Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 1

LONDON
Detalieri de coninut
-At the Airport

O.R.
1.1
1.3
2.1
3.2
4.3

Activiti de nvare

Timp

-ask students: Do you like to travel?, Have you

travelled recently?, How do you like to travel?
-ask them what they know about airports and
travelling by plane
-using the picture on page 6, reorder the sentences
from ex. 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

50
2630.09.
2011

Resurse
Materiale
Procedurale
-textbook
-individual
-notebooks
work
-blackboard -lockstep

Evaluare
-oral
practice
-homework

Type of interaction: Student-teacher, teacherstudents, student-student;

-Around London(I)

1.1
1.3
3.2
4.2
4.3

-Homework: - ex.VI/p8
-write on the blackboard the names of the sights in
London and ask students to match them with the
pictures from their textbook (p. 9-10)
-ask what do all those places have in common and if
they can guess the topic of the lesson
-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
1

50
0307.10.
2011

-textbook
-notebooks
-blackboard

-lockstep
-group work

-oral
practice
-homework

Obs.

from context and explain/translate them

-make up sentences of their own using the new
words from the texts
Type of interaction: Student-teacher, teacherstudents, student-student;

- Around London(II)

1.1
1.3
3.2
4.3

-Homework: ex.3/p11
- give students some sentences in the present tense,
past tense and present perfect tense
-ask what differences they can see and if they can
recognize any of the tenses
-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

50
0307.10.
2011

-book
-handouts
-notebooks
-blackboard

-pair work
-lockstep

-oral
practice
-writing
-homework

50

-textbook
-notebooks
-blackboard

-lockstep
-group work

-oral and
written
practice
-writing
-homework

Type of interaction: Student-teacher, teacherstudents, student-student;

- The tower of
London

1.1
1.3
2.1
3.2
4.2
4.3

-Homework: exercise II page 11

-write on the blackboard the following table:
What I know What I want to
What Ive
know
learned
-in groups of four, the students try to write as much
information as possible for first two columns. Then
the presenter of each group writes the answers on
the blackboard
-read the paragraphs from ex.II/p12 and rearrange
them in the right order while also checking the
predictions from the table
-solve ex.II.2/p13 write wh-questions for the
answers
2

1014.10.
2011

-fill in the last column of the chart with the

information learned
Type of interaction: Student-teacher, teacherstudents, student-student;
-London by Day and 1.1
1.3
by Night
2.1
3.2
4.2
4.3

-Homework ex1/p13
-read the sentences from 1 to 9, from ex.I.1/p14
-scan the text to find out if the sentences are true or
false
-solve ex.I.2/p17 answer the questions
-write two columns on the blackboard:
Likes
Dislikes
for each of the people from ex.II/p17
-read the texts and complete the tables

50
1014.10.
2011

-textbook
-notebooks
-blackboard

-individual
work

-oral and
written
practice
-homework

50

-textbook
-notebooks
-blackboard

-individual
work
-group work

-oral
practice
-writing
-homework

Type of interaction: Student-teacher, teacherstudents, student-student;

-Homework: exIV/p17
-ROUN UP
A Day in London

1.1
1.3
2.1
3.2
4.2
4.3

-tell students to imagine that they are travelling to

London as part of a school exchange link. Om the
plane they are doing a quiz on London. Students
answer the questions from ex.I/p18 (in groups of
four)
-students get one point for every roght answer. The
team that 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, teacherstudents, student-student;
-Homework: exVII/p20
3

1721.10.
2011

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 2

HOBBIES
Detalieri de coninut

O.R.

Activiti de nvare

Timp

Resurse
MAteriale

-Escape Routine

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-write the word hobbies on the blackboard

and the students think of some possible hobbies
-students answer the following questions: Do
you have a hobby?, What is it?,Do you
know anyone who has an unusual hobby?,
What is it?
-point to the pictures in the textbook and ask
students to 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
4

50

-textbook
-notebooks
17-blackboard
21.10. -handouts
2011

Evaluare

Procedura
le
-pair work
-group
work
-lockstep

-written
practice
-homework

Obs.

