Module 4 “Out of this World ” Lesson 1 7 страница
| Module 2 Lessons 8 Women in the workplace Skills 2d | Schoo l: | |||||||||||||||||
| Date: | Teacher name: | |||||||||||||||||
| CLASS: | Number present: | absent: | ||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.2.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 10.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.1.- use formal and informal registers in their talk on a growing range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.6 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 10.5.8 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.14 - use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; | |||||||||||||||||
| Lesson objectives | All learners will be able to: | |||||||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | ||||||||||||||||||
| Most learners will be able to: | ||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | ||||||||||||||||||
| Some learners will be able to: | ||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | ||||||||||||||||||
| Previous learning | Use of English | |||||||||||||||||
| Plan | ||||||||||||||||||
| Planned timings | Planned activities
| Resources | Teacher Notes | |||||||||||||||
| Beginning the lesson Middle of the lesson | 1Aim: • Read out the question. • Ask Ss to skim the text to find the answer. Suggested Answer Key I think the term ‘gender equality' means women and men doing the same things at work.
b)To introduce the topic of the text Ask Ss to look at the picture and elicit Ss’ guesses as to how it relates to the text. Suggested Answer Key I think the picture is related to the text because it shows a woman working in a factory, and the text is about women at work. 2Aim: To read for specific information (missing sentences) Ask Ss to read the sentences A-F and underline the key words. Remind Ss to look at the sentences before and after the gaps in the text. Give them time to read the text again and choose the correct answers for the questions. Check Ss’ answers around the class and ask Ss to justify their answers. Play the recording for Ss to check their answers. Suggested Answer Key 1 E (International Women's Day, on this day - But it’s also a day... notice how much has changed for women) 2 D (Queen Victoria - agreed with her opinion) 3 A (Labour unions started allowing women workers ... strikes in order to earn women more rights ... women in Britain took the right to vote...) 4 F (the women were expected ... refused to accept this... fought to keep...) 5 В (improved significantly... come a long wav)
3.Aim:To consolidate new vocabulary through synonymous words/phrases Read the words/phrases in the list and give Ss time to find synonymous words in the text. Elicit answers from various Ss around the class and elicit what part of speech each word'phrase is. Suggested Answer Key businesses = para 3: companies (n) point of view = para 1: opinion (n) a small amount = para 1: handful (n) law-makers = para 2: government (n) being paid = para 2: earning (v) improve = para 3: come a long way (phr)
4.Aim: Explain the task and Ss time to complete it. Check Ss answers around the class Answer key
1 long 2 traditional 3 power 4 pay 5 earn Suggested Answer Key 1.In the old days, single women in Britain had to work long hours. 2.British women had a traditional role in their culture before the 20th century. 3.Mayors and presidents have positions of power. 4.Women used to have low pay compared to men in Britain.
5.Women earned the right to vote in 1918. 5.Aim: To practise prepositions. Give Ss time to complete the phrases and come up with sentences based on the text. Elicit answers from Ss around the class. Answer Key 1 over 3 during 5 before 7 on 2 to 4 Around 6 for • Play the video for Ss and elicit their comments at the end
6 Aim To introduce new vocabulary and prepare for a listening task • Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words/phrases given. Suggested Answer Key prejudice (n): an opinion not based on fact equal society (phr): a state of living where everyone is treated the same same rights and opportunities (phr): the same basic things that people deserve and the same chances in life gender roles (n): the way people expect sb to behave, based on whether they are male or female fight inequality (phr): to tryand change a situation where people are treated unfairly
Ask Ss how they think these words are related to gender equality. Elicit answers from Ss around the class. Suggested Answer Key I think these words are related to gender equality because in an equal society there would be gender equality because everyone would have the same rights and opportunities. Where there is no gender equality, there is prejudice and society believes men and women have special gender roles and they can't do the same things. People have to fight that inequality. a) To listen for specific information (multiple matching) • Explain the task then ask Ss to read the statements A-E. • Play the recording and Ss listen and complete the task. Check Ss’ answers. Answer Key Speaker 1: A Speaker 3: В Speaker 2: C Speaker 4: E b) To listen and understand
speakers' viewpoints • Explain the task and then play the recordng again. • Elicit answers from Ss around the class. Answer Key Speakers 1 and 4 agree that there's still a lot to be done to achieve gender equality in the workplace.
7 AimTo act out a dialogue using prompts based on a model dialogue Explain the task and read out the example. Give Ss time to complete the task in pairs using the prompts, their own ideas, the useful language and following the example
Suggested Answer Key
1 A: Have you heard about the new immigration law? It's preventing people from entering the country. В: That's unbelievable! What a nightmare! 2 A: Listen to tNs! A woman has just set a new world record in a race/ B: That's fantastic! 3 A: Guess what? The government has just bought some land to make a new nature reserve. B: That's great!
