Topic 2. Read the beginning of the story and create your continuation. 13 страница
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
MODULE 4
Lesson plan
| LESSON: Module 4 Lesson 4 Geographical features | School: | |||||
| Date: | Teacher name: | |||||
| CLASS: | Number present: | absent: | ||||
| Learning objectives(s) that this lesson is contributing to | 7.L4 understand with limited support the main points of extended talk on a range of general and curricular topics 7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
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| Lesson objectives | All learners will be able to: | |||||
| Learn words for geographical features. • Listen to a conversation about a dangerous journey. • Listen for general meaning and specific details. with support | ||||||
| Most learners will be able to: | ||||||
| Learn words for geographical features. • Listen to a conversation about a dangerous journey. • Listen for general meaning and specific details. • Write about places in your country. with support
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| Some learners will be able to: | ||||||
| Learn words for geographical features. • Listen to a conversation about a dangerous journey. • Listen for general meaning and specific details. • Write about places in your country.with little support | ||||||
| Previous learning | basic vocabulary relating to theme of space and solar system and exploration | |||||
| Plan | ||||||
| Planned timings | Planned activities |
| Teacher Notes | |||
| Beginning the lesson | Warm-up (2 minutes) • With books closed, ask students if there are any famous mountains, lakes or rivers in their country. |
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Main Activities
| Exercise 1 $ 2.04 • Students check the meaning of the words in the box if necessary, then use them to complete the place names. • Play the CD for students to check their answers. • Model and drill the pronunciation of any words that are new to students. ANSWERS 2 Lake 7 Desert 3 Pole 8 Falls 4 Mountains 9 Sea 5 Forest 10 Ocean 6 River Exercise 2 • Do the first sentence with the class as an example.
• Students work in pairs to complete the sentences. In a weaker class, you could offer support by giving the first letter of the answer each time. In a stronger class, if there are any questions they do not know, refer them to reference material or the internet to find out the answers. ANSWERS 1 mountains 4 Ocean 2 Desert 5 Sea 3 Pole 6 river / forest Exercise 3 $ 2.05 Tapescript page 150 • Explain to students that they are going to listen to a conversation between two girls about a daring adventure. • Tell students to read all the options before they listen. ANSWER Exercise 4 $ 2.05 • Explain to students that they are now going to listen again more carefully for more specific details. • Allow students time to read through the questions and all the options. In a stronger class, encourage students to choose answers from memory before you play the CD. ANSWERS 1 c 2 b 3 b 4 c 5 a Exercise 5 • Students write clues about geographical features. Encourage students to describe them accurately but not to reveal their identity, so that their partner has to guess. | ||||||||||
| • While students are testing each other, walk around the room, monitoring for accuracy. • Ask some students to read their clues out for the class to guess. ANSWERS Students’ own answers. | |||||||||||
| Ending the lesson | Check Ss’ answers around 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 | |||||||||
| provide more prompted support through questioning for less able learners in whole class plenary | assess learner comprehension of text through follow-up questioning | cross curricular links: history [Kazakhstan’s place in space history] | |||||||||
| as an extension task challenge more able learners to think of three possible different titles for the passage and compare with other groups
| assess learner ability to mark stress on polysyllabic new words from the lesson. | ||||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
MODULE 4
Lesson plan
| LESSON: Module 4 Lesson 5 Past Continuous: questions | School: | ||||||
| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 7.UE10 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics | ||||||
| Lesson objectives | All learners will be able to: | ||||||
| Learn the question forms of the past continuous. • Write questions using the past continuous. • Learn the rules for using the past simple and past continuous. • Practise using the past simple and past continuous.with support | |||||||
| Most learners will be able to: | |||||||
| Learn the question forms of the past continuous. • Write questions using the past continuous. • Learn the rules for using the past simple and past continuous. • Practise using the past simple and past continuous.With little support | |||||||
| Some learners will be able to: | |||||||
| Learn the question forms of the past continuous. • Write questions using the past continuous. • Learn the rules for using the past simple and past continuous. • Practise using the past simple and past continuous.without support | |||||||
| Previous learning | solar system and space exploration vocabulary from previous lesson | ||||||
| Plan | |||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||
| Beginning the lesson | Warm-up (2–3 minutes) • Refer students back to exercise 4 on page 53. • Focus on the verb forms and elicit that some use the past continuous form. Tell students they are going to practise forming questions in the past continuous.
