NEW DYNAMIC ENGLISH MODULE 2: UNIT 2 / Lesson 1 Unit

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NEW DYNAMIC ENGLISH MODULE 2: UNIT 2 / Lesson 1

Unit Objectives

1. Students will be able to exchange information about people, occupations, family, likes

and dislikes and abilities.

2. Students will develop the ability to tell the time, to recognise different times of the day

and to describe schedules.

3. Students will develop fluency skills in talking about stages of human life.

4. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

5. Students will be able to differentiate and talk about the seasons and weather conditions.

Lesson Objectives

1. Students will review telling the time in relation to travel schedules.

2. Students will review family-related vocabulary family schedules.

3. Students will extend vocabulary for describing the seasons and weather conditions.

4. Students will be given the opportunity to practice and develop fluency skills.

5. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Have students work in pairs to exchange

information about a family member’s schedule. Collect the assignments in order to correct

written work.

Activity 1: Courseware Review (Slide 2)

Objectives To review language for describing family travel schedules.

Activity Type Matching exercise

Interaction S-S (Pair work)

Preparation None

Assumption Students will recall courseware content

Anticipated problem Memorisation and question formation

Solution Review

Time 10 minutes

Target Language

Answers: 1e) 2c) 3a) 4b) 5f) 6d)

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Procedure 1. Click on the slide. 2. Instruct the students to work in pairs to match the questions with the answers. 3. Check the answers. See Target Language box. 4. Go around the class drilling the target language. Ask students about their journey to

school or work. 5. Monitor output. 6. Invite a few students to report back to the class with information about their partner’s

journey times and means of transport. Ask some follow-up questions e.g. who has the longest journey in the class? Who has the shortest journey? Who always walks to school / work?

Activity 2: Travelling by bus (Slide 3)

Objectives To extend language for talking about daily travel

Activity Type Word order exercise

Interaction S-S (Pair work)

Preparation None


Anticipated problem Memorisation and question formation

Solution Review

Time 10 minutes

Target Language

1. How often do you travel by bus? 2. What do you usually do when you are on the bus? 3. Where do you like to sit on the bus? 4. Do you think traveling by bus is better than traveling by train? 5. What do you like and dislike about traveling by bus?

Procedure 1. Click on the slide. 2. Instruct the class to put the words in the correct order to form questions. Check

comprehension. Tell the students that in order to help them the first word of each question is capitalised.

3. Check the answers in the Target Language box. 4. Have the students work with their partner from the previous activity to take turns asking

and answering the questions. Note: change the means of transport for those students who do not use the bus.

5. Monitor and encourage students to develop fluency by asking follow-up questions e.g., why? or Why not?

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6. Ask the students to report back to the class about their partner’s travel habits.

1. do / you / bus / often / by / How / travel ? 2. are / usually / you / bus / when / the / you / What / do / on / do ? 3. do / bus / sit / on / like / to / Where / the / you ? 4. you / is / better / think / by / traveling / train / traveling / by / bus / Do / than? 5. do / bus / traveling / you / like / by / What / dislike / and / about? Activity 3: Travel questions (Slide 4)

Objectives To develop fluency skills

Activity Type Information exchange

Interaction S-S (Group-work)

Preparation None

Assumption Students will be motivated to talk about the topic of transport

Anticipated problem Limited fluency

Solution Monitor

Time 5-7 minutes

Target Language

See slide

Procedure 1. Click on the slide. Read through the questions for the class. Check comprehension. 2. Divide the class into groups of 4-6 students. 3. Instruct the students to discuss the questions in their groups. 4. Set a time for task completion. 5. Monitor and ask follow-up questions to encourage fluency. 6. Designate a spokesperson from each group to report back with some of their group’s

responses. Activity 4: Eurostar (Slide 5)

Objectives To practice reading for detail and travel schedules To consolidate telling the time

Activity Type Reading and comprehension task

Interaction S-S (Pair-work)

Preparation Eurostar worksheet – 1 copy per student

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Assumption Students will understand the text and guess meaning from context

Anticipated problem Comprehension

Solution Peer input

Time 10-15 minutes

Target Language

See slide

Procedure 1. Do not click on the slide at this stage.

2. Write the word ‘Eurostar’ on the board. Ask students if they know the meaning.

3. Distribute copies of the worksheet. Read through the text and check vocabulary.

4. Invite students to work in pairs to answer the questions. Set a time for task completion.

5. Click on the slide. Allow students to check their answers. Draw students’ attention to

the use of the 24-hour clock for travel schedules and information.

6. Conduct a brief class discussion of the topic e.g. do you have a high-speed train in your

country? Which countries in Europe would you like to visit? Do you think traveling by

train is a good way to see a country?

