Unitatea de nvmnt

Colegiul Naional Militar Tudor Vladimirescu, Craiova

Disciplina: limba englez
Clasa: a IX-a (L1 2 ore sptmnal)
Manualul folosit: English, My Love
Profesor: Verona Popa Vizat responsabil comisie metodica:
Prof. Cristina Pretorian

Vizat director adjunct:

Prof. Zamfirica Petrescu

PROIECTUL UNITII DE NVARE NR: 1

LONDON

Detalieri de O.R. Activiti de nvare Timp Resurse Evaluare Obs.

coninut Materiale Procedurale
1.1 -ask students: Do you like to travel?, Have you travelled 50 -textbook -individual
-At the 1.3 recently?, How do you like to travel? -notebooks work -oral
Airport 2.1 -ask them what they know about airports and travelling by 26- -blackboard -lockstep practice
3.2 plane 30.09. -homework
4.3 -using the picture on page 6, reorder the sentences from ex. 2011
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, teacher-students,

student-student;

-Homework: - ex.VI/p8
-Around 1.1 -write on the blackboard the names of the sights in London 50 -textbook
London(I) 1.3 and ask students to match them with the pictures from their -notebooks -lockstep -oral
3.2 textbook (p. 9-10) 03- -blackboard -group work practice
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 4.2 -ask what do all those places have in common and if they can 07.10. -homework
4.3 guess the topic of the lesson 2011
-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 context and
explain/translate them
-make up sentences of their own using the new words from
the texts

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: ex.3/p11
- give students some sentences in the present tense, past 50 -book -pair work -oral
- Around 1.1 tense and present perfect tense 03- -handouts -lockstep practice
London(II) 1.3 -ask what differences they can see and if they can recognize 07.10. -notebooks -writing
3.2 any of the tenses 2011 -blackboard -homework
4.3 -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, teacher-students,

student-student;

-Homework: exercise II page 11

- The tower 1.1 -write on the blackboard the following table: 50 -textbook -lockstep -oral and
of London 1.3 What I know What I want to What Ive -notebooks -group work written
2.1 know learned 10- -blackboard practice
3.2 -in groups of four, the students try to write as much 14.10. -writing
4.2 information as possible for first two columns. Then the 2011 -homework
4.3 presenter of each group writes the answers on the blackboard
-read the paragraphs from ex.II/p12 and rearrange them in
2 / 15
 the right order while also checking the predictions from the
table
-solve ex.II.2/p13 write wh-questions for the answers
-fill in the last column of the chart with the information
learned

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework ex1/p13
-London by 1.1 -read the sentences from 1 to 9, from ex.I.1/p14 50 -textbook -individual -oral and
Day and by 1.3 -scan the text to find out if the sentences are true or false 10- -notebooks work written
Night 2.1 -solve ex.I.2/p17 answer the questions 14.10. -blackboard practice
3.2 -write two columns on the blackboard: 2011 -homework
4.2 Likes Dislikes
4.3 for each of the people from ex.II/p17
-read the texts and complete the tables

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: exIV/p17

-ROUN UP 1.1 -tell students to imagine that they are travelling to London as 50 -textbook -individual -oral
A Day in 1.3 part of a school exchange link. Om the plane they are doing a -notebooks work practice
London 2.1 quiz on London. Students answer the questions from ex.I/p18 17- -blackboard -group work -writing
3.2 (in groups of four) 21.10. -homework
4.2 -students get one point for every roght answer. The team that 2011
4.3 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, teacher-students,

student-student;

-Homework: exVII/p20

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 PROIECTUL UNITII DE NVARE NR: 2
HOBBIES

Detalieri de Resurse
O.R. Activiti de nvare Timp Evaluare Obs.
coninut Materiale Procedurale
-Escape 1.2 -write the word hobbies on the blackboard and the 50 -textbook -pair work -written
Routine 2.1 students think of some possible hobbies -notebooks -group practice
17-
2.2 -students answer the following questions: Do you have a 21.10.2011
-blackboard work -homework
3.1 hobby?, What is it?,Do you know anyone who has an -handouts -lockstep
3.4 unusual hobby?, What is it?
4.1 -point to the pictures in the textbook and ask students to
4.2 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 paragraph which show
why each person finds their hobby important
-answer the questions from ex.V.2/p23

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: ex. VI/p23

-Hooked 1.2 -ask students to read the excerpt from a newspaper article 50 -textbook -individual - oral and
on 2.1 from ex.I.1/p24. They have to guess which hobby it refers -notebooks work written
24-
2.2 to. The same word is needed to fill each space and there are 28.10.2011
-blackboard -lockstep evaluation
3.1 several clues in the text -handouts -homework
3.4 -tell the students that one of the pictures from the exercise
suggests the answer
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 -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, teacher-students,

student-student;