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, teacherstudents, student-student;
-Homework: exVI/p23
-Hooked on

1.2
2.1
2.2
3.1
3.4

-ask students to read the excerpt from a

newspaper article from ex.I.1/p24. They have
to guess which hobby it refers to. The same
word is needed to fill each space and there are
several clues in the text
-tell the students that one of the pictures from
the exercise suggests the answer
-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, teacherstudents, student-student;
-Homework: exercise III.3 page 26

50

-textbook
-notebooks
24-blackboard
28.10. -handouts
2011

-individual
work
-lockstep

- oral and
written
evaluation
-homework

- Collections and
Collectors(I)

1.2
2.2
3.1
3.4
4.1
4.2

-ask students if they collect anything and what,

and if it was difficult to start
-show flashcards with the items from
exII(having the name of the object on the back)
-in groups of five guess the names of the
objects
-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, teacherstudents, student-student;
-Homework: exercise III.2 page 28

50

-textbook
-notebooks
24-blackboard
28.10. -handouts
2011

-pair work
-group
work
-individual
work

-oral
practice
-writing
-discussion

-Collections and
Collectors(II)

1.2
2.2
3.1
3.4
4.1

-ask students to read the text from ex.IV.1/p28,

paying attention to the words in bold
-ask them if they can recognize the
grammatical structures and how they are
formed
-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 sooner
-solve ex.V.2/p29 combine the pairs of
sentences in one using the adverbs

50

-textbook
-notebooks
31.10- -blackboard
04.11. -handouts
2011

-individual
work
-lockstep

- oral and
written
evaluation
-homework

50

-individual
work
-lockstep

- written
evaluation
-homework

Type of interaction: Student-teacher, teacherstudents, student-student;

-Possessions

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-Homework: exercise VI page 29

-bring a set of different objects(coins, books,
watches) and ask students to describe them
-tell students to look at the REMEMBER box
for help
-write the following table on the blackboard:
smooth
rough
soft
hard
-write the nouns in the appropriate column
-solve ex.II.2/p31 complete the sentence with
an appropriate adjective from ex.III.1/p31
Type of interaction: Student-teacher, teacherstudents, student-student;
-Homework: exercise III.4 page 32

-textbook
-notebooks
31.10- -blackboard
04.11. -handouts
2011

-ROUND UP
Treasured Objects(I)

1.2
2.1
2.2
3.1
3.4
4.1
4.2

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

Then read the article from ex.I.2/p33 and
decide which title would be more appropriate
-translate the sentences from ex.II/p33
-give students worksheets to practice the
Simple Past Perfect and the Past Perfect
Continuous
-Type of interaction: Student-teacher, teacherstudents, student-student;
-Homework exercise I.3 page 33

-ROUND UP
Treasured Objects(II)

1.2
2.1
2.2
3.1
3.4
4.1
4.2

-ex.III/p34 complete the text with the

appropriate time words and phrases from the
box
-tell students to look at the pictures from
ex.VI.1/p35. Taking into consideration the title
of the lesson, the topic of the unit and the
pictures, ask the students to guess what the text
from exVI.2/p35 is about.
-read to see how much of the prediction was
true
-Type of interaction: Student-teacher, teacherstudents, student-student;
- Homework: Group the words from exercise
VI.3 page 35 under the headings positive
and negative (suggest using a dictionary)

50

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-notebooks
07.11. -blackboard
2011 -worksheets

-pair work
-individual
work

-homework

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 3

MUSIC
Detalieri de coninut
-A Rock Concert

O.R.
1.3
2.3
3.3
3.4

Activiti de nvare
- tell students to look at the pictures in the
textbook
-ask students if they recognize the persons in
the picture what kind of music they play etc.
-the students have to think of as many types
of music as they can and of a singer/band for
each gender.
-ex.II.4.a/p37 tell students to make a list of
five of their favourite singers or bands.
-ex.II.4.b/p37

Timp

Resurse
Materiale
Procedurale

Evaluare

50
2125.11.
2011

-textbook
-notebooks
-blackboard

-lockstep
-pair work

-oral
practice

-Type of interaction: Student-teacher, teacherstudents, student-student;

-Homework: exercise II.3 page 37
-Here Today Gone
Tomorrow(I)

1.1
1.3
2.3
3.3
4.3
.

-discuss the questions from ex.I/p39

-read the text from ex.II/p39 and answer the
questions on the text
-tell the students to look at the verbs in the
text. Ask which ones express a future action
and if they can recognize the tenses
-discuss the tenses which express future
actions
9

50
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2011

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-handouts

-individual
work
-pair work

-oral
practice
-writing
discussion

Obs.

Type of interaction: Student-teacher, teacherstudents, student-student;

-Homework exercise III page 40
-Here Today Gone
Tomorrow(II)

1.1
1.3
2.3
3.3
4.3

- give students worksheets on future tenses

-solve ex.VI/p41 put the verbs in the correct
form
-ask students to read the dialogue from
ex.VII.1/p41, then translate the dialogue

50
-textbook
28.11- -notebooks
02.12. -blackboard
2011 -handouts

-lockstep
-pair work

-oral
practice
-writing
homework

-lockstep
-individual
work

-oral
practice
homework

Type of interaction: Student-teacher, teacherstudents, student-student;

-The History of Rock

Music

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-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.
-ask students if they can see any connection
between music and clothes
-discuss the fact that the clothes people wear
can convey certain feelings and attitudes
towards life. Ask them to give examples
-explain the notion of skimming, then ask
students to 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, teacherstudents, student-student;
-Homework: exercise IV.1 page 44
10

50

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02.12.
2011

-The Roots of Modern

Music(I)

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-ex.II.1/p46 in groups read the magazine

cuttings. Every group reads an article,
discusses its main points with the members of
the group and then the group presenter tells
the other groups about the information in the
article. The students take notes.

