2. Monday April 23rd
Session 5
Section Speaking
Pages 242, 316
M.I. VS, N, IE, VL
Minutes 40
Objectives To identify and describe accommodations
To check meaning and intention
To design a travel plan
Activities & Strategies Pre-activities
1. T reads the items and reminds SS about the question formulation maps (Unit 5).
Activities
2. T projects the Speaking Rubric on page 316 so SS can understand what an excellent speaking product is and what they can improve. APP CS
3. In pairs, SS pick between four destinations to plan a trip.
Post-activities
4. SS tell their classmates what they are planning.
5. SS evaluate their participation using the Speaking Rubric. Remind SS to use the future tense to talk about their plans and intentions.
6. SS vote the best travel plan. APP CS > stamp
*Living Mind Map: add to the Living Mind Map
*If SS need to reinforce the topic, they can find extra speaking activities on page 334.
Resources Book
iPad APP CS
Speaking Rubric
p. 316
APP CS tool:
Bonus Activities p. 334
3. Will read for 30 minutes in class.
TUESDAY APRIL 24th
Session 6
Section A Look at the World
Pages 243, 317
M.I. VS, N, IE
Minutes 40
Objectives To recognize greetings
To describe accommodations
To design a promotional banner
Activities &
Strategies
Pre-activities
1. SS play Guess the Fib. With their books closed, T says three facts. The first fact is about a beach filled with thousands of glass pebbles instead of sand, the second one is a about a beach
that is used as a dump, and the third one is about a beach invented by the T.
2. In groups, SS read the text. T assigns paragraphs one and five to S1, paragraph two to S2, paragraph three to S3, and paragraph four to S4.
Activities
3. In pairs, SS answer the questions.
4. In groups, SS design a promotional banner on a separate piece of paper or in their notebook. T projects the Cooperative Group on page 317 so SS can understand what an excellent product
is and what they can improve. APP CS
5. SS pay extra attention to provide interesting information to attract tourists’ attention.
Post-activities
6. T may use APP CS > Photo the camera and capture some SS’ work. Then, SS put their finished promotional banner in the English’s Corner.
7. SS complete the Cooperative Group Rubric to evaluate oneself and their group mates.
* Guess the Fib:
Step 1: SS state two rather unbelievable facts and one unbelievable fib.
Step 2: They announce all three as facts and SS have to guess which one is the fib.
Step 3: Finger responses can be used with Guess-the-Fib.
Step 4: SS simply hold up one, two or three fingers, depending on which statement they believe is the fib.
* Self-Assessment: SS answer the self-assessment questions at the bottom of the page.
Resources Book iPad APP CS
Cooperative Group Rubric p. 317
APP CS tools:
KEEP
IMPROVING ON
p. 243
4. WEDNESDAY APRIL 25th
Session 8
Section Visible Thinking Portfolio
Pages 245, 316 245, 315
M.I. IA, N IA
Minutes 25 15
Objectives To talk about planning a trip
To express agreement or disagreement
To discriminate between travel domestically or abroad
To analyze a trip
Activities &
Strategies
Pre-activities
1. T asks he first thing that pops into a traveler’s mind when planning a trip is.
2. T projects the Speaking Rubric on page 316 at the end of the book so SS can have
a speaking productive. Also, T suggests that SS use the expressions to agree,
disagree and ask for clarification.
Activities
3. T divides the class into two groups, opposite to their opinion: Where do I want to
go? (travel domestically or abroad). T acts as a mediator, making sure SS listen to
their classmates´ opinions carefully and express their agreement or disagreement
respectfully, always taking turns and giving reasons and examples to support it.
4. Each group has five minutes to fill out the graphic organizer by brainstorming pros
and cons.
5. The time per each intervention is one minute. Using APP CS > timer. T projects
time so that SS can organize themselves.
Post-activities
6. SS decide as a class who had the strongest argument.
7. SS complete the Speaking Rubric to value their participation.
8. Portfolio
*If SS need to reinforce the topic, they can find extra Visible Thinking activities on
page 336.
Post-activities
1. SS individually, write a brief introduction of how he/she came up with the ideas for
her/his pros and cons.
2. SS individually complete Chart 2 according to her/his opinion.
3. Also, they must add some reasons.
4. Before keeping or handing in their work, SS should check the Writing Rubric.
Resources Book
iPad APP CS
Speaking rubric p.
316
APP CS tools: Book
Chart 2
Writing Rubric p. 315
Bonus Activities p. 336
5. • Will have students read for 30 minutes.
• Will give students time to talk and plan out for Open Doors.
THURSDAY APRIL 26th
6. FRIDAY APRIL 27th
Session 9
Section Everyday Writing Portfolio
Pages 246, 317 246, 315
M.I. VL, VS, IE VL, IA
Minutes 20 20
Objectives To write and design a travel brochure To exchange information
To design a travel brochure
Activities &
Strategies
Pre-activities
1. With SS’ books closed, T asks questions about the travel brochure on page 244. This time, a S will talk about
someone else’s previous experience.
2. SS read individually the brochure.
Activity
3. SS use the Six Thinking Hats (Adapted from Edward DeBono) to challenge each other’s thinking on a fragment
from a text. *T projects Cooperative Group Rubric before SS start the strategy. APP CS
Post-activities
4. SS complete the Cooperative Group Rubric to evaluate themselves and their group mates.
5. Portfolio
*The Six Thinking Hats Strategy
White Hat: These are the fact collectors – Who? What? Where? When? Why? How? He/she answers these kinds of questions about
the topic.
Red Hat: These are the emotions – he/she describes the emotions that the information invokes and explains why citing specific
examples. They might also look at the mood or tone of a text.
Yellow Hat: This student looks for the positive information from the topic. He/she has to look for good examples of things like
similes, metaphors, characterization, sensory details, and cite for the group specific examples and why they felt this was a good
example.
Black Hat: This student looks for the negative information from the text. What questions haven’t we answered? What could have
been made clearer? What didn’t I understand? e.g. vocabulary, concepts, etc.
Green Hat: This student is thinking creatively – he/she is making predictions about what is going to happen next, a different solution
to a problem that is presented.
Blue Hat: This student is the organizer. His/her job is to get each the other hats’ report to the rest of the group. This S leads the rest
of the group to read and draw out their thoughts by asking questions and leading discussion. He/she is also the timekeeper, helping
the group to stay on track. THIS HAT IS THE LEADER.
Pre-activity
1. T reminds SS the Writing Process (prewriting, drafting, revising,
proofreading, publishing):
https://mrsrembertsclass.wikispaces.com/file/view/writing_process.gif/24
1248137/writing_process.gif
Activities
2. SS must decide her/his destiny and answer the questions who, what,
when, where, and why.
3. Pre-writing: SS think about a travel brochure that they have read and T
asks SS to use a Mind Map to brainstorm ideas to write a good travel
brochure (really appealing to someone who wants to travel) and exchange
their notes with a partner.
4. Drafting: Using the notes and ideas from the pre-writing stage, SS their
first draft.
5. Re-drafting: SS exchange their first draft with a partner for them to
correct possible mistakes and suggest new ideas to improve their article.
Post-activity
6. SS trade their travel brochure with their partner and correct each other’s
using the Writing Rubric on page 315.
* Self-Assessment: SS answer the Self-assessment questions at the bottom
of the page.
*Living Mind Map: add to the Living Mind Map
Resources Book iPad APP CS
Cooperative Group Rubric p. 317
Book iPad APP CS
Writing Rubric p. 315
