Unit-5: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 4 and Unit 5. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Question Game Have students practice making questions. Give an answer, then they ask the question. (Pair/small group work) Main Activity 1: Daily Schedule Pair work. Have students exchange information about their daily schedules. Main Activity 2: Modes of transportation Focus on this vocabulary: car, bus, train, taxi, airplane, bicycle, etc. motorbike, scooter. When and how often do the students use each? Main Activity 3: Words beginning with V-Z, and Dictation Have the class say and write 5 words beginning or ending with V, W, X, Y, and Z. Follow this with a short dictation. Feedback and Homework. Review, drill and practice key expressions from the lesson. Assign Written Exercise A. Warm-up and Question Game After warm-up, have students practice making questions. Give an answer, then they ask the question. (Pair/small group work). Example: "My birthday is in February." (When is your birthday?) "I usually get up at 6:45." (What time do you usually get up?) "I don't have any brothers or sisters." (Do you have any brothers or sisters?) "My favorite sport is basketball." (What is your favorite sport?) "I take a bus to school." (How do you get to school?) "I like to play video games at home." (What do you like to do at home?) "Her eyes are brown." (What color are her eyes?) "She wants to go home." (What does she want to do? Where does she want to go?) "He is a bus driver." (What does he do?) "She practices the piano every day." (How often does she practice the piano?) etc. Main Activity 1: Daily Schedule Pair work, then pair rotation. Have students exchange information about their daily schedules: get up, get dressed, eat, leave for school, get to school, etc. Have students do this in pairs for 2 minutes, then repeat the activity with new partners. Then choose 2 students to exchange the information in front of the class. Main Activity 2: Modes of transportation Focus on this vocabulary: car, bus, train, subway, taxi, airplane, bicycle, motorbike, scooter, truck, horse. When and how often do the students use each? (I never use a taxi; Sometimes I ride a horse; We don't have a car, so I use a bus; I travel by train almost everyday.) Main Activity 3: Words beginning with V-Z, and Dictation Have the class say and write 5 words beginning or ending with V, W, X, Y, and Z. Then spell the words aloud. Follow this with a short dictation: (1) a violin (2) west (3) a box (4) yellow (5) zero. Use each word in a sentence: "Can you play the violin?" "The sun sets in the west." "Let's open the box." "Yellow isn't my favorite color." "The number 10 has one zero." Feedback and Homework Review and drill key words or structures students have had difficulty with. Assign Written Exercise A. First English: Unit 5 027_EX5_001.PDF Written Exercises A-F First English - Unit 5 027_TG5_001.PDF This unit focuses on the student's daily schedule, sequence of events, frequency, giving directions, and the calendar. It also continues to develop the present progressive, including Wh-questions. Students should now be ready to begin concurrent study of 'English For Success' to help prepare them for academic English. Unit-5: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 4 and Unit 5. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Question Game Have students practice making questions. Give an answer, then they ask the question. (Pair/small group work) Main Activity 1: Days of the Week and Weekly Schedule Pair work. Have students exchange information about their weekly schedules. Main Activity 2: Dictation: Transportation Dictation about transportation. Then extend to students. Main Activity 3: Dialog Practice without text support. Have students practice and role-play a short dialog based on this Unit. Feedback and Homework. Review, drill and practice key expressions from the lesson. Review Written Exercise A and assign Written Exercises B-F. Warm-up and Question Game After warm-up, have students practice making questions. Give an answer, then they ask the question. (Pair/small group work). Example: "I usually get up around 6 o'clock." (What time do you usually get up?) "I get to school at 8 o'clock." (What time do you get to school?) "I walk home after school." (What do you do after school?) "On Saturdays I work at my parents' store." (What do you do on Saturdays?) "My first class begins at 8:30." (When does your first class begin?) "I do my homework after dinner." (What do you do after dinner.) "Tuesday comes after Monday." (What day comes after Monday?) etc. Main Activity 1: Days of the Week and Weekly Schedule Pair work, then pair rotation. (1) Focus on the days of the week, and their order (e.g. Thursday comes before Friday and after Wednesday.) (2) Have students exchange information about their weekly schedules - how their schedules change each day, including the weekend. Have students do this in pairs for 2-3 minutes, then repeat the activity with new partners. Then choose 2 students to exchange the information in front of the class. Main Activity 2: Dictation: Transportation Dictation: (1) There is a bus stop in front of my house. (2) I take the bus almost every morning. (3) The bus comes every fifteen minutes. (4) It takes about 20 minutes to get to school. (5) The bus stops right in front of my school. Have the students check for accuracy and then summarize the dictation. Then ask follow-up questions like: 'How often does the bus come?' 