Social Studies: Time Zones 4, Q1 Unit Title & Length Introduction to Social Studies for EFL learners.

Topic 1: People and Places (9 weeks) Unit Overview Students are introduced to Social Science for EFL learners. In this unit, students learn about people and places. Students learn about some famous sports and athletes and the history of the Olympics. Students practice different English functions such as talking about hobbies and interests, talking about playing sports, and asking for and giving advice. Students learn and practice these functions through different grammar and writing exercises. Students learn vocbulary to talk about hobbies and interests, sports, problems, etc. and put these to use through speaking and writing exercises. Assessment Description Throughout the semester, students work on different project tasks in groups of four. The tasks relate to current topics of the course. Most tasks require students to do research on their own and present their findings in front of the class. Students can present their work in different ways such as through ppts, videos, or posters. Topics Topics: sports, athletes, and the Olympics. Functions: Talking about hobbies and interests, talking about playing sports, and asking for and receiving advice. Cross-Curricular Links ICT: reseach and making ppts English: presentation skills Student Prior Knowledge

Assessment Group Project work (Formative)

Purpose of Assessment The project tasks allow students to make discoveries on their own, mostly through secondary research. It also provides opportunities for students to express their understanding in more creative ways other than just book work and taking an exam. In addition, it teaches students collaborative work, which is important and beneficial to students of all levels.

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Classwork and Homework (Formative)

Individually, students work on different tasks in class and at home, which relate to the current topics of a project. This contributes to students' classwork and homework grade.

These tasks help students to understand the topic and practice knowledge. It also gives teacher the opportunity to see areas in which students struggle.

Test (Summative)

This test is designed to test student understanding of concepts and skills contained within the unit, Testing provides students and the teacher with the opportunity to assess students' along with required prior knowledge. understanding and identify areas for improvement. Overview Students and teacher get to know each other through some ice breakers. Teacher introduces students to the course, class structure, assessment, expectations, etc. Class look at the book and its laidout. Students and teacher continue to get to know each other with Time Zones 4 preview and conversation section. Have students talk about their hobbies and interests. Teacher should have each student produce a piece of writing so students' levels of English can be assessed. Teacher and students should form groups of four for the quarter. Teacher needs to go over group roles and expectations for group work. Then teacher can play some fun team bulding games with students to have them work with their groups. For example: each group has to try to fit on a newspaper that gets folded smaller and smaller, chinese whispers, etc. Recommended Resources Time Zones Student Book 4 (pages 1-5) Time Zones 4 Workbook (pages ) Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool handout: group roles Game Suggestions: musical chair with personal information, truth or dare, 3 out of 5, ,etc. Assessment Notes

Week

Area Class Introduction. Unit 1: I love working out.

The piece of writing is only for the teacher to These students know each other assess students' English, it should not be quite well so the teacher can allow recorded as a grade. them to choose their own groups for the first quarter. Once the teacher gets to know them then new groups can be chosen by teacher next quarter.

Period

Objectives The teacher and students get to know each other Ss differentiate the difference between True or False and apply it

Lesson Plan Students play "Pass the Clap" and the person who gets the clap has to say a sentence about his interests.(15 mins) Then students differentiate True or False. The ss play 2 truths and one lie (30 mins)

Resources Used

Key Vocabulary

Feedback students were on task and were able to share a lot of info about themselves. However, when they're in groups they tend to lapse into Vietnamese Ss were attentive during classroom rules. Ss were confused at the instructions at first but once explained followed the rules Ss were on tasks all throughout. Some did not understand they have to make their drawing bigger Notes

paper, marker, whiteboard, color, pencils, pen

True or False, "Which one is false?"

