito da quantidade de objetos de coleções e registrar o resultado da contagem desses objetos (até 1000 unidades).

• (EF01MA02) Contar de maneira exata ou aproximada, utilizando diferentes estratégias como o pareamento e outros agrupamentos.

• (EF08MA04) Resolver e elaborar problemas, envolvendo cálculo de porcentagens, incluindo o uso de tecnologias digitais.

PROCEDURES

1. Check the activity from the previous class. Discuss the results with students and help them with their conclusions.

2. Divide the class into groups of 3 or 4 students. Give each group 250g of colored peanuts and as many cups as the number of colors in the pack. They have to count the peanuts and record the results on a blank sheet. Ask them to sort the peanuts out according to the colors. Each color should be put in a different cup. Now, they have to count each color and calculate the percentage. The groups should now discuss their results. Their results should be approximately the same, not exactly.

3. Give out Worksheet 1. They have to display their results (percentage) on the square and compare the results among themselves. If necessary, round the results for them.

4. Give out Worksheet 2. Each student should also display their percentage results from the peanut activity into a bar graph. They should construct it by using a different vertical bar for each color.

ANSWER KEY

LESSON 07

Topic: Math – Percentage – L3

Lesson Type: Regular

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Numbers.

MATERIALS

• Appendix 1, Pages 1 and 2 – Math – Percentage – L3;

• Appendix 2, Pages 1 and 2 – Math – Percentage – L3;

• Calculators;

• Blank sheets.

PREPARATION IN ADVANCE

• Make two copies and cut out the cards from Appendix 2 and the problems from Appendix 1.

OBJECTIVES

Teacher Objectives

• To have students practice more percentage

• To have students practice problem solving

• To show some Math problems

Student Outcomes

• Calculate percentages

• Practice solving problems

• Create Math problems

• Interpret data

HABILIDADES:

• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF08MA04) Resolver e elaborar problemas, envolvendo cálculo de porcentagens, incluindo o uso de tecnologias digitais.

PROCEDURES

1. Game. Stick the cards from Appendix 2 (or write them) on the board. Divide the class into two or three groups. The teacher says one frequency from the list below. One pair from each group calculates the percentage and one of them runs to the board to touch the correct result. (9/20 – read: nine out of twenty.)

2. Divide the class into 2 groups. Give problem 1 from Appendix 1 to each group. The group that gives the correct answer first, scores a point. When they finish problem 1, give them problem 2 and so on. Have them give complete answers. They might need assistance.

3. Writing activity: each group creates problems for the other group to solve. They can keep the problems from the previous game to use as examples.

4. Give students some time to create a problem using percentage.

LESSON 08

Topic: Geography – World Map and Data – L5

Lesson Type: Assessment

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Same as the previous classes.

MATERIALS

• Copies of the letter to parents/guardians with the evaluation criteria for the module, one for each student;

• Copies of the Written Task Assessment, one for each student;

• Copies of the Written Assessment criteria sheet, one for each student;

• Copies of the Oral Assessment criteria sheet, one for each student;

• Copies of the Self-Assessment sheet, one of each for each student.

PREPARATION IN ADVANCE

• Send a dated letter to parents/guardians before or upon completion of the module. It is advisable that parents sign and return the bottom part of the letter to acknowledge receipt.

OBJECTIVES

Teacher Objectives

• To assess students’ oral and written production about countries

• To have students research information about different countries

• To inform the families previously

• To explain the presentation structure

• To revise the students’ written productions

• To guide the students during preparation

• To elicit from students informations about Geography

• To discuss self-assessment individually

• To show how to improve it

• To prepare activities that can help students improving skills

Student Outcomes

• Write sentences about Countries

• Use simple present and comparative

• Research on the topic using internet or encyclopedias

• Prepare an oral presentation

• Develop social skills

• Improve pronunciation

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF08LI15) Utilizar, de modo inteligível, as formas comparativas e superlativas de adjetivos para comparar qualidades e quantidades.

• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

• (EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para estudos/pesquisas escolares.

• (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).

• (EF69LP38) Organizar os dados e informações pesquisados em painéis ou slides de apresentação, levando em conta o contexto de produção, o tempo disponível, as características do gênero apresentação oral, a multissemiose, as mídias e tecnologias que serão utilizadas, ensaiar a apresentação, considerando também elementos paralinguísticos e cinésicos e proceder à exposição oral de resultados de estudos e pesquisas, no tempo determinado, a partir do planejamento e da definição de diferentes formas de uso da fala – memorizada, com apoio da leitura ou fala espontânea.

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

PROCEDURES

1. Tell students that now that they have learned a lot of facts about different countries, they will write some sentences about them. These sentences will also be used in preparation for their oral presentation.

2. Give out the letter addressed to parents/guardians and read it in class. Clarify any questions students might have about how they are going to be assessed. Do not forget to date the letter and remind everyone that parents/guardians must acknowledge that they received it.

3. Part I – the oral assessment: in preparation for their oral presentation, students need to write ten sentences in the Simple Present Tense about one of the countries they studied. They must write:

– Grammatically correct sentences using the verb to be and other verbs in the affirmative and at least two in the negative form.

– At least two correct sentences in the comparative form.

4. Students may do some research on the Internet and/or use the information from their worksheets. Encyclopedias or other books may also be used. Emphasize that they cannot use any translator browser, only references with content already in English. The idea is for them to use only authentic material for two reasons: it is a reliable source of information and it will keep learners from making bad translations from L1 into English. More than two sources must be used.

5. Revise the students’ work. First, mark the mistakes and give them a chance to edit their work themselves. Then, do a final revision.

Note: check Appendix 1 for further explanation about how to proceed at this moment.

6. Encourage students to illustrate their oral presentation with pictures that may be displayed on a poster or a presentation. This step may be done at home.

