Topic 2. Read the beginning of the story and create your continuation. 5 страница

LESSON: Module 2 Lesson 3

School:

Date:

Teacher name:

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Lesson objectives

All learners will be able to:

use some target structures correctly in receptive and productive tasks

Most learners will be able to:

use a range of target structures correctly in receptive and productive tasks

Some learners will be able to:

use a range of target structures correctly in receptive and productive tasks and give more expansive examples

‘can/ can’t’ and ‘am able to’ structures

Plan

Planned activities

Excel
Resources

Elicit from learners to board different ways we can talk about ability in English [present and past]

Main activities

UE13

UE13

To present can/could, be able to 

Say and write on the board: I could read when I was six. Explain that we use could to express ability in the past. Say then write on the board I was able to finish my homework early yesterday. Explain that we use was able to to express ability in the past in a particular situation.     

Ss close their books. Say and write on the board: I can speak French. Underline can and explain that we use can to express ability in the present.     

Ss open their books. Read the table aloud. Then elicit the Kazakhstani equivalents for the examples

To practise can/could, be able to      

Explain the task. Ss complete the task.

Check Ss’ answers.

To practise can/could, be able to using personal examples 

Explain the task and allow Ss some time to complete it.      

Say, then write on the board: I couldn’t play the guitar when I was five. I couldn’t find my hat this morning. Elicit/Explain that couldn’t expresses lack of ability in the past both generally and in a particular situation.     

Check Ss’ answers around the class.

To present used to and practise talking about past habits

Read the examples in the table aloud and elicit the L1 equivalents from various Ss around the class.

To present time words

Read the examples aloud and elicit the L1 equivalents from Ss around the class.

To practise the future use of the present simple 

Give Ss time to complete the task, then check Ss’ answers.

Allow learners to exit class when they can give one true sentence about themselves using an item of today’s target language.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor and support less able learners in sentence writing tasks and highlight where they should self-correct

monitor learners’ answers in sentence production tasks and use a range of correction techniques

cross-curricular links: languages

[contrasts with L1]

challenge more able learners to correct other learners’ sentences written on the board

LESSON: Module 2 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C6 C10 UE3 UE12

Lesson objectives

All learners will be able to:

use some target language to correctly describe some features of people, objects, places and activities with support

Most learners will be able to:

use a range of target language to correctly describe some features of people, objects, places and activities with support

Some learners will be able to:

use some target language to correctly describe a range of features of people, objects, places and activities with little support

a range of types of adjective used before nouns and some adverbs used to qualify adjectives e.g. very

Plan

Planned activities

Excel
Resources

To generate interest in the lesson

Ask learners to write a sentence about something they own using 6 adjectives in front the object [noun]

Explain that part of the lesson today will be about the correct order of adjectives in such sentences

Main activities

UE3

UE3

UE3

UE12

To present and practise adjectives and order of adjectives 

Ss’ books closed. Explain/Elicit that adjectives describe nouns and go before nouns. They can be used alone, after the verb to be or after verbs such as look, smell, sound, feel, taste etc. They have the same form in the singular and plural. Explain that opinion adjectives (nice, beautiful, ugly, etc) go before fact adjectives (big, old, glass, etc). Write the following examples on the board: a) a pretty young girl, b) an ugly old man. Elicit which is the fact/opinion adjective in each example (opinion = pretty, ugly; fact = young, old).      

Ss open their books. Go through the theory box and draw Ss’ attention to the table. Explain that when there are two or more fact adjectives in a sentence they go in the order shown. Also, point out that we do not usually have a long list of adjectives before a noun – three is usually the most.      

Explain the task. Ss complete it. Check Ss answers

To present and practise adjectives with -ing/-ed endings 

Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something.      

Explain the task. Ss complete the task. Check Ss’ answers.

To present and practise adjectives with -ing/-ed endings 

Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something.      

Explain the task. Ss complete the task. Check Ss’ answers.

To present and practise adverbs of degree (quite – rather) 

Go through the theory box for quite – rather with the Ss. Elicit further examples from the class.       

Ss complete the exercises.      

Check Ss’ answers.

Play in teams. Point to an object/person in the class. The other team has to use two adjectives to describe it. Each correct answer gets one point. The team with the most points is the winner.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups during controlled tasks and provide further modelling support use a narrower range of questions and prompts in whole class elicitation and feedback activities to engage less able learners

monitor learners’ answers in sentence production tasks and use a range of correction techniques

cross-curricular links: languages

[contrasts with L1]

provide more able learners with the challenge of coming up with a way to remember the difference in use of -ed and -ing adjectives

LESSON: Module 2 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C6 C10 R1 R2 S1 S3

Lesson objectives

All learners will be able to:

identify some of the main ideas and specific information correctly in text and use some target vocabulary correctly in response to prompts

Most learners will be able to:

identify most of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts

Some learners will be able to:

identify all of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts

basic vocabulary relating to computer hardware and programme commands

Plan

Planned activities

Excel
Resources

To introduce new vocabulary about computers 

• Read out the list of actions and draw Ss’ attention to the labelled pictures.     

• Explain the task and read out the example.      

• Ss complete the task.     

• Check Ss’ answers around the class.

To predict the content of a text 

Ask Ss to read the title and the first paragraph in the text and elicit Ss’ guesses as to what the text is about.      

Play the recording. Ss listen and follow the text in their books and find out.

To read for specific information     

Allow Ss some time to read the text and answer the questions.          

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.           

Check Ss’ answers.

To consolidate and expand on information in a text     

•  Give Ss time to formulate their answers to the question in the rubric and write them down.             

• Ss share their answers with their partner, then ask some Ss to share their answers with the rest of the class.

Video

To personalise the topic

• Explain the task. Allow Ss time to work in closed pairs, and fill in information under the different headings given in the rubric.           

• Monitor the activity around the class.            

• Ss present their answers to the class.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

encourage less able learners to scan text and locate area of text where answers might be located and to compare this with other learners

use thumbs up and down and follow-up question technique to check comprehension answers

ICT links: computer science

challenge more able learners to give more expansive answers in response to each category in final task

monitor accuracy of language use in final presentation task and note errors for whole class feedback

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