50

-group work
-individual
work

-oral and
written
practice

50

-individual
work
-pair work

-oral and
written
practice
homework

50

-lockstep
-pair work

-oral
practice
-writing
discussion

0509.12.
2011

-textbook
-notebooks
-blackboard

Type of interaction: Student-teacher, teacherstudents, student-student;

-The Roots of Modern
Music(II)

1.1
1.3
2.1
2.3
3.3
3.4
4.3

-ex.II.2/p47 match the statements with the

four articles (A,B,C,D)
-ask the students to think of appropriate titles
for the articles
-ex.4/p47 choose the conclusion for the
articles
-students write a letter to their favourite
singer asking for an autographed photo

-textbook
-notebooks
05-blackboard
09.12. -handouts
2011

Type of interaction: Student-teacher, teacherstudents, student-student;

-Music Mega-Mix(I)

1.1
1.3
2.1
2.3
3.4
4.3

-Homework: exercise IV.1 page 47

-discuss the questions from ex.I/p48
-ask the students to read the fragment from
ex.II.1/p48 and underline the elements of
English slang
-in pairs try to guess what they mean(if
students have difficulties, suggest using the
dictionary)
Type of interaction: Student-teacher, teacherstudents, student-student;
-Homework: ask students to use the elements
of slang in sentences of their own
11

-textbook
-notebooks
12-blackboard
16.12. -dictionary
2011

-Music Mega-Mix(II)

1.1
1.3
2.1
2.3
3.4
4.3

-read the text from ex.IV/p49 and supply the

reporters questions where they are missing
-ask students to read the text again and
underline in the text words or phrases by
which the 3Ts express their likes, dislikes and
enthusiasm
-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)
Type of interaction: Student-teacher, teacherstudents, student-student;
-Homework: exercise V.1 page 50(the third
paragraph)

12

50
1216.12.
2011

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work

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practice
homework

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 4

FOOD

Detalieri de coninut

O.R.

- Waynes Half the Man 1.3.

3.1.
3.4.
4.3.

Activiti de nvare

Timp

- give students matching worksheets: first of

all DICE/ the carrots into small pieces.,
When they are boiled Mash/ the potatoes with
a mixer., You must not forget to BAKE/the
bread in a heated oven., At the end you
should GRATE/some cheese over the pasta.
-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
13

50

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Materiale
Procedurale

-worksheets
16-textbook
20.01. -notebooks
2012 -blackboard

-lockstep
-pair work
-individual
work

Evaluare

-oral
practice
homework

Obs.

-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, teacherstudents, student-student;
Homework: exercise III.1 page 53
-Fit for Life

1.2.
2.2.
2.3.
3.1.

- ask students what they know about healthy

eating
-discuss the main food groups
-ask students to solve ex.III/p54
-students solve ex.V.1/p55 while paying
attention to the useful language boxes. The
dialogue will be acted out in class
-solve ex.V.2/p55 the students choose two
topics from each column(pair work)
Type of interaction: Student-teacher, teacherstudents, student-student;
Homework: exercise VI page 56

14

50

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-textbook
16-notebooks
20.01. -blackboard
2012

discussion
-pair work
-lockstep
-individual
work

-oral
practice
homework

-Its a Bargain!(I)

1.2.
1.3.
2.3.
3.4.

-students read the text Unpleasant Situation

and try to answer the questions around the text
-ask students to what the most questions refer
to(nouns)
-tell students to give the definition of the noun
-give students the main rules of forming the
plural of nouns and ask them to give examples

50

-handouts
-textbook
23-notebooks
27.01. -blackboard
2012

-lockstep
-oral
-individual practice
work

50

-lockstep
-written
-individual evaluation
work
homework

50

-individual
work
-pair work
-group
work

Type of interaction: Student-teacher, teacherstudents, student-student;

-Its a Bargain!(II)

1.2.
1.3.
2.3.
3.4.