7. Students are not allowed to read during their oral presentation, so there must be no written texts on their posters or presentations. These aids are only meant to guide and enhance.

Note: since the theme is the same for everyone, it is advisable that students do not see each other’s presentation in advance.

8. Help students prepare for their presentations by asking them open-ended questions or encouraging them to look up lesser-known facts. Here are some suggestions:

–Tell me something else about… –Repeat what you said about…, please.

–Compare ______ to ______.

–What are the main differences between _______ and _______?

–What piece of information did you enjoy learning? Why?

Note: check Appendix 2 for further information aboutopen-ended/backup questions and samples.

9. Part II – the written assessment: give students the Written Task Assessment and ask them to write at least ten sentences about the selected country.

10. Upon completion of this activity, students must fill in the attached Self-Assessment sheet.

11. If time allows, discuss students’ self-assessment individually. Remind them that the two main objectives of this activity are to inform them about what they have and have not learned, and to discuss how they can improve. Upon the end of the assessment, collect all the worksheets and hand them in to the coordinators. Please, make sure that all papers have students’ names, the date, the teacher’s name, and the group code (if there is one).

12. When reading and revising the written assignments, make a list of students’ sentences that contain the most common or basic mistakes. Without mentioning who wrote each sentence, prepare a presentation, a poster, or an activity to be used in class.

13. Project the selected sentences and go over them together in class. This procedure can be done as a game.

14. Prepare a written exercise with those same sentences. Have students work on it individually and turn it in. Check their work and how much progress they have made since the written task.

15. Discuss the student’s progress with the coordinator and what can be done to improve their performance.

LESSON 09

Topic: Geography Integrated with Language – Traveling – L1

Lesson Type: Regular

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Suitcase, sunglasses, sunscreen, camera, batteries, bottle of water, lip balm, tissues, hat, cap, history book, tennis shoes, bathing suit, walking shoes, raincoat, camel, hot, dry, cold, passport, plane ticket, backpack, means of transportation, scarf, hiking boots, visa, workout, medication, snack, cell phone, dictionary, money, t-shirt, shorts, boots, noisy, funny, creative, impolite, don’t follow rules, serious, open-minded.

MATERIALS

• Worksheet 1, Pages 1 and 2 – Geography Integrated with Language – Traveling –L1;

• Worksheet 2 – Geography Integrated with Language – Traveling – L1;

• Worksheet 3, Pages 1 and 2 – Geography Integrated with Language – Traveling –L1;

• Appendix 1 – Geography Integrated with Language – Traveling – L1;

• Flashcards – Geography Integrated with Language – Traveling – L1;

• A suitcase;

• A world map;

• Flashcards or realia of different places;

• Poster boards;

• Colored markers;

• Magazines;

• Scissors;

• Money from different countries.

PREPARATION IN ADVANCE

• Prepare a suitcase with the objects listed for each place. Disney – tennis shoes, sunscreen, hat, bottle of water, raincoat, and backpack. Egypt – cap, sun block, history book, picture of a camel, sunglasses, t-shirt, shorts, bottle of water, snack, digital camera, batteries, lip balm, tissues. New Zealand – walking shoes, UV sunglasses, sunscreen, backpack, scarf, boots.

• Copy Appendix 1 one per group. See Procedure 5.

OBJECTIVES

Teacher Objectives

• To review Simple Present

• To talk about some cultural aspects of different countries

• To enable students to plan a trip

• To show what to take in a suitcase

• To discuss about Egypt, Disney World, and New Zealand

• To show new vocabulary with realia

• To elicit from students about places they have been to

Student Outcomes

• Use simple present sentences

• Comprehend different cultures

• Plan a trip

• Recognize items in a suitcase

• Discuss about Egypt, Disney World and New Zealand

• Make sentences about places they have been to

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

PROCEDURES

1. Write the word “travel” on the board. Elicit from students everything they can think of when talking about traveling. Use a graphic organizer – a circle in the middle with rays radiating from the center where you will write their associations. Elicit places they have been to, who they went with, what they took, how the trip was, how long they stayed there, the different types of money they are familiar with, etc. Write what they say on the board. Elicit from them as much as you can. Help them or ask other students to help when necessary. Ask them if they like to travel. If they prefer going by car or plane, train or ship, what are the advantages and disadvantages of traveling by car and by plane. Write their answers on the board in a graphic organizer T chart. Draw a T on the board and put Disadvantages at the top of one column and Advantages in the other. On the side, put car and below car write plane. Ask them if they have ever traveled by ship. Ask them where they went, who they went with, how they felt (ask them if they felt sea sick).

2. Elicit from students places they would like to visit. Ask them if they have ever traveled alone. Write the names of the places on the board. Show them the places on the map. If they do not say the names of the places you are going to focus on, try to guide them to say them. Ask them questions about these places, such as:

(?) “IN WHICH HEMISPHERE IS IT LOCATED?”

(?) “ON WHICH CONTINENT CAN YOU FIND IT?”

(?) “DO YOU NEED A VISA TO ENTER THIS COUNTRY?”

(?) “HOW IS THE WEATHER IN THIS COUNTRY?”

(?) “WHAT LANGUAGE DO THEY SPEAK THERE?”

(?) “WHICH MONETARY UNIT DO THEY USE?”

(?) “WHICH MEANS OF TRANSPORTATION WOULD YOU USE TO GET THERE?”

(?) “WHO WOULD YOU GO WITH?”

(?) “HOW MUCH MONEY WOULD YOU NEED TO TAKE?”

(?) “HOW LONG WOULD YOU LIKE TO STAY THERE?”

(?) “WHAT KIND OF CLOTHES WOULD YOU HAVE TO TAKE?”

3. Elicit from students things they would need to do before traveling: getting a visa, passport, buy a ticket, book a hotel, learn the language or buy a dictionary, prepare suitcases or backpack, learn a bit about their culture. Help them when necessary.