Activity 5: Seasons (Slide 6)

Objectives To review and extend vocabulary for describing seasons and related weather conditions

Activity Type Board game


Preparation Board game worksheet (copy onto A3 if possible) – 1 copy per group Dice and chips for each group

Assumption Students will use target vocabulary in full sentences

Anticipated problem Comprehension

Solution Peer input

Time 10-15 minutes

Target Language

See worksheet

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Procedure 1. Divide the class into groups of 4. 2. Give each group a copy of the board game, a dice and the appropriate number of chips

for the number of players. 3. Instruct the students to take turns to roll the dice in their groups and to move their chip

the number of spaces indicated on the dice. Students should make two sentences for each picture space the land on.

4. Monitor output. Assist individual learners as needed. 5. Invite students to report back with some examples of their season sentences. Activity 6: Weather Words (Slide 7)

Objectives To review and extend vocabulary for describing a range of weather conditions

Activity Type Dictation gap-fill

Interaction T-S (Whole-class)

Preparation None

Assumption Students will recognise target vocabulary

Anticipated problem Comprehension and vocabulary

Solution Review

Time 5 minutes

Target Language

1. It’s going to _______ today so don’t forget your umbrella. 2. It will be really hot with temperatures up to 42 _________ 3. Snow during the night will make roads ________in the morning. 4. Warm and ________tomorrow – a good day for a picnic. 5. It’s ______so you will need a warm coat and boots if you are going out in the ________ 6. Strong _______will blow away the clouds this morning so a _____sky this afternoon. Procedure 1. Do not click on the slide at this stage. 2. Ask students for words to describe the weather. 3. Tell the class that you are going to read out some weather information which they

should write down. Explain that some words are missing. When you say ‘blank’ the students must write in a word they think fits in the sentence.

4. Read out each sentence in the Target Language box twice. Say ‘blank’ for each missing word.

5. Click on the slide. Allow students to check their answers.

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Activity 7: Weather forecast (Slides 8-9)

Objectives To extend vocabulary for describing weather conditions To develop fluency in presenting information

Activity Type Presentation


Preparation A map of the local region Weather symbols worksheet – 1 per group Scissors and drawing pins or Blu-Tac

Assumption Students will use target vocabulary in full sentences

Anticipated problem Hesitant fluency

Solution Peer input

Time 15 minutes

Target Language

sunny, hot, cloudy, very cloudy, grey, light/heavy rain, thunder, storms, light/heavy snow, cold, freezing, light/strong winds, windy Procedure 1. Click on slide 8. Ask the class where they can see these symbols. Possible answers: TV

or newspaper weather forecast. Ask the students why people are interested in weather forecasts.

2. Ask the students to work in pairs to find a word for each symbol. 3. Have the class report back with their words for the symbols. See Target Language box

for suggested answers. 4. Divide the class into groups of 3-4 students. Give each group a weather symbol

worksheet, a pair of scissors and some drawing pins or Blu-Tac. Have the students cut up the symbol cards.

5. Pin the regional map on the board. 6. Click on slide 9. Read through the instructions. Check comprehension. 7. Set times for preparation and presentation. 8. Invite groups to take turns presenting their weather forecasts to the rest of the class.

Provide feedback on the presentations. Summary (Slide 10) Invite students to briefly answer the questions on the slide.

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Homework (Slide 11) 1. Click on the slide. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM2U2L1 Seasons review

START

GO FORWARD TWO SPACES

START AGAIN!

GO BACK FOUR

SPACES

FINISH

NDEM2U2L1 Weather symbols

NDEM2U2L1 Eurostar

Eurostar is a high-speed train service that connects London with Paris, France and Brussels in Belgium. Trains cross the English Channel through the Channel tunnel. London to Paris takes 2 hours 35 minutes. London to Brussels takes 2 hours and 20 minutes. The company that runs Eurostar is a joint venture between Belgian, French and British railway companies. British Pounds and Euros can be used to buy refreshments on the trains. The border between France and the UK is in the middle of the tunnel.

Questions

1. What is Eurostar? 2. Which cities does Eurostar connect? 3. How long does London to Paris take? 4. How long does London to Brussels take? 5. Which currencies can passengers use on the train? 6. Where is the British and French border? 7. What time does train 9108 leave London? 8. What time does train 9116 arrive in Brussels? 9. Does train 9108 operate on Sundays? 10. What time does train 9152 leave on Sundays? 11. Which train arrives in Brussels at 20:10? 12. Which train leaves London at 12:27?