-Homework: exercise III.3 page 26

- 1.2 -ask students if they collect anything and what, and if it 50 -textbook -pair work -oral
Collections 2.2 was difficult to start -notebooks -group practice
24-
and 3.1 -show flashcards with the items from exII(having the name 28.10.2011
-blackboard work -writing
Collectors(I 3.4 of the object on the back) -handouts -individual -discussion
) 4.1 -in groups of five guess the names of the objects work
4.2 -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, teacher-students,

student-student;

-Homework: exercise III.2 page 28

-Collections 1.2 -ask students to read the text from ex.IV.1/p28, paying 50 -textbook -individual - oral and
and 2.2 attention to the words in bold -notebooks work written
31.10-
Collectors(I 3.1 -ask them if they can recognize the grammatical structures 04.11.2011
-blackboard -lockstep evaluation
I) 3.4 and how they are formed -handouts -homework
4.1 -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
5 / 15
 sooner
-solve ex.V.2/p29 combine the pairs of sentences in one
using the adverbs

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: exercise VI page 29

-Possessions 1.2 -bring a set of different objects(coins, books, watches) 50 -textbook -individual - written
2.1 and ask students to describe them -notebooks work evaluation
31.10-
2.2 -tell students to look at the REMEMBER box for help 04.11.2011
-blackboard -lockstep -homework
3.1 -write the following table on the blackboard: -handouts
3.4 smooth rough soft hard
4.1 -write the nouns in the appropriate column
4.2 -solve ex.II.2/p31 complete the sentence with an
appropriate adjective from ex.III.1/p31

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: exercise III.4 page 32

-ask students to read the titles from ex.I.1/p33. Then read

-ROUND UP
the article from ex.I.2/p33 and decide which title would be
Treasured
1.2 more appropriate -textbook -pair work -homework
Objects(I) 50
2.1 -translate the sentences from ex.II/p33 -notebooks -individual
2.2 -give students worksheets to practice the Simple Past 07.11.2011 -blackboard work
3.1 Perfect and the Past Perfect Continuous -worksheets
3.4
4.1 -Type of interaction: Student-teacher, teacher-students,
4.2 student-student;

-Homework exercise I.3 page 33

-ROUND 1.2 -ex.III/p34 complete the text with the appropriate time
UP 2.1 words and phrases from the box
Treasured 2.2 -tell students to look at the pictures from ex.VI.1/p35.
Objects(II) 3.1 Taking into consideration the title of the lesson, the topic of
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 3.4 the unit and the pictures, ask the students to guess what the
4.1 text from exVI.2/p35 is about.
4.2 -read to see how much of the prediction was true

-Type of interaction: Student-teacher, teacher-students,

student-student;

- Homework: Group the words from exercise VI.3 page 35

under the headings positive and negative (suggest
using a dictionary)

PROIECTUL UNITII DE NVARE NR: 3

MUSIC

Detalieri de O.R. Activiti de nvare Timp Resurse Evaluare Obs.

coninut Materiale Procedurale
-A Rock 1.3 - tell students to look at the pictures in the textbook 50
Concert 2.3 -ask students if they recognize the persons in the picture -textbook -lockstep -oral
3.3 what kind of music they play etc. 21- -notebooks -pair work practice
3.4 -the students have to think of as many types of music as 25.11. -blackboard
they can and of a singer/band for each gender. 2011
-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, teacher-students,

student-student;

-Homework: exercise II.3 page 37

-Here Today 1.1 -discuss the questions from ex.I/p39 50 -individual

Gone 1.3 -read the text from ex.II/p39 and answer the questions on -textbook work -oral
Tomorrow(I) 2.3 the text 21- -notebooks -pair work practice
3.3 -tell the students to look at the verbs in the text. Ask 25.11. -blackboard -writing
4.3 which ones express a future action and if they can 2011 -handouts -
. recognize the tenses discussion
-discuss the tenses which express future actions
7 / 15
 Type of interaction: Student-teacher, teacher-students,
student-student;

-Homework exercise III page 40

-Here Today 1.1 - give students worksheets on future tenses 50

Gone 1.3 -solve ex.VI/p41 put the verbs in the correct form -textbook -lockstep -oral
Tomorrow(II 2.3 -ask students to read the dialogue from ex.VII.1/p41, then 28.11- -notebooks -pair work practice
) 3.3 translate the dialogue 02.12. -blackboard -writing
4.3 2011 -handouts -
Type of interaction: Student-teacher, teacher-students, homework
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.
-The History 1.1 -ask students if they can see any connection between 50 -textbook -lockstep -oral
of Rock 1.3 music and clothes -notebooks -individual practice
Music 2.1 -discuss the fact that the clothes people wear can convey 28.11- -blackboard work -
2.3 certain feelings and attitudes towards life. Ask them to 02.12. homework
3.3 give examples 2011
3.4 -explain the notion of skimming, then ask students to
4.3 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, teacher-students,

student-student;