4. Knowing about the culture of the country is another important aspect. Tell students how important it is to know about the cultural aspects of the country, because some things might seem nice to you but extremely impolite for other cultures. Show students the flashcards to give examples. In some countries men kiss each other and in others this is an offense. Some people have been arrested because of the type of clothes they were wearing. In Kuwait, if you go to the beach wearing a bathing suit, you will get arrested. They can only go to the beach wearing clothes, even in the water. Latin people like to stand really close to one another while speaking and look at each other’s eyes (show them usinga student as a volunteer). Americans like to have some distance (show them using a student as a volunteer). Italians like to talk using arm gestures. A gesture that could create enemies in some cultures is the “thumbs up” gesture. In some cultures, this means you did something great, in Australia it means something impolite. Food is another cultural problem if you do not know how to deal with it. Take Mexicans, for example: they love to eat the brain, the tongue and the cow’s head. This is very different from Americans who like the ribs, etc. Elicit from them any funny situation they have ever had because of cultural differences.

5. Divide the class into two or three groups. Stick the flashcards to a wall or to the board. Hand out a copy of Appendix 1 to each group. Ask them to put the sentences in order according to the flashcards they can see on the wall or on the board.

6. Hand out Worksheet 1, Pages 1 and 2. Give students some time to do it. Correct it.

7. Elicit from students what they think other countries think of their country. Make a chart of positive and negative thoughts. On the board, draw a T chart with “positive” and “negative” as column headings. Elicit the information from the students and write their responses in the correct column. Help them with vocabulary. Use words, such as: noisy, funny, creative, impolite, don’t follow rules, serious, open-minded, etc.

8. Hand out the poster board, the magazines, scissors, and glue. Ask students to divide the poster board into two parts. Have students make a poster with pictures of positive and negative aspects of their country.

9. Hand out Worksheet 2. Give students a few minutes to write the positive and negative aspects of their country.

10. Place the world map on the board. Divide your class into pairs or groups of three. Tell them they are going to play a game. Show students the suitcase you brought. Take out the objects of a specific place, Disney World, for example, and ask what each one is used for. Ask them the name of the object, where they use it or how they use it. Repeat the name of the object once and work on pronunciation. Elicit from them what season of the year they would use it. Show all the objects from that place. Ask them to try to guess which place it would be. When you take out the object, use it if possible. Have students ask questions using Simple Present. Help them make the questions. You can only answer “yes” or “no”.

Example questions:

(?) “IS IT IN THE NORTHERN HEMISPHERE?”

(?) “IS IT COLD?” “IS IT HOT?”

(?) “IS IT NEAR AUSTRALIA?”

11. Repeat the procedure with Egypt and New Zealand.

Disney World – It’s a place in the northern hemisphere. It is located in the south of this country. People in this country speak English.

New Zealand – It is a country located in the southern hemisphere. It has beaches and mountains. It is a very hot place because the ozone hole is above this country. It is composed of two islands. It has three official languages, English (similar to Australian English), Maori, and New Zealand sign language (the first country to use a sign language as an official one) which became official in April 2006.

Egypt – It’s a country located in the northern hemisphere. This country has several historical places. These historical places were built thousands of years ago. They have a shape similar to a triangle, but in three dimensions.

12. Hand out Worksheet 3, Pages 1 and 2. Give students some time to answer them. Correct them.

ANSWER KEY

LESSON 10

Topic: Geography Integrated with Language – Traveling – L2

Lesson Type: Multimedia

PRIOR KNOWLEDGE: Previous lesson.

KEY VOCABULARY: Suitcase, sunglasses, sunscreen, digital camera, batteries, bottle of water, lip balm, tissues, cap, history book, tennis shoes, walking shoes, raincoat, bathing suit, camel, hot, dry, cold, passport, plane ticket, backpack, means of transportation, scarf, hiking boots, visa, workout, medication, snack, cell phone, dictionary, money, t-shirt, shorts, boots.

MATERIALS

• Worksheet 1, Pages 1 and 2 – Geography Integrated with Language – Traveling – L2;

• A suitcase;

• A world map;

• Flashcards or realia of different places;

• Sleep mask or a piece of cloth to use as a blindfold;

• Creative paper;

• Colored markers;

• Magazines;

• Scissors;

• Crayons;

• Glue;

• Travel brochure from a different country or place;

• Digital devices with Internet access;

PREPARATION IN ADVANCE

• Install Google Earth on all computers they are going to use. Computers must have sufficient memory to use it. If you don’t have this available, use regular websites with information about the country.

OBJECTIVES

Teacher Objectives

• To teach and practice Future – going to

• To enable students to plan a trip and pack a suitcase

• To have students research countries on the Internet

Student Outcomes

• Use future with going to

• Comprehend different cultures

• Plan a trip

• Organize a suitcase

• Research about different countries on the internet

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.

• (EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para estudos/pesquisas escolares.

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

PROCEDURES

1. Tell students they are going to travel to one of these places - Disney World, New Zealand, or Egypt. Ask them to choose a travel partner. Tell them they are going to research this country: the history, the culture, the monetary unit, the language, and the places to visit as a tourist and as a student. If there are a lot of students wanting to go to

the same country, have them search for different aspects of the country. Tell them they are going to present this country to the class.

2. Hand out Worksheet 1, Pages 1 and 2. Ask students to fill in the information about the place they chose to visit.

3. Take students to the computer lab. They may use an online globe software to see the exact location of the place/country. Ask them to complete Worksheet 1, Pages 1 and 2. If you don’t have an online globe software, ask them to go to the Internet and type the name of the country they are going to research or use the suggested websites in Preparation in Advance.

4. When you return to the classroom, ask students to prepare a brochure about the country. Show them what a brochure looks like. Give them some construction/colored paper, markers, and magazines. Ask them to present the place/country to the other students.

