materials: top notch 1 a - Ibeu

FLEX 5 PRODUCTIVE SYLLABUS AT THE END OF IBEU FLEX (1 – 8) LEARNERS WILL BE ABLE TO...  Carry on short dialogues in English, related to self and personal experiences.  Demonstrate the ability to carry out various listening tasks when exposed to short pedagogical and authentic texts.  Follow instructions in English and use basic classroom language to communicate with peers and teacher.

 Demonstrate comprehension of short pedagogical and authentic written texts through the application of various reading strategies.  Complete and write short paragraphs in English.  Recognize distinctive features in relation to verb tenses, auxiliary verbs and pronouns.  Demonstrate familiarity with cultural aspects related to American holidays and celebrations.

MATERIALS: TOP NOTCH 1 A (WITH WORKBOOK) UNITS 1-2 - T.N.1 COPY AND GO - T. N. 1 PDF FILES - T. N. 1 VIDEO WORKSHEETS - T.N.1 WEBSITE Communicative Aims

Grammar / Structure

Exchange personal information

The verb be:

Clarify and confirm information

Contractions

Offer to introduce someone Introduce someone Shift to informality

Yes / no questions Information questions Possessive nouns and adjectives Further explanation of usage and form: be

Materials / Resources

Reading / Writing

Reading: Books: Short introductions of people  Workbook: unit 1 who travel for their jobs  Copy and Go: activities 1, 2, 3 and 4 + Stand up Student descriptions Activity 1 page 83 (Getting Acquainted) Writing Introduce a classmate. Introduce yourself. Describe what different professionals do in their jobs.

Further explanation of form: possessive adjectives

Smart Classroom Activities: See separate handout 

Top Notch Website: Unit 1

http://wps.pearsonlongman.com/topnotch1/0,11258,2649579-,00.html

Video: Top Notch TV 1 “ Introduce me”  (01:30) Scene 1 (with Activity Worksheet page 27)  (04:16) Scene 2 (with Activity Worksheet page 28) Flex 5 Folder: Do as many activities as your students need and time allows

CONTINUED

IBEU FLEX 5 PRODUCTIVE SYLLABUS Communicative Aims Offer, accept, and decline invitations Talk about likes and dislikes Ask for and give directions

Grammar / Structure The verb be: Questions with When, What time, and Where Contractions Prepositions of time and place: on, in, at Grammar Booster Further explanation of usage: prepositions of time and place

Reading / Writing Reading Newspaper entertainment listings Arts festival website People's descriptions of their musical tastes Music survey Writing Describe your own musical tastes

Materials / Resources Books:  Workbook: Unit 2  Copy and Go: activities 5, 6, 7, and 8 + Stand Up Activity 2 page 84 (Going Out) Smart Classroom Activities:  Top Notch Website: Unit 2 http://wps.pearsonlongman.com/topnotch1/0,11258,2649607-,00.html

Video: Top Notch TV 1 “ There’s a great movie playing at the Glenwood”.  (06:32) Scene One (with Activity Worksheet page 29)  (09:24) Scene Two (with Activity Worksheet page 30  (11:17) Interview: Are you a music fan? (with Activity Worksheet page 31)  Song: Going Out  (12:49)Sing-along  (15:25) Karaoke Flex 5 Folder: Do as many of the activities as your students need and time allows.

C 0O N T I N U E D

IBEU FLEX 5 PRODUCTIVE SYLLABUS PRODUCTIVE VOCABULARY: UNIT 1: Hi, my name’s / I’m Everyone calls me __. Good morning / afternoon / evening / night. What do you do? I’m a __. And you? How about you? ___, This is ___. Nice / Good / Pleasure to meet you.. Let me introduce you to __. That’s ___ over there. It was nice meeting you. Bye / goodbye / see you later. Take it easy. Take care. What’s this called in English? That’s right. How do you say __ in English? Could you repeat that, please? I’m sorry. That’s OK. Sure. How do you spell ___. Thanks / Thank you. As a matter of fact. Those are ___. Who’s that? Come, I’ll introduce you. I’d like you to meet ___. Where’s s/he from? How old are you? They? Could you say that louder / again, please?

UNIT 2: Do you want to see a play/ concert / movie? That’s not for me. I’m not really a ___ fan. What about ___? That’s more my style. There’s a show at ___. That’s past my bedtime. No problem. Perfect! See you then. Are you free on ___? Really? I’d love to go. I’d love to go, but I’m busy. Can I take a rain check? What time? Too bad. Maybe some other time. When’s the concert / play / movie? What time’s the show / exhibit? Excuse me, I’m looking for ___. That’s right around the corner. I’m sorry, I’m not from around here. Thanks anyway.

IBEU Flex 5 Vocabulary List: across the street actress address around the corner art exhibit artist at athlete basketball player bedtime between business chef class classical music come computer programmer concert

corner daughter decline directions down the street early e-mail address entertainment event family name fan favorite first name flight attendant free from get to know given name

go graphic designer he her hip-hop music his hometown how old I interpreter introduce invitation it its Jazz language last name Latin music

left location married meet men Miss movie Mr. Mrs. Ms. museum my nationality nickname occupation on on the corner on the left side

on the right side our photographer pilot play (n.) pop music R&B music rap music right rock she side singer single speak spell stapler student

study talk teacher theater their they time title travel us we what where who wife women you your

IBEU FLEX 5 PRODUCTIVE SYLLABUS NOTES:

* show and explain the oral rubrics to your students to help them become aware of what to do to improve their oral performance. ●

The Flex 5 PDF Folder will be available both as a hardcopy booklet and as a PDF file on the desktop in the teachers' lounge computers. The same material is available on the CD-ROM that comes with your copy of the Teacher's Edition and Lesson Planner. ● Each branch has a copy of the Top Notch TV booklet, which contains suggestions for using the material, as well as the transcripts of each segment, and worksheets to be photocopied and used with your students. ● This is a tentative schedule. Please feel free to move along with the units according to your students' needs. ● Your feedback is important to help us create a realistic schedule, according to what your students really need and are likely to produce. Please contact Marcinha Pedrosa (3816-9467 or [email protected]) for comments, suggestions, ideas, concerns, feedback, etc. MMPSFS/mmpsfs

12/06