-Homework: exercise IV.1 page 44

-The Roots 1.1 -ex.II.1/p46 in groups read the magazine cuttings. Every 50 -textbook -group work -oral and
of Modern 1.3 group reads an article, discusses its main points with the -notebooks -individual written
Music(I) 2.1 members of the group and then the group presenter tells 05- -blackboard work practice
2.3 the other groups about the information in the article. The 09.12.
3.3 students take notes. 2011
3.4
8 / 15
 4.3 Type of interaction: Student-teacher, teacher-students,
student-student;

-The Roots 1.1 -ex.II.2/p47 match the statements with the four articles 50 -textbook -individual -oral and
of Modern 1.3 (A,B,C,D) -notebooks work written
Music(II) 2.1 -ask the students to think of appropriate titles for the 05- -blackboard -pair work practice
2.3 articles 09.12. -handouts -
3.3 -ex.4/p47 choose the conclusion for the articles 2011 homework
3.4 -students write a letter to their favourite singer asking for
4.3 an autographed photo

Type of interaction: Student-teacher, teacher-students,

student-student;

-Homework: exercise IV.1 page 47

-Music 1.1 -discuss the questions from ex.I/p48 50 -textbook -lockstep -oral
Mega-Mix(I) 1.3 -ask the students to read the fragment from ex.II.1/p48 -notebooks -pair work practice
2.1 and underline the elements of English slang 12- -blackboard -writing
2.3 -in pairs try to guess what they mean(if students have 16.12. -dictionary -
3.4 difficulties, suggest using the dictionary) 2011 discussion
4.3
Type of interaction: Student-teacher, teacher-students,
student-student;

-Homework: ask students to use the elements of slang in

sentences of their own
-Music 1.1 -read the text from ex.IV/p49 and supply the reporters 50 -textbook -lockstep -written
Mega- 1.3 questions where they are missing -notebooks -individual practice
Mix(II) 2.1 -ask students to read the text again and underline in the 12- -blackboard work -
2.3 text words or phrases by which the 3Ts express their 16.12. homework
3.4 likes, dislikes and enthusiasm 2011
4.3 -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)

9 / 15
 Type of interaction: Student-teacher, teacher-students,
student-student;

-Homework: exercise V.1 page 50(the third paragraph)

PROIECTUL UNITII DE NVARE NR: 4

FOOD

Detalieri O.R. Activiti de nvare Timp Resurse Evaluare Obs.

de coninut Materiale Procedurale
- Waynes 1.3. - give students matching worksheets: first of all DICE/ the 50
Half the 3.1. carrots into small pieces., When they are boiled Mash/ -worksheets -lockstep -oral
Man 3.4. the potatoes with a mixer., You must not forget to 16- -textbook -pair work practice
4.3. BAKE/the bread in a heated oven., At the end you 20.01. -notebooks -individual -
should GRATE/some cheese over the pasta. 2012 -blackboard work homework
-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
-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, teacher-students,

student-student;

Homework: exercise III.1 page 53

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-Fit for Life 1.2. - ask students what they know about healthy eating 50 -handouts -discussion
2.2. -discuss the main food groups -textbook -pair work -oral
2.3. -ask students to solve ex.III/p54 16- -notebooks -lockstep practice
3.1. -students solve ex.V.1/p55 while paying attention to the 20.01. -blackboard -individual -
useful language boxes. The dialogue will be acted out in 2012 work homework
class
-solve ex.V.2/p55 the students choose two topics from
each column(pair work)

Type of interaction: Student-teacher, teacher-students,

student-student;

Homework: exercise VI page 56

-Its a 1.2. -students read the text Unpleasant Situation and try to 50 -handouts -lockstep -oral
Bargain!(I) 1.3. answer the questions around the text -textbook -individual practice
2.3. -ask students to what the most questions refer to(nouns) 23- -notebooks work
3.4. -tell students to give the definition of the noun 27.01. -blackboard
-give students the main rules of forming the plural of nouns 2012
and ask them to give examples

Type of interaction: Student-teacher, teacher-students,

student-student;