5. Blind Fold Game. Divide the class into pairs or groups of three. Choose one student from one of the groups. The student must be blindfolded. Place one object (from the suitcase) under the student’s feet. They need to guess what the object is, where it is used, and which country it reminds them of. If they answer the three questions, they get three points. Reward the winning group.

ANSWER KEY

LESSON

Topic: Social Studies Integrated with Language – Jamaica – L1

Lesson Type: Multimedia

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Sun tan, Jamaica, waterfall, scuba diving, aqua shoes, itinerary, ackee.

MATERIALS

• Worksheet 1, Pages 1-4 – Social Studies Integrated with Language – Jamaica – L1;

• Appendix 1, Pages 1 and 2 – Social Studies Integrated with Language – Jamaica –L1;

• Reggae music;

• A world map;

• Digital devices with Internet access.

PREPARATION IN ADVANCE

• Make copies of Appendix 1, Pages 1 and 2, one per group.

TEACHER OBJECTIVES

• To enable students to use “will” and “going to”

• To have students practice Future tense with traveling situations

• To have students practice reading comprehension

• To teach about Jamaica

• To stimulate students to write

• To elicit from students about their plans for the future

STUDENT OUTCOMES

• Use future with will and going to

• Practice travelling vocabulary

• Develop reading skills

• Learn about Jamaica

• Practice writing

• Use websites to improve their vocabulary and knowledge when searching about

• different countries

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF06LI11) Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa.

• (EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para estudos/pesquisas escolares.

• (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.

• (EF08LI11) Produzir textos (comentários em fóruns, relatos pessoais, mensagens instantâneas, tweets, reportagens, histórias de ficção, blogues, entre outros), com o uso de estratégias de escrita (planejamento, produção de rascunho, revisão e edição final), apontando sonhos e projetos para o futuro (pessoal, da família, da comunidade ou do planeta).

• (EF03GE03) Reconhecer os diferentes modos de vida de povos e comunidades tradicionais em distintos lugares.

PROCEDURES

1. Ask students what they are going to do when they finish their class. Encourage them to use “going to”.

2. Elicit from students when they will travel again. Ask them where they are going, who they are going with. Elicit from them how much money they will need, how long it will take. Make sure they use "will" in their sentences. When you talk about the future make sure you use gestures.

3. Write “will” and “going to” on the board. Elicit from students the difference between them. If students do not know, write two sentences on the board. Elicit from them what the differences in the sentencesare. In sentencenumber one, thedecision is beingmade while they are speaking and in sentence number two, the decision has already been made before the conversation. Give other examples of “will” and “going to”. Ask students to create sentences using will and going to. You can ask for a volunteer to write on the board. Give students a hint about will. Tell them it is usually used with words that express promise, speculation, uncertainly, guarantees, and with adverbs, such as: possible, probably, definitely. Write sentences three and four on the board. Use a blank for “will” and elicit what they should use there and why. Explain the contracted form and the negative. Remind students when they use “going to” they also need to use the verb to be. Show them the example in sentence two. Repeat procedure with sentence five.

4. Show students a flashcard of a place and an object. Ask them to create a sentence usingwill or goingto. Guide them in this activity. Repeat this procedure with all flashcards and objects.

5. Elicit from students a grammar rule to use for will and going to. Build the rule with them and write it on the board.

6. Play reggae music. Ask students to listen to the song. Let it play for two or three minutes. Elicit from students what place the song reminds them of. Write the word “Jamaica” on the board. Elicit as much as you can from them and write what they say on the board. Where it is located (south of Cuba), the language they speak (English), monetary unit (dollar), part of what continent (America – Central America). It is situated in the Caribbean Sea. Jamaicans are also famous for their athletes; they win several gold medals in competitions. Ask a volunteer to point out Jamaica on the map.

7. Ask them to imagine they are going to travel to Jamaica. Elicit from students what they will take in their suitcase. Encourage students to use will and going to while they are planning. Take sunscreen, flip flops, shorts and t-shirts, sunglasses, aqua shoes to walk on the ocean rocks, pants, a sun dress, hat, sunglasses, an underwater camera, tennis shoes, swimming suit or a bikini, beach towel, and a map, of course.

8. Divide your class into pairs or groups of three. Hand out Appendix 1, Pages 1 and 2. Ask students to fill in the blanks with will or going to and put the slips in the correct order. Do this activity as a game. Students must write the correct answer and write why they used it. Reward the winning group.

9. Ask students some questions about the text.

(?) “HOW LONG ARE THEY GOING TO STAY THERE?” (They are going to stay in Jamaica for seven days.)

(?) “WHAT WILL THEY VISIT?” (They will visit several tourist attractions.)

(?) “WHAT ARE THEY GOING TO EAT?” (They are going to eat ackee and salt fish.)

(?) “WILL THEY GO SCUBA DIVING?” (They don’t know yet.)

(?) “HOW ARE THEY GOING TO TRAVEL TO THE MAIN CITIES?” (They are going to travel by bus.)

(?) “WHAT ARE THEY GOING TO DO ON THE FOURTH DAY?” (They are going to Ocho Rios and climb a mountain to see a waterfall.)

(?) “WHEN ARE THEY GOING TO A REGGAE SHOW?” (They are going to reggae shows on the last two days.)

10. Hand out Worksheet 1, Pages 1-3. Allow students a few minutes to answer them. Correct it out loud.

11. Ask students to choose a country they would like to travel to individually. Make sure students choose different places. Ask them to write the itinerary. Tell them it will be a contest for the best composition. Hand out Worksheet 1, Page 4, as homework. When they return their story to you, make sure you do not correct the mistakes in the first draft. Hand it back with the mistakes circled, then ask them to figure out what is wrong. Ask them to give itback to you the next class. Repeat theprocedure until the writingis correct. You may even write some questions about the place so students can enrich their writing. Ask questions to make them research more about the place. Tell them the three best compositions will be presented to all students from other classes. Keep their composition to be presented in class or around the school.