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| Activities | Students work with book/ Teacher present rule. Exercise 1 • Remind students to read through all the options before they start to match the questions and answers. answers. 1 e 2 f 3 c 4 b 5 d 6 a Rules answers. was / were LANGUAGE NOTE In past continuous questions we use was / were, not did: Were you watching TV? Point out that was / were comes before the subject: Were they sleeping? NOT Exercise 2 • Students complete the questions using the past continuous, then write answers based on the information provided in the recording in the previous lesson. answers. 1 Were, skiing; Yes, they were. 2 Was, swimming; No, she wasn’t. 3 were, cycling; They were cycling across the United States and into Central America. 4 were, sailing; They were sailing to Ecuador. 5 was waiting; Their families were waiting for them. Exercise 3 • Students write the questions and answers individually, then ask and answer giving true information with a partner. answers. 1 What were you doing at 6.30 yesterday evening? 2 Were you and your family having breakfast at 7.30 a.m.? 3 What were your parents doing at 8.30 a.m. yesterday? 4 Were you walking to school at 8o’clock? 5 Where were you sitting at 9.30 yesterday morning? 6 Who was sitting next to you in your English lesson last week? Students’ own answers. Exercise 4 • Read through the examples with the class. Elicit which are in the past simple and which are in the past continuous. • Ask students to complete the rules in pairs, then check answers by asking individual students to read them out. Rules answers. 1 past continuous 2 past simple 3 past simple 4 past continuous LANGUAGE NOTE We can put either the short action or the longer action first in a sentence, with the same meaning: They were skiing across the Arctic when she fell. She fell while they were skiing across the Arctic. We usually use when before the short action and while before the longer action:
He fell while he was climbing. NOT He was climbing when he fell. NOT Exercise 5 • Students complete the sentences with the correct forms of the verbs. In a weaker class, students can do this in pairs. In a stronger class, do this orally as a class activity. answers. 1 was swimming, saw 2 met, were walking 3 had, was skiing 4 wasn’t wearing, fell off 5 weren’t sleeping, phoned | ||||||||||
| Ending the lesson | Home task Feedback Reflection What kind of lesson today? (bad, good, scientific, interesting) Did you like this lesson? Our lesson is over! Good bye, children!
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| 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 | |||||||||
| provide clear outline structure with possible language starters for sections of the presentation | check comprehension of listening through follow-up questioning | ICT links: using slides to give a presentation | |||||||||
| challenge more able learners to research and use a quotation about space as part of their presentations | assess pronunciation, fluency and lexical and grammatical range in presentations | cross-curricular links: history [Kazakhstan’s role in space history] | |||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
MODULE 4
Lesson plan
| LESSON: Module4 Lesson 6 Expressing interest | School: | |||||||||
| Date: | Teacher name: | |||||||||
| CLASS: | Number present: | absent: | ||||||||
| Learning objectives(s) that this lesson is contributing to | 7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.S5 keep interaction going in longer exchanges on a range of general and curricular topics | |||||||||
| Lesson objectives | All learners will be able to: | |||||||||
| Listen to a conversation about an interesting event. • Learn key phrases for expressing interest. • Practise expressing interest.with support | ||||||||||
| Most learners will be able to: | ||||||||||
| Listen to a conversation about an interesting event. • Learn key phrases for expressing interest. • Practise expressing interest.with little support | ||||||||||
| Some learners will be able to: | ||||||||||
| Listen to a conversation about an interesting event. • Learn key phrases for expressing interest. • Practise expressing interest.Without support | ||||||||||
| Previous learning | simple forms for making and responding to suggestions: shall we.. let’s .. what about ..? | |||||||||
| Plan | ||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | |||||||
| Beginning the lesson | Warm-up (2–3 minutes) • Ask students to tell you something interesting that they did last summer. • Respond with interest, for example, by saying Really? or You’re kidding! Ask the class what you are doing and elicit that you are showing you are interested. |
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Main Activities
| Exercise 1 • Look at the photo and ask students for their ideas answers. They are looking at a photo of a skateboarder doing tricks. Students’ own answers. Exercise 2 CD 2.06 • For this activity, the aim is for students to just listen before they read the dialogue. Ask them to cover it with a piece of paper or a book. They can still look at the photo. • Tell them to listen carefully to the speakers’ intonation. answer. No, he didn’t. Exercise 3 CD 2.07 • Keep the dialogue covered, and ask students to read through the key phrases and try to complete them from memory. • Play the CD and tell students to check their answers. Ask students how intonation is used to express surprise. • Students practise the key phrases, using the correct intonation. In a stronger class, tell individual students something for them to react to, for example, I won a prize. Did you run the marathon last year? You worked very well. answers. 1 amazing 2 kidding 3 Well 4 very kind We stress words to show interest. Exercise 4 • Go through the ideas in the box and check understanding. • Students prepare their ideas individually, then work in pairs to tell their partner some amazing things and express interest. In a weaker class, students can make notes before they speak. • Monitor while students are working, and encourage them to use the correct stress and intonation. answers. Students’ own answers. |
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| Exercise 5 • To prepare for the exercise, look at the photo with the class and ask students to describe what is happening. answers. 1 a 2 f 3 c 4 e 5 d 6 b Leah Did you take this photo, Shaun? Shaun Yes, do you like it? Leah Yeah. But what was happening? Shaun This diver was jumping from a ten-metre diving board. Leah Oh! That’s amazing! Where did you take it? Shaun I was in Barcelona with my dad. We were visiting sites from the 1992Olympics. Leah Really? What were they doing at the pool? Shaun There was an international diving competition. Leah Did you try it? Shaun You’re kidding! I don’t like the water. Leah Well, it’s a great photo. Well done! Shaun That’s very kind of you. | ||||||||||
| To pronounce / s /, / z / • Explain the task and play the recording. Ss listen and identify the sounds and tick the correct boxes. • Play the recording again with pauses for Ss to listen and repeat chorally and/or individually. Pay special attention to Ss’ pronunciation and intonation and correct as necessary. | ||||||||||
| Ending the lesson | Home task Feedback Reflection What kind of lesson today? (bad, good, scientific, interesting) Did you like this lesson? Our lesson is over!Good bye, children! |
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| 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 | ||||||||
| monitor less able learners in group work and give further modelling and drilling support | assess pronunciation of individual sounds and intonation in role play and sentence | cross-curricular links: languages [contrasts with L1] | ||||||||
| challenge more able learners to script a role play in which the interactant is reluctant to begin with. | assess learner interactive ability in role play. | |||||||||
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