8 Aim To present homophones • Read the theory box and play the recording. Ss repeat the words. • Play the recording again and ask Ss to complete the task. • Elicit answers from Ss around the class. Suggested Answer Key 1B 2A 3D 4C. 9Aim to write the summary of the text • Explain the task and write the headings on the board to help the Ss. • Give Ss time to read the text and make notes under the headings. • Ss then write a summary of the text using their notes. Alternatively, assign the task as HW. • Ask Ss from around the class to read their summaries aloud. | Ex.1(a), p.26
Ex. 1(b), p.26
Ex. 2, p.26
Ex. 3, p.12
Ex.4, p.26
Ex.5, p.27
Ex. 6, p.27
Ex. 7(a), p.27
Ex.7(b), p.13
Ex. 8, p.27
Ex.9, p.27
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 2d | |||||||||||||||
| 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
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| monitor less able learners in group work and give further modelling and drilling support | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | ||||||||||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’] | |||||||||||||||||
To consolidate vocabulary from the text
| Module 2 Lesson 9 Writing An opinion essay | Schoo l: | ||||||||||
| Date: | Teacher name: | ||||||||||
| CLASS: | Number present: | absent: | |||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics; 10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; | ||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||||||||
| Most learners will be able to: | |||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||||||||
| Some learners will be able to: | |||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||||||||
| Previous learning | Skills | ||||||||||
| Plan | |||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||
| Beginning the lesson Middle of the lesson | 1Aim: То analyse a rubric • • Ask Ss to read the rubric. Draw Ss' attention to the underlined words. • Give Ss time to answer the questions and then check Ss' answers. Answer Key 1 an essay for my teacher on working mothers 2 a) formal c) longer sentences, formal linking words/phrases 2Aim:To read a model essay and match paragraphs to content • Give Ss time to read the model and match the contents 1-5 to each paragraph A-E. • Check Ss' answers.
3.Aim: To identify and analyse topic sentences/ supporting sentences in a model essay • Go through the theory box with Ss. • Ask Ss to find the topic/supporting sentences, then the linking words. Answer Key Para B: To begin with, going to work means that mothers can provide more income for the family. - Yes - example - For example, they can buy better food and clothing for their children. (For example) Para C: Secondly, working mothers are excellent role models for children. Yes - example - For instance, they demonstrate how to take care of children, the house and pursue a career. (For instance) Para D: On the other hand, working long hours means that mothers spend a lot of time away from home. - Yes - results - Therefore, they may miss out on quality time with their children. (Therefore) b) To suggest alternative topic sentences Ss work in pairs. Elicit suitable alternatives from Ss around the class. Suggested Answer Key Para B: In the first place, working mothers are better able to provide for their family. Para C: Furthermore, they set a good example for their children. Para D: However, working mothers may be away from home a lot To identify formal language • Elicit what characterises a text as formal. • Elicit examples from Ss around the class. Suggested Answer Key full verb forms: e.g. they can buy. means, may miss out on formal linkers: As a result, To begin with. On the other hand etc. longer, more complex sentences: e.g. Secondly working mother... pursue a career, more advanced vocabulary: e.g. pursue a career, beneficial etc. no imperatives
4.Aim: To practise linking words/phrases Elicit suitable alternatives from Ss around the class. Direct Ss' attention to the Grammar Reference section, and then give Ss time to complete the task Suggested Answer Key To begin with = To start with For example = Therefore As a result = In this way Secondly = In addition For instance = For example On the other hand = Alternatively Therefore = As a result In conclusion = All in all 5.Aim: To practise linking words/phrases • Explain the task. Give Ss time to complete it. • Check Ss’ answers around the class. Ss justify their answers. Answer Key 1.First of all (list points) 2.For example (example) 3.As a result (result) 4.However (contrast) 5.such as (example) 6.In this way (result
6 Aim To practise phrases used for expressing opinion Explain the task. Give Ss time to complete it. Check Ss’ answers. Answer key I strongly feel that = In my opinion I believe that =to my mind 7 Aim to practise phrases used for expressing opinion Explain the task, give Ss time to complete it. Check Ss’ answers.
Suggested Answer Key 2 I believe that it is better for children to grow up in the countryside. 3 I strongly believe that eye contact is very important in a conversation. 4 As far as I am concerned, everyone needs a close friend. 8 Aim To analyse a rubric Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. Suggested Answer Key Key words: teacher, essay, ‘It is good to be part of an extended family! opinion with reasons to support your point of view, 120-180 words
9Aim To write an opinion essay • Give Ss time to complete the task using the Useful Language box and their answers from Ex. 8. • Remind Ss not to use short verb forms and to use appropriate linkers. • Remind Ss to follow the plan and use the Checklist • Check Ss’ answers. • Alternatively, assign the task as HW and check Ss' answers in the next lesson. Suggested Answer Key Families come in all shapes and sizes. Some people think a nuclear family is the best option but I strongly believe that an extended family has a lot more to offer. To start with, in an extended family you rarely feel lonely For example, you can spend your free time together instead of by yourself. Therefore, you can share your interests and experiences. Secondly family members can provide support to each privacy. | Ex.1, p.28
Ex. 2, p.28
Ex. 3, p.28
Ex.4, p.28
Ex. 5, p.28
Ex.6, p.29
Ex. 7, p.29
Ex.8, p.29
Ex.9, p.29
| Answer key 1B 2A 3C 4E 5D | ||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 2E | ||||||||
| 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 | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | |||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’] | ||||||||||
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