-explain uncountable nouns and their use with

quantifiers
-draw students attention to the REMEMBER!
Box
-ask students to solve ex.III/p58 and IV/p58
-discuss possessive forms
-solve ex.V, VI/p59

-handouts
-textbook
23-notebooks
27.01. -blackboard
2012

Type of interaction: Student-teacher, teacherstudents, student-student;

Homework: Compose sentences of your own
using ten possessive forms
-Picnic Feast

1.2.
2.2.
3.1.
3.1.
4.3.

-ask students to read the two texts and select

the most suitable title for each
-check reading comprehension by asking
students to solve ex.II.1/p60
-students read the sentences from ex.IV/p61
and choose the 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
15

-textbook
-notebooks
30.01- -blackboard
03.02.
2012

-oral
evaluation
homework

while the other tries to guess what the

description refers to (pair work)
Type of interaction: Student-teacher, teacherstudents, student-student;
Homework: exercise V.2 page 62
-ROUND UP
Cookery book

1.2.
2.2.
3.1.
3.1.

-ask students to solve, in groups of four,

50
-textbook
ex.I/p63
-notebooks
-encourage students to find Romanian
30.01- -blackboard
equivalents whenever possible and help them to 03.02.
-handouts
paraphrase when no equivalents exist
2012
-discuss ex.IV.2/p64 using correct intonation
Type of interaction: Student-teacher, teacherstudents, student-student;
Homework: exercise IV.3 page 64

16

-individual
work
-group
work

-oral and
written
practice
discussion
homework

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 5

CINEMA
Detalieri de coninut O.R.
-Images

1.1.
2.1.
2.3.
2.4.
2.5.
4.1.

Activiti de nvare
-students look at the picture from page 66.
They have to say what the girls face
expresses. They can choose from: shyness,
surprise, joy, embarrassment, playfulness.
They must explain their choice and give a title
to the picture
-exercise II.1 page 66 in pairs, students read
the text 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

Timp

Resurse
Materiale
Procedurale

Evaluare

-tape
-studentss
book
-pictures

-lockstep

-reading
-listening
homework

-studentss
book
-workbook

-lockstep
-pair work

-reading
homework
-exercises

Type of interaction: Student-teacher, teacherstudents, student-student

-Moving images

2.1.
2.3.
2.4.
2.5.

Homework: exercise IV.2 page 67

-some sentences containing genitive
apostrophe, are written on the blackboard;
-students are supposed to make the difference
between genitive apostrophe used in the
sentences written on the blackboard.
(example: This is Emilys room. That is the
17

Obs.

Possessive adjectives

2.3
3.2
4.2

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, teacherstudents, student-student;
-homework: the students are given some
sentences to translate.
-some sentences containing possessive
adjectives are written on the blackboard
-students are asked the following question:
How do you say these sentences in your
language?
-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, teacherstudents, student-student;

18

-students
book
-workbook

-lockstep
-pair work

-exercises
homework
discussion

Manual: ENGLISH MY LOVE

CLASA A IX-A C / 2 ore pe sapt./ L2

PROIECTUL UNITII DE NVARE NR: 8

SPORTS
Detalieri de coninut

Ready, steady, go!

O.R.

Activiti de nvare

1.1
2.1
2.3
3.2
4.2

-the teacher asks the students: what sports do you

enjoy practicing/watching?, Do you ever go in for
competitions or championships? Do you know
anyone who goes in for an unusual kind of sport?
-students look at the list on page 111 and identify
the activities which they would regard as sports.
-discussion on persuading and making excuses
-exercise IV page 112-fill each gap with the
suitable verb from the box

Timp

50

Resurse
Materiale Procedurale
-tape
-pictures
-lockstep
-students -pair work
book

Evaluare

-listening
-speaking
-writing

2125.05.
2012

Type of interaction: Student-teacher, teacherstudents, student-student.

-The Olympic Games

1.1.
2.1.
2.3.
2.5.
4.1.

-the teacher and the students discuss the topic :the

Olympic Games
-exercise II page 114 fill in the gaps with a
suitable word from the list
-debating and discussing exercise V.1 page 115
Type of interaction: teacher-students, studentsteacher, student-student
-homework: exercise III page 114

19

50
2125.05.
2012

-tape
Students
Book
-flipchart
sheets

-individual work
-group
work

-listening
-writing
-speaking
-homework

Obs
.

-If only I could

2.1.
2.2.
3.1.
4.1.

- The teacher gives the students handouts with a

song. The teacher tells the students to watch a
50
-students
short video and pay attention to the type of
book
sentences and verbs.
The teacher asks: Do you like the song?, What
28.05- worksheet
would you do with a million dollars?, What type 01.06. s
of sentences can you notice in the text? How do
2012
you know?, Give me some examples of verbs.
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, studentsteacher, student-student
-homework: exercise 5 on the worksheet

20

-individual work
-pair work
-group
work

-speaking
-writing
exercises