12. You may even create a traveling journal with students and each story will be published with their help.

ANSWER KEY

LESSON 12

Topic: Social Studies Integrated with Language – Jamaica – L2

Lesson Type: Regular

PRIOR KNOWLEDGE: None.

KEY VOCABULARY: Scuba diving, golf, sailing, cricket, tennis, river rafting, bobsledding, basketball, football, soccer, swimming, running, jumping, throwing, baseball, track and field, boxing, Olympic Games, helmet, bat, ball, swing, elbow guard, leg pad, gloves, abdomen guard, sled, swimming pool, runs, field, team, players, snowboard, skating, surfing, shin guard, goalkeeper gloves, soccer cleats, medals, place, equipment, tee, golf bag.

MATERIALS

• Worksheet 1, Pages 1 and 2 – Social Studies Integrated with Language – Jamaica –L2;

• Appendix 1, Pages 1-4 – Social Studies Integrated with Language – Jamaica – L2;

• Appendix 2, Pages 1, 2, and 3 – Social Studies Integrated with Language – Jamaica – L2;

• Flashcards – Social Studies Integrated with Language – Jamaica – L2;

• Different size balls from different sports;

• Baseball glove, helmet or any equipment used in sports;

• One glue for each student or sticky tack;

• One scissor for each student;

• Poster board;

• Suggested links:

o “Sports in Jamaica – Topendsports” – https://s.systemic.com.br/topendsports

o “Sports in Jamaica – Embassy of Jamaica” – https://s.systemic.com.br/sportseoj 1. 2.

PREPARATION IN ADVANCE

• To know more about Jamaican sports, visit the suggested websites.

• Get the flashcards.

• Copy, cut out and prepare the panel from Appendix 1 by joining the four parts on a poster board.

OBJECTIVES

TEACHER OBJECTIVES

• To enable students to use “can” with adjectives good and bad

• To have students practice Simple Present tense with sports

• To explore Jamaican sports, equipment, and rules

• To illustrate Jamaican sports using flashcards and realia

STUDENT OUTCOMES

• Learn about Jamaican sports

• Practice the simple present

• Use can when talking about sports

• Recognize some sports equipments

• Categorize sports and equipments in columns

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

• (EF07LI20) Empregar, de forma inteligível, o verbo modal can para descrever habilidades (no presente e no passado).

• (EF35EF06) Diferenciar os conceitos de jogo e esporte, identificando as características que os constituem na contemporaneidade e suas manifestações (profissional e comunitária/lazer).

PROCEDURES

1. Write the word “sports” on the board. Elicit from students names of different sports. Write the information on the board as they say it. Elicit names of sports that use balls (basketball, volleyball, soccer, football, rugby, baseball, water polo, cricket, golf, tennis, table tennis, etc.) Elicit from them where the last Olympic Games were held. Ask them if they watched them and if they remember any games they saw that were interesting.

2. Show students the flashcard of a soccer player. Ask them the name of the sport, what equipment they need to use to play, how many players, rules, names of famous teams, if they can play it, names of famous players, etc. Elicit as much as you can from them. Ask questions, such as:

(?) “HOW MANY PLAYERS DO YOU NEED IN A SOCCER TEAM?” (YOU NEED 11 PLAYERS.)

(?) “WHAT EQUIPMENT DO YOU NEED TO PLAY SOCCER?” (YOU NEED A BALL, GLOVES FOR THE GOALKEEPER, SOCCER CLEATS, SHIN GUARDS, AND A UNIFORM.)

(?) “WHERE DO YOU PLAY SOCCER?” (ON A SOCCER FIELD.)

(?) “WHAT IS YOUR FAVORITE SOCCER TEAM?” (OPEN ANSWERS.)

(?) “CAN YOU PLAY SOCCER WELL OR BADLY?” (OPEN ANSWERS. MAKE SURE THEYUSE COMPLETE ANSWERS: I CAN PLAY SOCCER WELL OR I CAN’T PLAY SOCCER WELL.)

(?) “HAVE YOU EVER SEEN A SOCCER GAME? WHEN?” (OPEN ANSWERS.)

(?) “IN YOUR OPINION WHO WAS THE BEST SOCCER PLAYER OF ALL TIME?” (OPEN ANSWERS.)

3. Repeat Procedure 2 with all sports.

4. Show students the equipment you brought to class. Elicit from them what sport uses the equipment, what part of the body they use it on or how it is used. Example: shin guards – used to protect the shins in a soccer game. Do it with all objects.

5. Show students the panel from Appendix 1. Elicit some information from them, at least one for each column.

6. Hand out Appendix 2 with the names. Give students scissors and glue. Ask them to cut out the names and glue them on the correct spot. You may use glue or sticky tak. Example: head gear – place it in the boxing equipment column. You may do this activity as a game.

7. Hand out Worksheet 1, Pages 1 and 2. Ask students to answer them. Allow students a few minutes to answer. Correct them in class or do it next class if there is no time. Make sure you take out the poster board before they answer Page 2. You may show it to them at the end when they finish.

ANSWER KEY

LESSON 13

Topic: Social Studies Integrated with Language – Jamaica – L3

Lesson Type: Regular, Video

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Vocabulary from previous class, kickball, rules, rubber ball, kick, roll, run, home, base, catch, out, ball, strike, safe, referee, pitcher, kicker, home plate, tie, scores, hit.