DEPART EUROSTAR ARRIVE

LONDON TRAIN NO BRUSSELS NOTES

6:14 9108 10:02 Mon-Sat

6:53 9110 10:37 Mon-Fri

8:27 9116 12:10

10:27 9124 14:05

12:27 9132 16:10

14:23 9140 18:02

16:27 9148 20:10

17:19 9152 21:06 Departs 17:23 Sat, 17:27 Sun

18:27 9156 22:10 Except Sat

19:27 9160 23:10

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NEW DYNAMIC ENGLISH MODULE 2: UNIT 2 / Lesson 2

Unit Objectives

1. Students will be able to exchange information about people, occupations, family, likes

and dislikes and abilities.

2. Students will develop the ability to tell the time, to recognise different times of the day

and to describe schedules.

3. Students will develop fluency skills in talking about stages of human life.

4. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

5. Students will be able to differentiate and talk about the seasons and weather conditions.

Lesson Objectives

1. Students will extend language for describing family members and schedules.

2. Students will review language for making arrangements and asking questions about

personal information.

3. By the end of the lesson students will be able to discuss the stages of life in more detail.

4. Students will be given the opportunity to practice and develop fluency skills.

5. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Have students work in groups to present

their travel information. Conduct a class survey about the travel arrangements and costs.

Activity 1: Courseware Review (Slide 2)

Objectives To review language for describing the Harris family

Activity Type Presentations


Preparation None


Anticipated problem Memorisation

Solution Review

Time 5-10 minutes

Target Language

Check audio script

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Procedure 1. Click on the slide. 2. Ask the students for the names of the Harris family members i.e. Bob, Sandra, Collette

and John. 3. Have the class answer the true or false questions. See Target Language box for the

correct answers. 4. Divide the class into groups of 4. Instruct students in each group to take the role of one

of the Harris family members. 5. Have groups prepare a brief presentation of their family schedules each using the first

person singular. Model an example e.g. my name is Bob. I work for the post office. My wife’s name is Sandra. We have two children, Collette and John. I work five days a week, Monday through Friday.

6. Set times for preparation and presentations. 7. Invite the groups to present their Harris families to the class. Have the rest of the class

correct information as necessary. 8. Tell the students to stay in their groups for the next activity. Activity 2: Describing people (Slide 3)

Objectives To review language for describing people

Activity Type 1. Sentence ending game 2. Picture dictation

Interaction S-S (Group-work & Pair-work)

Preparation Board markers – 1 per team of 4-6 students

Assumption Students will use target language

Anticipated problem Memorisation

Solution Peer input

Time 10-15 minutes

Target Language

See slide pictures

Procedure 1. Click on the slide. Invite the class to describe the people in the pictures in as much detail

as possible. Ask follow-up questions to stimulate output e.g. which man is wearing glasses? Who has a beard? How old is the violinist?

2. Organise teams and have them stand in lines facing the board. Give the person at the front of each line a board marker.

3. Explain that you are going to say the start of a sentence to describe someone. Teams race to write as man correct endings to the sentence stem as they can. Count 5-10 seconds for each sentence stem e.g. He has blue…, She has…, He is…, He has a big…

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4. Award a point for each correct word. The team with the most points are the winners. 5. Once the students are seated, invite them to close their eyes and think of someone they

know or someone famous. 6. Have students work in pairs. One person gives a description of the person they are

thinking of and their partner tries to draw what they hear. Have students swap roles. 7. Invite some students to describe the picture they have drawn to the rest of the class. Activity 3: Soap Opera (Slide 4)

Objectives To extend and personalise language for describing people To practice story-telling and writing

Activity Type Presentations


Preparation None

Assumption Students will be engaged in story-telling

Anticipated problem Inaccuracies

Solution Focus on fluency extension

Time 20 minutes

Target Language

Student generated language

Procedure 1. Click on the slide. 2. Have students work in the same groups as in the previous activity. Ask the groups to try

to imagine who the people are and what they are like e.g. names, ages, occupations, habits, hobbies etc. Set a time for task completion. Monitor and feed in vocabulary as necessary.

3. Write the words ‘soap opera’ on the board and ask the class what this means. Ask for examples of soap operas shown on local TV.

4. Now ask the class to think of some things that soap operas have in common e.g., heroes, villains, drama, romance, set in one place).

5. Tell the class that the pictures are of characters from the same soap opera. Instruct the groups to decide what the relationships between the people are and what role each person has in the soap opera. Have students also think about where their soap opera takes place e.g. in a village, in an apartment building.

6. Have the students work in their groups to write the last scene of their soap opera to include as many of the characters as possible. Ask for a volunteer writer in each group.

