Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 1 LONDON

Detalieri de coninut -At the Airport O.R. 1.1 1.3 2.1 3.2 4.3 Activiti de nvare -ask students: Do you like to travel?, Have you travelled recently?, How do you like to travel? -ask them what they know about airports and travelling by plane -using the picture on page 6, reorder the sentences from ex. II.1/p6 in order to show what passengers do in an airport before boarding a plane -discuss the unknown words/expressions -solve ex.V/p8 match the tickets in the pictures with the sentences Type of interaction: Student-teacher, teacherstudents, student-student; -Around London(I) 1.1 1.3 3.2 4.2 4.3 -Homework: - ex.VI/p8 -write on the blackboard the names of the sights in London and ask students to match them with the pictures from their textbook (p. 9-10) -ask what do all those places have in common and if they can guess the topic of the lesson -students read the texts on pages 9-10 to check their predictions about the sights -tell students to identify the unknown words, write them on the blackboard and in groups of 4-5 students try to understand the meaning of the word from 1 50 0307.10. 2011 -textbook -notebooks -blackboard Timp 50 2630.09. 2011 Resurse Materiale Procedurale -textbook -individual -notebooks work -blackboard -lockstep Evaluare -oral practice -homework Obs.

-lockstep -group work

-oral practice -homework

context and explain/translate them -make up sentences of their own using the new words from the texts Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: ex.3/p11 - give students some sentences in the present tense, past tense and present perfect tense -ask what differences they can see and if they can recognize any of the tenses -by looking at the examples, ask students to say how the tenses are formed -discuss the other aspects of the tenses: general rules, adverbs etc. -in pairs solve ex III/p11 -ask what the words in bold mean and what their role is -discuss question tags Type of interaction: Student-teacher, teacherstudents, student-student; - The tower of London 1.1 1.3 2.1 3.2 4.2 4.3 -Homework: exercise II page 11 -write on the blackboard the following table: What I know What I want to What Ive know learned -in groups of four, the students try to write as much information as possible for first two columns. Then the presenter of each group writes the answers on the blackboard -read the paragraphs from ex.II/p12 and rearrange them in the right order while also checking the predictions from the table -solve ex.II.2/p13 write wh-questions for the answers 2 50 1014.10. 2011 -textbook -notebooks -blackboard -lockstep -group work -oral and written practice -writing -homework 50 0307.10. 2011 -book -handouts -notebooks -blackboard -pair work -lockstep -oral practice -writing -homework

- Around London(II)

1.1 1.3 3.2 4.3

-fill in the last column of the chart with the information learned Type of interaction: Student-teacher, teacherstudents, student-student; -London by Day and 1.1 1.3 by Night 2.1 3.2 4.2 4.3 -Homework ex1/p13 -read the sentences from 1 to 9, from ex.I.1/p14 -scan the text to find out if the sentences are true or false -solve ex.I.2/p17 answer the questions -write two columns on the blackboard: Likes Dislikes for each of the people from ex.II/p17 -read the texts and complete the tables Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exIV/p17 -ROUN UP A Day in London 1.1 1.3 2.1 3.2 4.2 4.3 -tell students to imagine that they are travelling to London as part of a school exchange link. Om the plane they are doing a quiz on London. Students answer the questions from ex.I/p18 (in groups of four) -students get one point for every roght answer. The team that has the most points wins -solve ex.II/p18 use the right tense to find out what Dan wrote to one of his friends -practice writing wh-questions, Yes/No questions and question tags by solving ex.IV/p19 Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exVII/p20 3 50 1721.10. 2011 -textbook -notebooks -blackboard -individual work -group work -oral practice -writing -homework 50 1014.10. 2011 -textbook -notebooks -blackboard -individual work -oral and written practice -homework