The ss learn classroom rules The ss learn more about each other

Students learn classroom rules (15 mins) Students write 3 random information about themselves. Ss have to guess what they are. (30 mins) paper, marker, whiteboard, color, pencils, pen Trivia: Ss play a game of trivia based on Social Studies. (25 mins) The ss get a break from trivia. They draw an animal and the teacher collects them. Later the teacher asked them who drew the particular animal (15 mins) Overview attendance, official note, tardiness

3 Week

The ss tests their background knowledge by answering basic trivia question about Social Science Area

paper, marker, whiteboard, color, pencils, pen Recommended Resources

Taj Mahal, wonders of the world, port, temple Assessment

Unit 1: I love working out. Group work

Language focus: students learn verb + ing: love, like, don't mind, etc. to talk about hobbies and interests. Pronunciation: students practice intonation in asking questions and statements with emphasis.

Time Zones Student Book 4 (pages 1-10) Time Zones 4 Workbook (pages ) Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool

Teacher can choose to grade the vocab journal on a weekly basis and record the score as class grade or give a check without giving a score. Writing task is graded by teacher and score is recorded as part of class grade.

All students have a class notebook, students can record new vocab at the back of the notebook so they don't have to carry two to class.

Reading: students read about things they can do to make themselves happy. Students do Handouts: comprehension as a class and teacher holds a discussion. Students should write all words they do hobbies Word Jumble, Hobbies Speaking not know in their vocab journal. Prompts. Hobbies Prompts Writing task: set this as homework. In groups, students conduct a survey with kids in their grade level and see what is the most/least popular activity. Each group reports back to the class next week. Each students produces a piece of writing about the result.

Period 4 5 6 Week

Objectives Area Unit 1: The Real World

Lesson Plan Overview

Resources Used Time Zones Student Book 4 (pages 1-10) Time Zones Student Book 4 (pages 1-10) Time Zones Student Book 4 (pages 1-10) Recommended Resources Time Zones Student Book 4 (page 11-14) Time Zones 4 Workbook (pages ) Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool Additional resources for Unit 2: Aspire Pre-Intermediate Student's Book (pages 81-91) Handout: Yoga ESL activities Resources Used

Key Vocabulary

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Assessment Classwork and homework contributes to final class grade.

Notes

The Real World: if possible, teacher should start the class with a yoga session, teach students some easy yoga moves can be fun for the whole class. Then ask students if they know anything about this sport. Class read dog yoga together and have a discussion. Ask some volunteers if they Unit 2: How long have you been skiing? know a sport/dance that they want to teach the whole class. 3 Unit 2: ask students to discuss sports that they play or like to watch. Class do preview section together. In pairs, students practice the conversation. Language focus: students learn and practice the present perfect progressive.

Period

Objectives

Lesson Plan SS are divided into groups. the teacher explains rules and roles of the group (10 mins) Ss play charades based on the vocab p4 (15 mins)

Key Vocabulary charades yoga knitting blogging working out singing karaoke hanging out

Feedback

Ss identify the roles and rules of the group. Ss are able to show the different vocab of p4-7

Ss read page 7 like + verb + ing and the teacher calls the rest of the group members to continue the charades (15 mins) Ss answer p7 individually (10 mins) SS in their groups answer p7 to other groups. (10 mins) Time Zones Student Book 4 (page 11-14)

9 Week

Show a video of the Happiness Index. (5 mins) Time Zones Student Book 4 (page 11-14) Ss are able to identify like + verb + ing Each group reads p8-9. Then on a piece of paper they are to draw an image based on the text. (15 mins) happiness index video Ss are able to illustrate the Happinesss The group presents. (10 mins) Text p 8-9 paper, pencil, crayons, markers Ss in the groups are given a piece of paper. They are to write down questions for survey (15 Ss are able to create a report mins) Time Zones Student Book 4 (page 11-14) Ss are able to create a graph Area Ss are to write a report and create a graph of their findings (20 mins) Overview paper, marker, rule Recommended Resources Time Zones Student Book 4 (pages 15-19) Time Zones 4 Workbook (pages ) Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool Handout: 35 present perfect games, cloze activities (sports)

respect positive passion relax conversation

graph survey Assessment Writing task is graded by teacher and score is recorded as class grade. Classwork and homework contributes to final class grade.