MATERIALS

• Flashcards - Social Studies Integrated with Language – Jamaica – L2;

• Worksheet 1, Pages 1-5 – Social Studies Integrated with Language – Jamaica – L3;

• Appendix 1 – Social Studies Integrated with Language – Jamaica – L3;

• Appendix 2, Pages 1 and 2 – Social Studies Integrated with Language – Jamaica –L3;

• Flashcards – Social Studies Integrated with Language – Jamaica – L3;

• One clipboard for each student;

• A rubber ball;

• Cuisenaire rods or playing pieces to represent the field and the players;

• Four bases;

• Suggested link: “How to play kickball” - https://s.systemic.com.br/wikihowkickball

Suggested video: “How to play kickball” - https://s.systemic.com.br/kickball

PREPARATION IN ADVANCE

• Prepare the place to be the kickball field. If there is not enough area at the school, you may do this class as a field trip. Remember you need parent authorization if you take a field trip.

• Copy and cut out the picture from Appendix 1.

• Copy and cut out the pictures from Appendix 2. Students will have to put them in order.

• For the four bases, they can be cushions, colored tape, or just their tennis shoes to mark the spots. Check Appendix 1.

Note: Kickball is a sport that anyone can play at any time. You can play with three, four, five or twenty players. It is cool and keeps you fit. Your mother, your father, your sister, and your neighbor can play. The rubber ball is soft and easy to kick. The bases can be any object you like and everyone will have fun. You can run, catch, kick, throw, and roll the rubber ball, but you can’t go to second base without going to first base. The pitcher can roll the ball to the kicker, but he can’t bounce the ball. The kicker can kick the ball as far as he can, but he can’t let the other team hit him with the ball.

OBJECTIVES

TEACHER OBJECTIVES

• To enable students to use “can” in questions and answers

• To have students practice Simple Present tense with sports

• To review names of sports

• To have students practice kickball rules and play the game

Student Outcomes

• Review Jamaican sports

• Practice the simple present

• Use can when talking about sports

• Understand kickball rules

• Play kickball

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

• (EF07LI03) Mobilizar conhecimentos prévios para compreender texto oral.

• (EF07LI20) Empregar, de forma inteligível, o verbo modal can para descrever habilidades (no presente e no passado).

• (EF12EF05) Experimentar e fruir, prezando pelo trabalho coletivo e pelo protagonismo, a prática de esportes de marca e de precisão, identificando os elementos comuns a esses esportes.

PROCEDURES

1. Elicit from students the names of the sports, names of players, number of players, names of equipment, etc. Use flashcards from Lesson 2.

2. Elicit from students the baseball rules. Elicit the equipment, the number of players, the place, etc.

3. Tell students they are going to learn how to play a game similar to baseball, called kickball. Show them the picture of the field from Appendix 1. Show them the spot in the middle of the field, that place is for the pitcher. He is going to roll (show the action using the ball) the ball to the person on the other team standing behind home plate (show the spot on the picture representing the kicker). The other bases are first, second, and third base. Practice the names of the bases and the players. Remember that first base is always the first on the right (See Appendix 1). Tell students the rules are really simple:

5. 4. Elicit the rules using “can” and “can’t”. Use the first set of flashcards for this class to help them.

• You can pitch from the center of the field.

• You can’t pitch from the home plate.

• The pitcher can roll the ball

• The pitcher can’t bounce the ball.

• You can kick the ball and run to 1st base.

• You can’t kick the ball and run to 2nd base.

• You can throw the ball at someone who is running from one base to another.

• You can’t throw the ball at someone who is on a base.

5. Take students to a multimedia class or the computer lab. Play the video about kickball. Ask them to remember the names of the positions, the equipment, stop the video as you think it is necessary. Show them the runs, the bases, the outs, etc.

6. Take students outside or take them on a field trip. Separate your class into two teams. Go to the place where you chose to play. Elicit from them the names of the bases and where they are located. Ask them who is going to be the kicker and the pitcher. Elicit the rules using “can.” Play the game and reward the teams. Have fun!

7. Hand out Worksheet 1, Pages 1. Correct it in class.

8. Show students the pictures from Appendix 2. Elicit from them what happens in each picture. Make sure they use the vocabulary taught, “can”, and the verbs in the Simple Present. Tell them they are going to listen to a game narration.

9. Divide the class into two groups. Hand out the pictures from Appendix 2 (one set for each group) and read the game narration as if you were the narrator. (Follow the narration on Worksheet 1, Page 2.) Ask students to put the pictures in the correct order. As you read it, ask questions about the game such as:

(?) “WHAT IS THE NAME OF THE NARRATOR?” (WILLIAM GOODBALL.)

(?) “WHAT ARE THE NAMES OF THE TEAMS?” (THE WHITE SOCKS AND THE GIANTS.)

(?) “WHO IS RICARDO?” (HE IS THE PITCHER.)

(?) “WHAT DOES HE DO?” (HE ROLLS THE BALL.)

(?) “CAN RICARDO BOUNCE THE BALL TO HOME PLATE?” (NO, HE CAN’T.)

(?) “WHO IS THE FIRST KICKER?” (ISABELLA.)

(?) “WHY DOES HE ROLL THE BALL AGAIN?” (BECAUSE THE BALL BOUNCES.)

(?) “DOES ISABELLA KICK THE BALL HIGH?” (YES, SHE DOES.)

(?) “WHO IS STANDING ON SECOND BASE?” (BRUNO IS.)

(?) “WHAT DOES BRUNO DO?” (HE THROWS THE BALL AT ISABELLA.)

(?) “WHAT HAPPENS TO HER?” (SHE IS OUT OF THE GAME.)

(?) “WHO IS THE SECOND KICKER?” (JOSEPH IS.)

(?) “HOW DOES JOSEPH KICK?” (HE KICKS FAR.)

(?) “DOES HE SCORE A POINT?” (YES, HE DOES.)

When the activity is done, show students the second set of flashcards for this class with the correct order of the pictures for them to check their answers.