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 2 HOBBIES

Detalieri de coninut O.R. Activiti de nvare Timp Resurse MAteriale -Escape Routine 1.2 2.1 2.2 3.1 3.4 4.1 4.2 -write the word hobbies on the blackboard and the students think of some possible hobbies -students answer the following questions: Do you have a hobby?, What is it?,Do you know anyone who has an unusual hobby?, What is it? -point to the pictures in the textbook and ask students to choose the right names for the hobbies shown in the pictures -students tell their partners the things they like or dont like using the expressions from the language box -in groups of four, the students associate the hobbies from exII.1/p21 with the ideas from the box at ex.III.1/p22;then decide upon: the four most attractive hobbies, the four most dangerous hobbies, two advantages and two disadvantages of having a hobby (using the language box) -solve ex.IV/p22 read the text about a hobbies turned into a full-time job, and fill each gap with a word from the table above the text -ask students to read the paragraphs from ex.V.1/p23 and find phrases or sentences in each 4 -textbook -notebooks 17-blackboard 21.10. -handouts 2011 50 Procedural e -pair work -group work -lockstep -written practice -homework Evaluare Obs.

paragraph which show why each person finds their hobby important -answer the questions from ex.V.2/p23 Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exVI/p23

-Hooked on

1.2 2.1 2.2 3.1 3.4

-ask students to read the excerpt from a 50 newspaper article from ex.I.1/p24. They have to guess which hobby it refers to. The same word is 24needed to fill each space and there are several 28.10. clues in the text 2011 -tell the students that one of the pictures from the exercise suggests the answer -ask students to look at the diagram from ex.III.1/p25 and explain the term of non-perfect synonyms -tell students to look at the non-perfect synonyms in the box next to the diagram and choose the right one to complete the sentences from the exercise -explain the term of homographs -solve ex.II.2.b/p25 Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise III.3 page 26

-textbook -notebooks -blackboard -handouts

-individual work -lockstep

- oral and written evaluation -homework

- Collections and Collectors(I)

1.2 2.2 3.1 3.4 4.1 4.2

-ask students if they collect anything and what, and if it was difficult to start -show flashcards with the items from exII(having the name of the object on the back) -in groups of five guess the names of the objects -the group that has the most points wins -read the letter from page 27 and make a list of collections mentioned (pair work) -solve ex.4b/p28 fill in the gaps from the sentences using the right word associations from the list Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise III.2 page 28

-textbook -notebooks 24-blackboard 28.10. -handouts 2011

50

-pair work -group work -individual work

-oral practice -writing -discussion

-Collections and Collectors(II)

1.2 2.2 3.1 3.4 4.1

-ask students to read the text from ex.IV.1/p28, paying attention to the words in bold -ask them if they can recognize the grammatical structures and how they are formed -tell students to look at the questions surrounding the text and try to answer them elicit the cases of usage -solve ex.IV.3/p28 -read the second paragraph of Catherines letter (p27) and ask students to explain what changes take place when using the adverb hardly -explain the usage of the adverbs: hardly, scarcely, no sooner -solve ex.V.2/p29 combine the pairs of sentences in one using the adverbs Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise VI page 29

-textbook -notebooks 31.10- -blackboard 04.11. -handouts 2011

50

-individual work -lockstep

- oral and written evaluation -homework

-Possessions

1.2 2.1 2.2 3.1 3.4 4.1 4.2

-bring a set of different objects(coins, books, watches) and ask students to describe them -tell students to look at the REMEMBER box for help -write the following table on the blackboard: smooth rough soft hard -write the nouns in the appropriate column -solve ex.II.2/p31 complete the sentence with an appropriate adjective from ex.III.1/p31 Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise III.4 page 32

-textbook -notebooks 31.10- -blackboard 04.11. -handouts 2011

50

-individual work -lockstep

- written evaluation -homework

-ROUND UP Treasured Objects(I)

1.2 2.1 2.2 3.1 3.4 4.1 4.2

-ask students to read the titles from ex.I.1/p33. Then read the article from ex.I.2/p33 and decide which title would be more appropriate -translate the sentences from ex.II/p33 -give students worksheets to practice the Simple Past Perfect and the Past Perfect Continuous -Type of interaction: Student-teacher, teacherstudents, student-student; -Homework exercise I.3 page 33

-textbook -notebooks 07.11. -blackboard 2011 -worksheets

50

-pair work -individual work

-homework

-ROUND UP Treasured Objects(II)

1.2 2.1 2.2 3.1 3.4 4.1 4.2

-ex.III/p34 complete the text with the appropriate time words and phrases from the box -tell students to look at the pictures from ex.VI.1/p35. Taking into consideration the title of the lesson, the topic of the unit and the pictures, ask the students to guess what the text from exVI.2/p35 is about. -read to see how much of the prediction was true -Type of interaction: Student-teacher, teacherstudents, student-student; - Homework: Group the words from exercise VI.3 page 35 under the headings positive and negative (suggest using a dictionary)

