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Task
assignment
Classroom
strategies
Remarks
LESSON PLAN
- Possible answers:
1- The real doer in sentence A is timber companies and in
sentence B is the Brazilian government.
They are passive because the their subjects are not the doers
of the actions.
2- *Timber companies fell 18.000km of forest trees.
*The Brazilian government built new roads throughout the
1960s and 1970s.
3- The sentences that focus on the doer of the action are
students sentences; the sentences that focus on the action
itself are the written in the text.
4- To transform active sentence into passive one, the writer
change the sentence order from subject, verb and object to
object verb subject.
5- A-C B-D
C-B
D-A
6-No, its not. We use it to focus on the doer of the action.
LESSON PLAN
Unit Three: Waste not Want not
Rubric: Discovering language.
Aims: practice the use of passive and active forms
Lesson: Practice p62-63.
Activities: tasks 01,02,03and 04 p62,Write it right p63.
Stages
Time
Teachers and learners activities
Warming up
After writing the date and titles on the board T
asks learners about the lge aspect they have learnt
in the previous lesson.
*Ls give their answers.
*T asks Ls to practise the use of simple past
Classroom
passive by doing task 01 on page 62.
correction
* Ls do their work then they report their answers:
(Was wrecked- was washed- was polluted- was
damaged- was ruined).
Task
*T asks Ls to read the sentences in task 02 and to
assignment
conjugate the verbs between brackets into the
Classroom
simple past passive or the simple past active.
correction
*Ls do their work then report their answers.
* T checks the Ls answers.
*T asks Ls to brainstorm the dialogue while
Task
listening to Ts reading of the dialogue:
assignment
* Ls listen.
Teachers
A: what happened to the Exxon Valdez?
presentation
B: it was wrecked off the coast of California and
the oil spilled out. (Weak form).
A: was the oil washed out onto the beach? (Weak
form).
B: yes, it was. It was spread out by the winds.
(Strong form).
A: was the fish poisoned?
B: yes, they were. They suffocated for lack of
oxygen. (Strong form).
-Aim: correct pronunciation of was and were
weak and strong forms.
Task 03:
*T asks Ls to close the books and play out the
previous dialogue.
Ls practice
* Ls do their work.
- Aim: Practise the pronunciation of was and were.
Task
Task 04:
assignment
T explains the question.
Classroom
*Ls do their work.
correction
-Aim: practise the use of passive form.
Write it right:p63
*T asks Ls to look at the picture shown on page
Teachers
63 and to say what it represents.
presentation
* Ls give their opinions.
-Aim: attract Ls attention to the subject of the
Class
task.
discussion
-possible answers:
* T explains the meaning of press release: aprs
Classroom strategies
Remarks
reminding
Reasoning
Listening attentively
Brainstorming
Pair work
Play out
Reasoning
Guess and discuss
Class
correction
Listening attentively
and ask questions
Cooperating
Reading and listening
LESSON PLAN
Unit Three: Waste not Want not
Rubric: Discovering language.
Lesson: say it loud and clear.
Aim: practise intonation, consolidate consonants and vowels.
Activities: tasks 01, 02 and 03.
Stages
Time Teachers and learners activities
Warming up
Task
assignment
Teachers
presentation
Class
correction
Task
assignment
Class
discussion
Classroom
strategies
Remarks
Attract the
attention
Show the
wanted aspect
in context
Listening and
taking notes
Class
interaction
LESSON PLAN
LESSON PLAN
Class
correction
T
presentation
Task
Assignment
Class
correction
speaking
Listening
attentively
LESSON PLAN
10
11
LESSON PLAN
Unit Three: Waste not Want not
Rubric: Were do we go from here?
Lesson: assessment session
Aim: make Ls assess themselves.
Stages
Time Teachers and learners activities
Classroom
strategies
Remarks
12
LESSON PLAN
Unit Three: Waste not Want not
Rubric: Exploring matters together.
Lesson: The worlds water Supply.
Aim: adding further information
Activities: reading comprehension.
Stages
Time Teachers and learners activities
Warming up
Task
assignment
Classroom
strategies
Guessing
brainstorming
Class interaction
Remarks
Reading silently
Reading and
writing
Listening and
Self-correcting
13
14