-Its a 1.2. -explain uncountable nouns and their use with quantifiers 50 -handouts -lockstep -written
Bargain! 1.3. -draw students attention to the REMEMBER! Box -textbook -individual evaluation
(II) 2.3. -ask students to solve ex.III/p58 and IV/p58 23- -notebooks work -
3.4. -discuss possessive forms 27.01. -blackboard homework
-solve ex.V, VI/p59 2012

Type of interaction: Student-teacher, teacher-students,

student-student;

Homework: Compose sentences of your own using ten

possessive forms

11 / 15
-Picnic 1.2. -ask students to read the two texts and select the most 50 -textbook -individual -oral
Feast 2.2. suitable title for each -notebooks work evaluation
3.1. -check reading comprehension by asking students to solve 30.01- -blackboard -pair work -
3.1. ex.II.1/p60 03.02. -group work homework
4.3. -students read the sentences from ex.IV/p61 and choose the 2012
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
while the other tries to guess what the description refers to
(pair work)

Type of interaction: Student-teacher, teacher-students,

student-student;

Homework: exercise V.2 page 62

-ROUND 1.2. -ask students to solve, in groups of four, ex.I/p63 50 -textbook -individual -oral and
UP 2.2. -encourage students to find Romanian equivalents -notebooks work written
Cookery 3.1. whenever possible and help them to paraphrase when no 30.01- -blackboard -group work practice
book 3.1. equivalents exist 03.02. -handouts -
-discuss ex.IV.2/p64 using correct intonation 2012 discussion
-
Type of interaction: Student-teacher, teacher-students, homework
student-student;

Homework: exercise IV.3 page 64

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 PROIECTUL UNITII DE NVARE NR: 5
CINEMA

Detalieri de O.R. Activiti de nvare Timp Resurse Evaluare Obs.

coninut Materiale Procedurale
-Images 1.1. -students look at the picture from page 66. They have
2.1. to say what the girls face expresses. They can choose
2.3. from: shyness, surprise, joy, embarrassment, -tape -lockstep -reading
2.4. playfulness. They must explain their choice and give a -studentss -listening
2.5. title to the picture book -
4.1. -exercise II.1 page 66 in pairs, students read the text -pictures homework
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, teacher-students,

student-student

Homework: exercise IV.2 page 67

-Moving 2.1. -some sentences containing genitive apostrophe, are -studentss -lockstep -reading
images 2.3. written on the blackboard; book -pair work -
2.4. -students are supposed to make the difference between -workbook homework
2.5. genitive apostrophe used in the sentences written on -exercises
the blackboard. (example: This is Emilys room. That
is the boys room.)
-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, teacher-students,
student-student;
-homework: the students are given some sentences to
translate.

13 / 15
 Possessive 2.3 -some sentences containing possessive adjectives are -students -lockstep -exercises
adjectives 3.2 written on the blackboard book -pair work -
4.2 -students are asked the following question: How do -workbook homework
you say these sentences in your language? -
discussion
-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, teacher-students,
student-student;

PROIECTUL UNITII DE NVARE NR: 8

SPORTS
Detalieri de O.R. Activiti de nvare Timp Resurse Evaluare Obs
coninut Materiale Procedurale .
Ready, 1.1 -the teacher asks the students: what sports do you enjoy -tape
steady, go! 2.1 practicing/watching?, Do you ever go in for competitions or 50 -pictures -lockstep -listening
2.3 championships? Do you know anyone who goes in for an -students -pair work -speaking
3.2 unusual kind of sport? book -writing
4.2 -students look at the list on page 111 and identify the 21-
activities which they would regard as sports. 25.05.
-discussion on persuading and making excuses 2012
-exercise IV page 112-fill each gap with the suitable verb
from the box
Type of interaction: Student-teacher, teacher-students,
student-student.

14 / 15
-The 1.1. -the teacher and the students discuss the topic :the Olympic -tape -individu-al
Olympic 2.1. Games Students work
Games 2.3. -exercise II page 114 fill in the gaps with a suitable word 50 Book -group work -listening
2.5. from the list -flipchart -writing
4.1. -debating and discussing exercise V.1 page 115 sheets -speaking
21- -home-
Type of interaction: teacher-students, students-teacher, 25.05. work
student-student 2012
-homework: exercise III page 114
-If only I 2.1. - The teacher gives the students handouts with a song. The -individu-al -speaking
could 2.2. teacher tells the students to watch a short video and pay 50 -students work -writing
3.1. attention to the type of sentences and verbs. book -pair work -
4.1. The teacher asks: Do you like the song?, What would you - -group work exercises
do with a million dollars?, What type of sentences can you 28.05- worksheet
notice in the text? How do you know?, Give me some 01.06. s
examples of verbs. 2012
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, students-teacher,
student-student
-homework: exercise 5 on the worksheet

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