week #8

1. Speed Up
First level English
Relax and Ready For school
1st Quarter

2. Week Planner – Sep 25th
Session 25th September
Section Visible Thinking
Pages 31
M.I. IE, IA, K, VL
Minutes 40
Objectives To narrate past events
To request information on specific activities
Activities
and
Strategies
Pre-activity
1. T asks SS to talk to their partner about a situation where they were in trouble and how they fixed it.
2. T randomly asks a S to describe the situation that his/her partner just told them and how the situation was solved.
Activity
3. T asks SS to take a look to the pictures and read the bubbles.
4. SS work with a partner and brainstorms possible solutions to each one.
5. SS write in the boxes.
6. T suggests two more different situations where there is a problem. SS talk to their partner, finding possible solutions to the suggested problems. Example:
- ¨You lost your keys and you are locked out, what would you do?
- ¨You are nervous for a test, how would you calm down?¨
* Portfolio:
7. SS individually find solutions for each of these situations:
- Loosing the passport while on vacation
- Getting sick during a trip
- Running out of money and not speaking the native language
8. SS share their solutions with their partners to compare the different ways each one had to solve the suggested troubles. SS write the best solutions in their notebooks in a graphic
organizer, and add it to their portfolio.
Post-activity
9. SS make two lines, one in front of each other.
10. SS in line 1 think of a problem.
11. The S in front of the line 1 faces the first S in line 2 and tells him/her a problem. S in line 2 has to give a solution.
12. SS who have already participated sit down.
13. The game continues until everybody is seated.
Resources Book
Notebooks

3. Sep- 26th
Session 26th September
Section Class Debate
Pages 32
MI IE, VL
Minutes 40
Objectives To improve oral skills
To give arguments about the debate’s topic
To ask precise questions
Activities
and
Strategies
Pre-activity
1. T poses the question of the debate: Is it better to travel alone or to travel with someone to share your adventures? According to the answers, T divides the class into two groups.
2. Each group is going to prepare their arguments for the debate. They must think about reasons and examples to support their opinions. They may take notes on page 32.
3. T will help the groups solve any possible doubts and guide the groups to build strong and clear arguments.
(T reminds the SS to review and use the vocabulary of the unit that will help them with their arguments)
Activity
4. The two groups sit down, making a circle so that they face each other.
5. T is going to moderate the debate. The time per each intervention is one minute. T will show the time so that SS organize themselves.
6. SS can show whatever they consider to support their arguments. They should check the notes they made on session 7.
Post-activity
7. SS take notes of the ideas generated in the debate in the Living Mind Map of the unit.
*Due to the SS´ age it’s probable that most (or all) of them will choose with friends and family. T can vary the question giving them this choice: ¨Do you prefer to travel with friends or with
family
Resources Book
Debate Rubric

4. Sep-27th
Session 27th September
Section Learning Outcomes Exploring the Topic Living Mind Map
Pages 43 45 45
M.I.. VL, IE IE, VL VS
Minutes 10 15 15
Objective
s
To be aware of the learning expectations To use adequate language when shopping
To talk about prices and products
To use adequate language when shopping
To talk about prices and products
Activities
and
Strategies
Pre-activity
1. T asks SS to talk to a partner about the picture
they see on the book.
2. In partners, SS talk about the last time they
went shopping.
3. T reminds SS to ask multiple questions about
what they bought, the prices, what things they
saw but did not buy and why, who did they go
with, etc.
Activity
2. In teams, SS discuss what they know about each
objective specifying those they are most and least
comfortable with:
- Describe personal appearance
- Talk about prices
- Compare simple objects
- Buy and sell things
- Design an advertisement
- Write an article
Post-activity
3. T makes a bar graph asking each group about
the most common items they usually buy. T may
use a grid page and the tools of APP CS.
Pre-activity
1. Before answering the suggested questions, SS
describe to a partner what they see on the pictures.
2. In teams, SS talk about if they have a saving plan or
if they do not have one because they spend too
much.
Activity
3. T tells the SS to ask/discuss the suggested
questions.
4. SS write a saving plan with an objective (the
amount of money they would like to save by the end
of the unit, based each one on their weekly
allowance).
Post-activity
1. The class will make a living mind map for this unit.
Each group has to look through the unit and select a
topic they want to add to the mind map, and create the
leg for that topic.
2. T has to remind SS that they will be completing it
throughout the whole unit.
* SS will be building a summary of the unit as they go.
Resources Book
iPad, APP CS
APP CS tools: Book Construction paper
Markers, color pencils
Book

5. Sep 28th
Session 28th September
Section Listening
Pages 48
M.I. VL, IA, IE
Minutes 40
Objectives To improve auditory discrimination
Activities and
Strategies
Pre-activity
1. Before listening the audio, SS describe to a partner the four actions represented on the pictures.
2. SS choose their favorite activity, explaining to their partner why they like it.
3. T reminds SS to ask as many questions as possible: why, when, with who…
Activity
4. Before listening to the audio, SS will get in teams and guess what could be some possible answers to the questions.
5. T plays the audio and SS individually check their guessed answers. The team with the most correct answers wins.
Post-activity
6. In pairs, SS role-play a small dialogue where one will be the salesman and the other one will be the customer. They can choose a product to sell/buy or teacher can
make a suggestion. T records some performances with APP CS > microphone.
Resources Bo
ok
Tr
ac
k 9
iPa
d,
AP
P
CS
APP CS tools:
Language Check Page 171

6. Sep 29th
Session 29th September
Section Vocabulary Builder
Pages 49
M.I. LM, IE, VL, K
Minutes 40
Objectives To improve auditory discrimination
Activities
and
Strategies
Pre-activity
1. T plays Track 6 and SS repeat with the best pronunciation possible.
2. SS use their arms and legs to spell the words. When they say a vowel, they have to raise their arms; when they say a consonant, they have to jump.
3. The S who can spell the most words without getting mixed up wins.
Activity
4. In pairs, SS choose six words from the vocabulary list from page 46 and write them in the first column.
5. In the second column, they write the letters of each word in alphabetical order.
6. In the third column, SS write a new word that uses at least three letters from the old one.
7. SS work in groups of four to do the last activity from the current page. Using the number codes, SS have to find the hidden word as fast as possible. The first
group that finds the 6 words wins.
Post-activity
8. Each student places a paper with a word from the vocabulary on his or her forehead.
9. SS go around asking questions about their word, the opposite person can only answer by acting out the word. NO TALKING!
10. To review some of the vocabulary, T selects 4 words with from the unit and plays the Hangman with the whole class.
* Living Mind Map: Add new concepts and new words to the Living Mind Map of the unit.
Resources Book
Track 6
Bonus
Activities
Page 141
Reading Evaluation

7. Bibliografía
https://es.wikipedia.org/wiki/Wikipedia
Speed up Course 1 Book One.