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 3 MUSIC

Detalieri de coninut -A Rock Concert O.R. 1.3 2.3 3.3 3.4 Activiti de nvare - tell students to look at the pictures in the textbook -ask students if they recognize the persons in the picture what kind of music they play etc. -the students have to think of as many types of music as they can and of a singer/band for each gender. -ex.II.4.a/p37 tell students to make a list of five of their favourite singers or bands. -ex.II.4.b/p37 -Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise II.3 page 37 -Here Today Gone Tomorrow(I) 1.1 1.3 2.3 3.3 4.3 . -discuss the questions from ex.I/p39 -read the text from ex.II/p39 and answer the questions on the text -tell the students to look at the verbs in the text. Ask which ones express a future action and if they can recognize the tenses -discuss the tenses which express future actions 9 50 2125.11. 2011 -textbook -notebooks -blackboard -handouts -individual work -pair work -oral practice -writing discussion Timp 50 2125.11. 2011 -textbook -notebooks -blackboard -lockstep -pair work -oral practice Resurse Materiale Procedurale Evaluare Obs.

Type of interaction: Student-teacher, teacherstudents, student-student; -Homework exercise III page 40 -Here Today Gone Tomorrow(II) 1.1 1.3 2.3 3.3 4.3 - give students worksheets on future tenses -solve ex.VI/p41 put the verbs in the correct form -ask students to read the dialogue from ex.VII.1/p41, then translate the dialogue Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise VI.2 page 41- students have to bring from home the operating instructions from some similar device, read them in class and let the others guess what it is. -ask students if they can see any connection between music and clothes -discuss the fact that the clothes people wear can convey certain feelings and attitudes towards life. Ask them to give examples -explain the notion of skimming, then ask students to skim the text from ex.II.1/p42 and decide its main purpose. Students have four variants to choose from. -solve ex .III/p43 scan the text and answer the questions Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise IV.1 page 44 50 -textbook 28.11- -notebooks 02.12. -blackboard 2011 -handouts -lockstep -pair work -oral practice -writing homework

-The History of Rock Music

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-textbook -notebooks 28.11- -blackboard 02.12. 2011

50

-lockstep -individual work

-oral practice homework

10

-The Roots of Modern Music(I)

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-ex.II.1/p46 in groups read the magazine cuttings. Every group reads an article, discusses its main points with the members of the group and then the group presenter tells the other groups about the information in the article. The students take notes. Type of interaction: Student-teacher, teacherstudents, student-student;

50 0509.12. 2011

-textbook -notebooks -blackboard

-group work -individual work

-oral and written practice

-The Roots of Modern Music(II)

1.1 1.3 2.1 2.3 3.3 3.4 4.3

-ex.II.2/p47 match the statements with the four articles (A,B,C,D) -ask the students to think of appropriate titles for the articles -ex.4/p47 choose the conclusion for the articles -students write a letter to their favourite singer asking for an autographed photo Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise IV.1 page 47 -discuss the questions from ex.I/p48 -ask the students to read the fragment from ex.II.1/p48 and underline the elements of English slang -in pairs try to guess what they mean(if students have difficulties, suggest using the dictionary) Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: ask students to use the elements of slang in sentences of their own 11

-textbook -notebooks 05-blackboard 09.12. -handouts 2011

50

-individual work -pair work

-oral and written practice homework

-Music Mega-Mix(I)

1.1 1.3 2.1 2.3 3.4 4.3

-textbook -notebooks 12-blackboard 16.12. -dictionary 2011

50

-lockstep -pair work

-oral practice -writing discussion

-Music Mega-Mix(II)

1.1 1.3 2.1 2.3 3.4 4.3

-read the text from ex.IV/p49 and supply the reporters questions where they are missing -ask students to read the text again and underline in the text words or phrases by which the 3Ts express their likes, dislikes and enthusiasm -ask students if they can find other slang elements in the text -read the text from ex.V/p50 and put the verbs in parentheses in their appropriate forms (the first two paragraphs) Type of interaction: Student-teacher, teacherstudents, student-student; -Homework: exercise V.1 page 50(the third paragraph)

50 1216.12. 2011

-textbook -notebooks -blackboard

-lockstep -individual work

-written practice homework

12

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 4 FOOD

Detalieri de coninut

O.R.