10. Hand out Worksheet 1, Pages 2 and 3. Ask them to circle the verbs they see in the text. Ask for a volunteer to read the sentences. Write some of them on the board. Elicit from them the verbs in the sentences. Look at the sentences below, you may use them as examples. Ask them to explain the difference between the two sentences. Ask them to identify the verbs and explain the difference between them. Ask them why there is an “S” in the second sentence and not in the first. Tell them that when we use can in the third person (she, he, and it) the verb maintains its form, but in the second sentence they can see the difference.

– She can kick it hard and make a home run.

– He catches the ball and rolls it again towards home plate.

– The White Socks run around the field celebrating their play.

Elicit from them why in the third sentence the verb does not change.

11. Allow students some time to answer Worksheet 1, Pages 2 and 3. Correct the worksheet as a class.

12. Hand out Worksheet 1, Page 4, and allow students some time to complete it. Correct it together.

13. Write the following sentences on the board:

– Joseph kicks the ball and runs to first base. He kicks the ball and runs to first base.

– Ricardo looks at home plate. He looks at home plate.

– The White Socks run around the field celebratingtheir play. They run around the field celebrating their play.

Elicit from students the names of the players in the sentences on the board. Ask them, “if you substitute the names for the subject pronoun, how will the sentence be read?” Write the sentence below. Ask them what the subject pronoun would be.

– The White Socks run around the field celebrating their play.

– They run around the field celebrating their play.

14. Hand out Worksheet 1, Page 5. Ask students to answer it using subject pronouns. Correct it on the board.

Good evening everyone, my name is William Goodball, and I’m here at High Kick Stadium and today’s game is going to rock. We have two great teams playing today: the Giants against the White Socks. The White Socks are going to the field. Ricardo, the pitcher, is holding the red rubber ball and he is going to the center of the field. Ricardo looks at home plate and sees the first kicker Isabella. She is standing there nervously waiting for Ricardo to roll the first ball. She concentrates and Ricardo rolls the ball towards home plate. Oh, no, the ball bounces, so Ricardo needs to repeat the roll. He catches the ball and rolls it again towards home plate. Isabella is looking at the ball carefully so she can kick it hard and make a home run. The ball reaches home plate. Wow, she kicks it really high and runs to first base and then tries for second base, while Ricardo and the rest of the team run after the ball. Bruno is standing next to second base waiting for the ball. Ricardo throws the ball to Bruno. Bruno catches the ball and throws it at Isabella just before she gets to second base. She is out!Incredible play! The White Socks run around the field celebrating. Now, there is one out for the Giants. The second kicker is Joseph and he is an excellent runner. Ricardo looks at him and rolls the ball towards home plate. Joseph kicks the ball and runs to first base. The ball goes over Bruno’s head and he has to run after it. Joseph runs to second then third base and looks at Bruno. Bruno picks up the ball and throws it to Ricardo, but Joseph is faster and is already heading for home plate. Home run Giants! The crowd goes crazy and the Giants celebrate. Ok, folks, now we are going to hear a word from our sponsors. We will be right back with more action here at High Kick Stadium.

ANSWER KEY

LESSON 14

Topic: Social Studies Integrated with Language – Jamaica – Jamaican Cake – L4

Lesson Type: Cooking

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Sugar, pineapple, lime juice, coconut, margarine, eggs, baking powder, butter, curdled milk, mix, stir, beat, add, preheat, grease, going to.

MATERIALS

• Worksheet 1, Pages 1 and 2 – Social Studies Integrated with Language –Jamaica – Jamaican Cake – L4;

• Appendix 1 – Social Studies Integrated with Language – Jamaica – Jamaican Cake – L4.

Utensils:

• A cup;

• A tablespoon;

• A wooden spoon;

• A mixer;

• A baking pan.

Ingredients:

• 2 and 1/2 cups of white sugar;

• 3 cups of flour;

• 200g of margarine;

• 4 whole of eggs;

• 4 tablespoons of lime juice;

• 200ml of milk;

• 1 tablespoon of baking powder;

• 100g of grated coconut;

• 200g of chopped pineapple;

• Toothpick or knife.

PREPARATION IN ADVANCE

• Buy the ingredients.

• Gather all the needed utensils and ingredients.

• Try the recipe at home at least once.

• Place the utensils and the ingredients on a table in the classroom or in the kitchen.

• Copy and cut out Appendix 1 - one per group.

• Check if it is possible to take students to the kitchen.

• Send a note to parents asking about allergies.

OBJECTIVES

TEACHER OBJECTIVES

• To have students practice “going to” for future actions

• To teach a Jamaican recipe and how to follow it

• To teach action verbs

• To have students practice the Simple Past Tense

• To elicit from students names of ingredients and utensils

• To guide the students in a cooking class

STUDENT OUTCOMES

• Practice going to

• Prepare a Jamaican recipe

• Use action verbs

• Review names of ingredients and kitchen utensils

• Use simple past

HABILIDADES:

• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.

• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.

• (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.

PROCEDURES

1. Show students the pineapple. Elicit from them what it is. Ask them if they have ever eaten pineapple, if they liked it, and how they ate it. Tell them they are going to learn how to make a typical Jamaican food. Ask them to try to guess what they are going to make with the pineapple.

2. Ask students if they have ever eaten cake and what kind of ingredients are usually used. Write the ingredients they say on the board. Tell them this is a different kind of cake because it has pineapple in it. Have them guess what the other ingredients are. Write the name of the dessert on the board “Jamaican Cake.” Ask them what ingredient they are going to use to make it sweet (sugar) and how much they think they will need for this cake (2 and 1/2 cups). Ask a student to point to the cup among the utensils on the table.

3. Ask students to guess what the next ingredient is. Give them the following clues:

A. It is a tropical fruit, green on the outside and white on the inside;

B. Inside the fruit there is water and meat;

C. The water and meat are sweet, but sometimes they are sour, depending on the fruit. If needed, show them a real coconut or the picture of one. Encourage them to speak English at all times, guiding them if necessary.