7. Set a time for task completion and if necessary the number of words or sentences to write.

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8. Monitor output and assist as required. 9. Invite the writer from each group to present their scene to the rest of the class. Provide

feedback on fluency performance and correct common inaccuracies. Activity 4: Vocabulary building (Slide 5)

Objectives To review language for describing different times of the day and corresponding activities To develop vocabulary building strategies

Activity Type Mind map

Interaction S-S (Pair-work)

Preparation None

Assumption Students will brainstorm vocabulary

Anticipated problem Lack of vocabulary

Solution Pair-work

Time 5 minutes

Target Language

Student generated language

Procedure 1. Click on the slide. 2. Ask the class some questions about the different times of the day e.g. when does the sun

set? What do birds do in the morning? When do you get up? When is the best time to see the stars in the sky?

3. Ask the students to copy the topic circles onto a piece of paper. Refer to the word ‘Night’. Ask students for words associated with this word and the activities they can do during this time of the day.

4. Give one minute for students to write down any activities they do at the different times of the day.

5. Invite the class to report back with their ideas. Write the words onto mind maps on the board. Point out that this is a useful way of building and remembering vocabulary.

Activity 5: What is your favourite time of day? (Slide 6)

Objectives To personalise and extend language for describing different times of the day and corresponding activities

Activity Type Expressing preference


Preparation None

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Assumption Students will be able to describe personal preferences

Anticipated problem Vocabulary

Solution Review

Time 5-10 minutes

Target Language

See slide

Procedure 1. Click on the slide. 2. Read through the statements. Check vocabulary. Note: favorite / AmE, favourite / BrE 3. Draw the students’ attention to the language used for expressing preference e.g. I

prefer…, my favourite…, I like. 4. Go around the class asking students which time of the day they prefer and why.

Encourage the use of expressing preference phrases. Activity 6: Ground Hog Day (Slide 7)

Objectives To practice listening and writing To extend and review season-related vocabulary

Activity Type Dictation


Preparation None

Assumption Students will comprehend text content

Anticipated problem Vocabulary

Solution Review

Time 5 minutes

Target Language

A ground hog is a small animal that digs and lives under the ground. Ground hogs live in many parts of America. In the winter they hibernate like bears and some other animals.

There is a story that a few hundred years ago Europeans brought Ground Hog Day to

America. They said that the ground hog wakes up from his hibernation on February 2 half way between winter and spring. If he comes up from his hole and it is sunny, he will see his shadow and be frightened. If he sees his shadow, there will be 6 more weeks of winter weather. But if he comes up and the sky is cloudy, he will not see his shadow and will not be frightened. Then spring weather will come very soon.

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Some people believe this legend and they watch the sky on February 2. They are happy if it is cloudy on that day. They think spring will come soon. But most people think it is just a fun story. Procedure

1. Do not click on the slide at this stage. 2. Tell the class that you are going to read out a story about an animal that hibernates.

Check the meaning of ‘to hibernate’ and ‘hibernation’. 3. Instruct the students to write the story down as you read it out. Read the story out

twice. See Target Language box for the text. 4. Click on the slide. Allow the students to check their answers. 5. Ask the class for their opinions about the story e.g. do you think it could be true? Do you

know any similar stories in you culture? Would you like to be able to hibernate?

Summary (Slide 8)

Invite students to briefly answer the questions on the slide.

Homework (No slide) 1. Distribute copies of the homework assignment worksheet. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM2U2L2 Homework

1. Read the following paragraph.

My name is Saad. I'm a programmer and I come from Dubai. I live in London with my wife Zia. We have two children and a dog. The dog is very funny. I work at a computer company in the city. The company is very famous and successful. Our daughter is named Aisha and our Son is named Bahir. She is four years old and he is five. I am tall with black short hair, brown eyes and I wear glasses. I usually wake up early and walk the dog before breakfast.

Now write a paragraph about yourself.


Maria is my friend. She is a student at a college in our town. The college is very small. She lives in an apartment downtown. She studies hard every day and sometimes works in the evening at a coffee shop. She enjoys playing tennis and walking in the countryside. She is small and slim with long dark hair and green eyes. She is friendly and likes meeting new people.

Now write a paragraph about a friend or someone from your family.

………………………………………………………………………………………………………


My name is Saad. I'm a programmer and I come from Dubai. I live in London with my wife Zia. We have two children and a dog. The dog is very funny. I work at a computer company in the city. The company is very famous and successful. Our daughter is named Aisha and our Son is named Bahir. She is four years old and he is five. I am tall with black short hair, brown eyes and I wear glasses. I usually wake up early and walk the dog before breakfast.

Now write a paragraph about yourself.


Maria is my friend. She is a student at a college in our town. The college is very small. She lives in an apartment downtown. She studies hard every day and sometimes works in the evening at a coffee shop. She enjoys playing tennis and walking in the countryside. She is small and slim with long dark hair and green eyes. She is friendly and likes meeting new people.

Now write a paragraph about a friend or someone from your family.

Documents

NEW DYNAMIC ENGLISH MODULE 2: UNIT 2 / Lesson 1 Unit