Activiti de nvare - give students matching worksheets: first of all DICE/ the carrots into small pieces., When they are boiled Mash/ the potatoes with a mixer., You must not forget to BAKE/the bread in a heated oven., At the end you should GRATE/some cheese over the pasta. -ask questions: What do the sentences have in common? Can you guess what we are going to talk about today? -ask students to look at the pictures from ex.I/p51 and in pairs solve the tasks -students read the title Success Story: Waynes Half the Man and predict the main idea of the text -students read the sentences from ex.II.1/p52 and choose their predictions 13

Timp 50

Resurse Materiale Procedurale -lockstep -pair work -individual work

Evaluare

Obs.

- Waynes Half the Man 1.3. 3.1. 3.4. 4.3.

-worksheets 16-textbook 20.01. -notebooks 2012 -blackboard

-oral practice homework

-ask students to skim the text in order to find out the main idea and check their predictions -tell students to read the text out loud paying attention to details -students have to identify unknown words from the text and try to explain them from context Type of interaction: Student-teacher, teacherstudents, student-student; Homework: exercise III.1 page 53 -Fit for Life 1.2. 2.2. 2.3. 3.1. - ask students what they know about healthy eating -discuss the main food groups -ask students to solve ex.III/p54 -students solve ex.V.1/p55 while paying attention to the useful language boxes. The dialogue will be acted out in class -solve ex.V.2/p55 the students choose two topics from each column(pair work) Type of interaction: Student-teacher, teacherstudents, student-student; Homework: exercise VI page 56 -handouts -textbook 16-notebooks 20.01. -blackboard 2012 50 -discussion -pair work -lockstep -individual work -oral practice homework

14

-Its a Bargain!(I)

1.2. 1.3. 2.3. 3.4.

-students read the text Unpleasant Situation and try to answer the questions around the text -ask students to what the most questions refer to(nouns) -tell students to give the definition of the noun -give students the main rules of forming the plural of nouns and ask them to give examples Type of interaction: Student-teacher, teacherstudents, student-student;

-handouts -textbook 23-notebooks 27.01. -blackboard 2012

50

-lockstep -individual work

-oral practice

-Its a Bargain!(II)

1.2. 1.3. 2.3. 3.4.

-explain uncountable nouns and their use with quantifiers -draw students attention to the REMEMBER! Box -ask students to solve ex.III/p58 and IV/p58 -discuss possessive forms -solve ex.V, VI/p59 Type of interaction: Student-teacher, teacherstudents, student-student; Homework: Compose sentences of your own using ten possessive forms

-handouts -textbook 23-notebooks 27.01. -blackboard 2012

50

-lockstep -individual work

-written evaluation homework

-Picnic Feast

1.2. 2.2. 3.1. 3.1. 4.3.

-ask students to read the two texts and select the most suitable title for each -check reading comprehension by asking students to solve ex.II.1/p60 -students read the sentences from ex.IV/p61 and choose the right idiom to be filled in for each case. -encourage students to find Romanian equivalents for each idiom whenever possible -give students time to read the useful language boxes(p62). In turns, one student describes various food items using details from the boxes 15

-textbook -notebooks 30.01- -blackboard 03.02. 2012

50

-individual work -pair work -group work

-oral evaluation homework

while the other tries to guess what the description refers to (pair work) Type of interaction: Student-teacher, teacherstudents, student-student; Homework: exercise V.2 page 62 -ROUND UP Cookery book 1.2. 2.2. 3.1. 3.1. -ask students to solve, in groups of four, ex.I/p63 -encourage students to find Romanian equivalents whenever possible and help them to paraphrase when no equivalents exist -discuss ex.IV.2/p64 using correct intonation Type of interaction: Student-teacher, teacherstudents, student-student; Homework: exercise IV.3 page 64 -textbook -notebooks 30.01- -blackboard 03.02. -handouts 2012 50 -individual work -group work -oral and written practice -discussion homework