'Where is the bus stop?' 'How long does it take you to get to school?' 'How do you get to the bus stop?' 'Is there a bus stop near your house?' 'Where is it?' etc. Main Activity 3: Dialog Practice without text support. Have students practice and roleplay a short dialog: A: "Hi Judy. What's the matter?" B: "I'm looking for my cell phone. I can't find it." A: "Maybe it's in your book bag." B: "No, it isn't in my book bag." A: "Ah, I have an idea. I'll call you, ok?" B: "Good idea. My number is 415-2877" Note: Allow the students to vary the dialog and be creative. Feedback and Homework Review and drill key words or structures students have had difficulty with. Review Written Exercise A and assign Written Exercises B-F. First English: Unit 5 027_EX5_001.PDF Written Exercises A-F First English - Unit 5 027_TG5_001.PDF This unit focuses on the student's daily schedule, sequence of events, frequency, giving directions, and the calendar. It also continues to develop the present progressive, including Wh-questions. Students should now be ready to begin concurrent study of 'English For Success' to help prepare them for academic English. Unit-5: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 5 and Unit 6. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Hot Seat Presentations After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Main Activity 1: Giving Directions Use a map of your city (or any city) and give detailed directions of how to get to different places. Main Activity 2: Dictation: Transportation Dictation about transportation. Then extend to students. Main Activity 3: Dialog Practice without text support. Have students practice and role-play a short dialog based on this Unit. Feedback and Homework. Review, drill and practice key expressions from the lesson. Review Written Exercises B-F. Warm-up and Hot Seat Presentations After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Then have other students ask them questions about their schedules. e.g. "How long does it take you to get to school?" Main Activity 1: Giving Directions Use a map of your city (or any city) and give detailed directions of how to get to different places from the City Center: e.g. From the City Center, take the Green Subway line 5 stops, to X Park, etc. Use expressions like: cross the street, turn left at the corner, go west, about 50 meters, etc. Give small groups or pairs of students different assignments of places to go. Main Activity 2: Dictation: Tansportation Dictation: (1) Sometimes Judy walks to school. (2) It takes her about 25 minutes to get there. (3) About halfway there, there's a beautiful park. (4) Inside the park there is a little bridge. (5) The bridge crosses a small stream. (6) Judy likes to stand on the bridge and listen to the flowing water. Have the students check for accuracy and then summarize the dictation. Then ask follow-up questions like: 'How long does it take her to walk to school?' 'Where is the park?' 'What's inside the park?' 'How do you get to school?' 'What do you like to do or see on your way to school?' 'Do you ever walk to school?' etc. Main Activity 3: Dialog Practice without text support. Have students practice and roleplay a short dialog: A: "Hi Judy. What's wrong?" B: "I'm hungry, but I don't know what (I want) to eat." A: "How about some pizza?" B: "No, I'm tired of pizzas." A: "What about a hamburger?" B: "No, they're boring!" A: "OK, how about some noodles?" B: "No, no noodles. They are always the same!" A: "OK. Well, I know what I want. I'm going to have some Mexican food." B: "OK. Me too! That's a good idea!" Note: Allow the students to vary the dialog and be creative. Feedback and Homework Review and drill key words or structures students have had difficulty with. Review Written Exercise B-F. First English: Unit 5 027_EX5_001.PDF Written Exercises A-F First English - Unit 5 027_TG5_001.PDF This unit focuses on the student's daily schedule, sequence of events, frequency, giving directions, and the calendar. It also continues to develop the present progressive, including Wh-questions. Students should now be ready to begin concurrent study of 'English For Success' to help prepare them for academic English.