Notes

Unit 2: How long have you been skiing? Pronunciation: students practice the weak form of been. Reading: show students a short clip of Muay Thai and ask them what they think. Class read Becoming a Champion together and students complete comprehension tasks. Class have a discussion. Students record all new words in their vocab journal. Writing: take students to ICT room, students research an athlete and write a short biography. 4 The Real World: ask students to talk about their favorite food and class have a short discussion. Students reads about an athlete and his training. Extension: put up pictures of famous athletes and short texts around the room, students read and match the texts with the atheletes. Extension (just for fun): bring in some food items, ask for some brave volunteers to be blindfoded. Volunteers eat and guess what it is. Students can then discuss each item and say if they think it's healthy or not. Period 10 11 12 Week Objectives Area Lesson Plan Overview

Resources Used

Key Vocabulary

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Recommended Resources

Assessment

Notes

Unit 3: You could ask for help.

Intro: Teacher could come into class pretending to be really sad and tell students that they have relationship issues (students love this). Make up a break up story and have students give advice. Write some advice on the board and ask students to identify a pattern, this leads into giving advice. Class do preview section together and in pairs students practice conversation. Language focus: students learn and practice to ask for and give advice using could, would, and should. Pronunciation: students practice the weak forms of could, should, and would.

Time Zones Student Book 4 (pages 20-23) Time Zones 4 Workbook (pages ) Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool Handout: Giving Advice Lesson Ideas

Classwork and homework contribute to final class grade.

Period 13 14 15 Week

Objectives Area Unit 3: You could ask for help?

Lesson Plan Overview

Resources Used Time Zones Student Book 4 (pages 15-19) Time Zones Student Book 4 (pages 15-19) Time Zones Student Book 4 (pages 15-19) Recommended Resources

Key Vocabulary

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Assessment Writing task is graded by teacher and score is recorded as class grade. Classwork and homework contributes to final class grade.

Feedback

Reading: students read Know Me Before You Judge Me and complete comprehesion tasks. Time Zones Student Book 4 (pages 24-27) teacher holds a class discussion about this topic, ask students to relate any personal stories about Time Zones 4 Workbook (pages ) disabled people. Students record all new words in their vocab journal. Time Zones 4 Classroom Audio CD 1 Time Zones 4 Presentation Tool Writing: set up a magazine/blog advice collumn. Have each student write an anonymous letter asking for advice about a personal problem (if students don't want to share such info then they can Additional Resources for Unit 3: make up something). Then, shuffle these letters and each student must answer one and give Aspire Pre-Intermediate Student's Book (pages advice. Have some students read these out loud for fun. 22-23, 132-133) The Real world: play a short clip of Indiana Jones and ask students to talk about him. What does he do? Would they like to do something similar. Students read about a world explorer or discuss places that they would like to explore.

Period 16 17 18 Week

Objectives Area World Explorer

Lesson Plan Overview Class read about the Olympics together and have a discussion. Play the DVD clip, prepare questions for students to answer as they watch. Students do the activity in the student Multi-Rom. Teacher set up an Olympics event for students outside. In groups, students compete in different fun physical activities such as three legged race, passing a ball using only your necks, etc. The winning group gets a prize.

Resources Used

Key Vocabulary

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Recommended Resources Time Zones Student Book 4 (pages 28-29) Time Zones 4 Workbook (pages ) Time Zones 4 Presentation Tool Time Zones 4 DVD Time Zones 4 Multi-Rom

Assessment Video questionnaires is graded as classwork.

Notes

Period 18 20 21 Weeks 8-9

Objectives Overview

Lesson Plan

Resources Used Time Zones Student Book 4 (pages 24-27) Time Zones Student Book 4 (pages 24-27) Time Zones Student Book 4 (pages 24-27) Resources REVISION & TESTING Time Zones 2 Workbook (pages 14-15)

Key Vocabulary

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Unit Reflection