16

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 5 CINEMA

Detalieri de coninut -Images O.R. 1.1. 2.1. 2.3. 2.4. 2.5. 4.1. Activiti de nvare -students look at the picture from page 66. They have to say what the girls face expresses. They can choose from: shyness, surprise, joy, embarrassment, playfulness. They must explain their choice and give a title to the picture -exercise II.1 page 66 in pairs, students read the text and try to guess the meaning of the words in italics then use them in sentences of their own -the teacher asks students to look at the dictionary definitions and find the missing words from the list given Type of interaction: Student-teacher, teacherstudents, student-student -Moving images 2.1. 2.3. 2.4. 2.5. Homework: exercise IV.2 page 67 -some sentences containing genitive apostrophe, are written on the blackboard; -students are supposed to make the difference between genitive apostrophe used in the sentences written on the blackboard. (example: This is Emilys room. That is the boys room.) 17 -studentss book -workbook -lockstep -pair work -reading homework -exercises Timp Resurse Materiale Procedurale -tape -studentss book -pictures -lockstep Evaluare Obs.

-reading -listening homework

Possessive adjectives

2.3 3.2 4.2

-the genitive apostrophe is explained to students. - students are supposed to give similar examples; -in pairs students are supposed to rewrite some sentences with the genitive apostrophe in the correct place; -many students go to the blackboard. Type of interaction: Student-teacher, teacherstudents, student-student; -homework: the students are given some sentences to translate. -some sentences containing possessive adjectives are written on the blackboard -students are asked the following question: How do you say these sentences in your language? -after some minutes of discussion the teacher tells the students that these words are called possessive adjectives. -all the possessive adjectives are written on the blackboard: -students are supposed to repeat the possessive adjectives and give their own examples. -students are supposed to solve exercise 5 from page 37. In turns they go to the blackboard. Type of interaction: Student-teacher, teacherstudents, student-student;

-students book -workbook

-lockstep -pair work

-exercises homework -discussion

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

18

PROIECTUL UNITII DE NVARE NR: 8 SPORTS

Detalieri de coninut O.R. Activiti de nvare Timp Resurse Materiale Procedurale -tape -pictures -lockstep -students -pair work book Evaluare Obs.

Ready, steady, go!

1.1 2.1 2.3 3.2 4.2

-the teacher asks the students: what sports do you enjoy practicing/watching?, Do you ever go in for competitions or championships? Do you know anyone who goes in for an unusual kind of sport? -students look at the list on page 111 and identify the activities which they would regard as sports. -discussion on persuading and making excuses -exercise IV page 112-fill each gap with the suitable verb from the box Type of interaction: Student-teacher, teacherstudents, student-student.

50 2125.05. 2012

-listening -speaking -writing

-The Olympic Games

1.1. 2.1. 2.3. 2.5. 4.1.

-the teacher and the students discuss the topic :the Olympic Games -exercise II page 114 fill in the gaps with a suitable word from the list -debating and discussing exercise V.1 page 115 Type of interaction: teacher-students, studentsteacher, student-student -homework: exercise III page 114

50 2125.05. 2012

-tape Students Book -flipchart sheets

-individual work -group work

-listening -writing -speaking -homework

19

-If only I could

2.1. 2.2. 3.1. 4.1.

- The teacher gives the students handouts with a song. The teacher tells the students to watch a short video and pay attention to the type of sentences and verbs. The teacher asks: Do you like the song?, What would you do with a million dollars?, What type of sentences can you notice in the text? How do you know?, Give me some examples of verbs. The teacher shows them a powerpoint presentation with the second conditional. She asks the students to match the beginning of some sentences with their endings. The students will find 3 conditional sentences. The teacher asks them: What do the following sentences express? The students are given some worksheets(worksheet number 3). In pairs they must solve the first exercise. The teacher explains : You are supposed to choose the correct form of the verb. -In groups of four, students have to solve exercise 2. They must identify the conditional sentences and underline the verbs. The group that finds many verbs is the winner. The teacher checks the exercise. Type of interaction: teacher-students, studentsteacher, student-student -homework: exercise 5 on the worksheet

-individu50 -students al work book -pair work -group 28.05- worksheets work 01.06. 2012

-speaking -writing -exercises

20