AULA 03.pptx
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The document describes a person's activities during a trip where they traveled, visited family, played, watched movies and had fun. They saw amazing talented kids in a supplemental video and ranked their performances from most to least favorite.
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AULA 03.pptx
- 3. WENT HAD WAS WERE SWAM PLAYED ATE/HAD STAYED PLAYED WATCHED WAS
- 4. I traveled to…I visited my…I played…I watched… I had a… WORKED TRAVELED CAME DID WAS DANCED SAW I traveled I watched movies played
- 8. 3 5 1 2 4
Editor's Notes
- 6° ano Language Impact 1 Unit 1 Aulas 01-02
- Ask the whole group if they enjoyed their vacation and why. Tell them a student is describing her vacation on the worksheet in ex. 1. Have them read the text – without filling in the gaps – and see if they did any of the activities mentioned on their vacation as well. Allow them one or two minutes to read the text and then ask them to share their opinions in pairs/trios. Provide/elicit language for the task: I also went to the beach / played volleyball / played board games, and you?; Me too!; Not really, etc. Ask Ss to read the text again and fill in the gaps with the correct verb in the box. Demonstrate one example with the whole group, if necessary, and ask them to work in pairs/trios again. Provide/elicit language for the task: I guess b is…, I agree, I disagree, etc. Monitor and offer help as needed. Check answers with the whole group (a – went; b – had; c – was; d – were; e – swam; f – played; g – ate/had; h – stayed; i – played; j – watched; k - was) and carry out a substitution drill with some sentences in the text.
- Ask Ss to read the instructions in ex. 2 and do an example with the whole group, if necessary. After Ss finish the exercise individually, ask them to compare their answers in different pairs/trios. Provide/elicit language for the task: I believe b is…because…, I agree, I’m not sure, etc. Check answers with the whole group (a – in; b – on; c – at; d – on/at; e – on) and carry out a substitution drill with the questions in the exercise.
- Welcome Ss and have them at their desks. Write Amazing Talent on the board and clarify the meaning of amazing, if necessary. Ask Ss if they have an amazing talent or if they know someone who has one. Tell Ss they’re going to watch a video about children with amazing talents. Ask them to watch the snippet and take notes of at least three different activities they see. Play the video until 1:00 and ask Ss to compare their notes in pairs. Provide/elicit language for the task: The children in the video…and…, There was a boy…-ing, I remember a girl…-ing, etc. Invite some Ss to share their ideas with the whole group and ask them if they have any of the amazing talents they saw in the video. https://www.youtube.com/watch?v=YNfTM0Eulbk
- Tell Ss there are other sentences about people’s abilities in the present and past in ex. 1 on the worksheet. Do an example with the whole group first, if necessary. Allow them some time to do the exercise individually and have them compare their answers in different pairs/trios next. Provide/elicit language for the task: I think b is…because…, That’s right, I disagree, etc. Check answers with the whole group (a – 3; b – 5; c – 1; d – 2; e – 4).