4. Divide the class into groups of two or three. Show students the rest of the ingredients and utensils. Ask them to try to guess the names of everything they see, as well as the amount of each ingredient needed to make the cake. Write their answers on the board. Correct it out loud, giving each group a point for each correct answer.

5. Go through the list of ingredients and utensils one at a time and ask one student from one of the groups to get that corresponding item. Do this with everything on the list. Then, alternate pointing to one student at a time and having him/her hold up the ingredient or utensil they have, asking the rest of the class to repeat the name.

6. Hand out Appendix 1, one per group. Ask students to match the definitions with the words. Do this activity as a game. Reward the winning group.

7. Tell students that each one of them is going to help during the class. Find a volunteer for each action listed on Worksheet 1. Make sure the teacher is the one responsible for preheating the oven, placing the baking pan inside the oven, and taking it out, too. Practice the question: “WHO IS GOING TO…?”

8. Hand out Worksheet 1, Pages 1 and 2. Allow students some time to answer it. Go over it together, writing the answers on the board.

ANSWER KEY

LESSON 15

Topic: Social Studies Integrated with Language – Jamaica – Jamaican Cake –L5

Lesson Type: Cooking

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Sugar, pineapple, lime juice, coconut, margarine, eggs, baking powder, butter, curdled milk, mix, stir, beat, add, preheat, grease, chop, going to.

MATERIALS

• Worksheet 1 – Social Studies Integrated with Language – Jamaica –Jamaican Cake – L5.

Utensils:

• A cup;

• A knife;

• A tablespoon;

• A wooden spoon;

• A mixer;

• A baking pan.

Ingredients:

• 2 and 1/2 cups of white sugar;

• 3 cups of flour;

• 200g of margarine;

• 4 whole of eggs;

• 4 tablespoons of lime juice;

• 200ml of milk;

• 1 tablespoon of baking powder;

• 100g of grated coconut;

• 200g of chopped pineapple;

• Toothpick or knife.

PREPARATION IN ADVANCE

• Prepare the kitchen with all the ingredients and utensils.

• Gather the utensils and the ingredients.

• Preheat the oven.

• Wash, peel, and chop the pineapple.

• Check if it is possible to take students to the kitchen.

• Send a note to parents asking about allergies.

OBJECTIVES

TEACHER OBJECTIVES

• To have students practice “going to” for future actions

• To teach a Jamaican recipe and how to follow it

• To teach action verbs

• To have students practice the Simple Past Tense

• To elicit from students names of ingredients and utensils

• To guide the students in a cooking class

STUDENT OUTCOMES

• Practice going to

• Prepare a Jamaican recipe

• Use action verbs

• Review names of ingredients and kitchen utensils

• Use simple past

PROCEDURES

1. Elicit from students the name of the ingredients and the utensils. Based on Worksheet 1 – L4 from the previous lesson, ask them who is going to do what.

2. Ask students to wash their hands. Take them to the kitchen.

3. Elicit from students what the next step is. Ask them who is going to mix the lime juice to the milk to curdle. Remind them to use complete sentences. Repeat this procedure with all the ingredients. Ask the one responsible for mixing the batter to mix it well.

4. Ask students who is going to beat the sugar with the butter. Give him/her the beater and ask him/her to beat the sugar with the butter until creamy. Ask them who is going to add the eggs one by one. Stirring constantly, ask students to add the flour, margarine, coconut, baking powder, and the curdled milk.

5. Elicit the name of the student responsible for adding the pineapple. Ask him/her to add it slowly and to mix with a wooden spoon.

6. While the students are mixing the batter, ask someone else to grease the baking pan with butter and sprinkle it with flour.

7. Pour the batter into the baking pan. Put the baking pan in the oven. Leave it there for about 40 minutes or until a toothpick or knife inserted in the middle comes out clean.

8. Hand out Worksheet 1 – L5. Let students answer it while the cake is baking. Correct it on the board if necessary.

9. Take the cake out of the oven and serve it.

RECIPE

Directions:

• Preheat the oven.

• Curdle the milk by adding lime juice to it. Set it aside.

• Peel and chop the pineapple. Set it aside.

• Beat the sugar with the butter until creamy.

• Add the eggs one at a time.

• Stirring constantly, add the flour, margarine, coconut, baking powder, and the curdled milk.

• Add the chopped pineapple and mix with a wooden spoon.

• Pour the batter into a greased and floured baking pan.

• Place the baking pan in the oven and bake in moderate preheated oven for about 40 minutes.

ANSWER KEY

LESSON 16

Topic: Traveling and Jamaica

Lesson Type: Assessment

PRIOR KNOWLEDGE: Previous lessons.

KEY VOCABULARY: Same as the previous classes.

MATERIALS

• Copies of the letter to parents/guardians with the evaluation criteria for the module, one for each student;

• Copies of the Written Task Assessment, one for each student;

• Copies of the Written Assessment criteria sheet, one for each student;

• Copies of the Oral Assessment criteria sheet, one for each student;

• Copies of the Self-Assessment sheet, one of each for each student.

PREPARATION IN ADVANCE

• Send a dated letter to parents/guardians before or upon completion of the module. It is advisable that parents sign and return the bottom of the letter to confirm receipt.

OBJECTIVES

TEACHER OBJECTIVES

• To assess students’ oral and written production about traveling and Jamaica

• To have students research information about Jamaica

• To inform the families previously

• To explain the presentation structure

• To revise the students’ written productions

• To guide the students during preparation

• To elicit from students information about Jamaica

• To discuss self-assessment individually

• To show how to improve it

• To prepare activities that can help students improving skills

STUDENT OUTCOMES

• Write sentences about Jamaica