Topic 2. Read the beginning of the story and create your continuation. 1 страница

LESSON: Module 1 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

S7 C3 L4 R2

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in response to prompts and identify some specific information in reading task

Most learners will be able to:

use most target vocabulary successfully in response to prompts and identify most specific information in reading task

Some learners will be able to:

use most target vocabulary accurately and flexibly in response to more challenging prompts and identify all specific information in reading task

basic free-time activities , talking about likes and dislikes

Plan

Planned activities

Excel
Resources

Read the title of the module Hobbies & Leisure and ask Ss to suggest what they think it means. Go through the What’s in this module and stimulate a discussion to prompt Ss’ interest in the module.

Main Activities

S7

C3

L4

R2

To present vocabulary for free-time activities

• Go through the list of free-time activities 1-9 and play the recording with pauses for Ss to repeat chorally and/or individually.      

• Explain/Elicit any unknown words and then ask Ss to make sentences following the example.    

•  Elicit answers from Ss around the class.

•  Play the video and elicit Ss’ comments at the end.

To present and practise vocabulary for hobbies and leisure activities 

• Explain the task. Allow Ss a minute to write down as many different hobbies and leisure activities.      

• Ss compare answers with a partner.     

•  Ask some Ss around the class to present answers, and make a list on the board.

Class CD

Video

To predict the content of the text 

• Ask Ss to read the title and the subheadings and look at the pictures. Elicit what Ss think each person’s hobby is.      

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

• Elicit answers to the questions from Ss.

To read for specific information & main ideas

• Explain the task and give Ss time to read the texts and mark the statements according to the information in the text. Ss correct the false statements.

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
Health and safety check
ICT links
Values links

more and less challenging expansion questions in vocabulary checking activities

plenary questions in checking understanding of new words

values links: leading a healthy life.

more modelling and drilling of new words in monitoring and supporting less able groups

monitoring of pronunciation of new words in pair and group tasks

LESSON: Module 1 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

S3 S7 UE1 W2 W6

Lesson objectives

All learners will be able to:

produce some target language with correct pronunciation and communicate some ideas successfully in article writing task

Most learners will be able to:

produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task, showing some features of organisation

Some learners will be able to:

produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task with good overall coherence and cohesion

hobby and free time vocabulary, a range of ways of expressing likes and preferences

Plan

Planned activities

Excel
Resources

Ask learners to recall vocabulary form text in previous lesson

To practise vocabulary from the text     

• Explain the task. Allow Ss time to complete the sentences.     

• Check answers.

Main Activities

S3

UE1

S7

To express likes and dislikes      

• Explain the task. Ss think of reasons why they like or don’t like these two hobbies.      

• Elicit answers from Ss around the class.

To present more hobbies

• Draw Ss’ attention to the pictures. Play the recording.      

• Ss listen and repeat chorally and/or individually.      

• Check Ss’ intonation and pronunciation.

To categorise hobbies

• Explain any unknown words. Ss work in pairs and go through the hobbies in Ex. 6 to say which are creative and which are related to sport/adventure.      

• Check Ss’ answers.

Class CD

To talk about hobbies, likes and dislikes 

• Go through the adjectives in the list and elicit their meanings.     

• Read out the example and ask Ss to work in closed pairs to ask and answer questions.     

• Monitor the activity around the class.   

• To check answers ask some Ss to ask and answer in open pairs.

To write a short article

•  Ss work in closed pairs. Explain the task and ask Ss to copy the headings in the rubric in their notebook and make notes under the headings.      

•   Go around the class and offer assistance and suggestions.     

• Give Ss time to complete the task and then ask various Ss to read out their articles to the class.     

• Alternatively, assign the task as HW and ask Ss to read out their articles in the next lesson.

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

provide more guidance e.g. sentence starters for written task with weaker groups

monitor pronunciation in pair and plenary work

cross-curricular links: languages [ features of an article]

challenge more able learners by asking them to expand on two points in their writing

take in writing and highlight one or two areas for improvement

LESSON: Module 1 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

UE1 UE7

Lesson objectives

All learners will be able to:

use some target structures correctly in controlled tasks and be understood some of the time in freer tasks

Most learners will be able to:

use most target structures correctly in controlled tasks and communicate successfully most of the time in freer tasks

Some learners will be able to:

use most target structures correctly in controlled tasks and communicate fluently and flexibly most of the time in freer tasks

some knowledge of irregular singular/plural nouns / some knowledge of simple and continuous contrasts

Plan

Planned activities

Excel
Resources

Elicit from learners what they already know about the difference in usage between present simple and present continuous

Main Activities

UE7

UE7

UE1

To present and compare the present simple and the present continuous     

Ss close their books. Say then write on the board: I watch TV in the evening. I am watching TV now. Elicit the tense of each sentence (I watch – present simple; I am watching – present continuous) and which sentence describes a habit or routine (I watch) and which one describes an action happening now/around the time of speaking (I am watching).      

Ss open their books. Go through the theory box with them. Elicit the L1 equivalents for the examples.     

Allow Ss time to read through the text on p. 6 to find examples.    

Check Ss’ answers.

To practise the present simple and the present continuous 

Explain the task and allow Ss some time to complete it. Tell Ss to refer back to the theory box to help them justify their answers.     

Check Ss’ answers around the class

To practise using the present simple and the present continuous 

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

• Check Ss’ answers around the class.

To present and practise singular/plural nouns

• Draw Ss’ attention to the theory box. Have a S read it out and elicit more examples from various Ss to remind them of the relevant theory.  

• Allow Ss time to complete the exercise.

Check Ss’ answers around the class.

Ask Ss to create a special page in their notebooks with two boxes for singular and plural nouns to record any nouns like this they meet on the course

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

ask more challenging probing questions involving a range of determiners in whole class plenary checking of singular and plural nouns

use thumbs up/down technique in checking controlled task answers

cross curricular links: languages

[comparison of words and structures in different languages]

monitor weaker groups in more controlled tasks and provide further support and modelling

plenary whole class follow-up questioning

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

UE2 UE12 S3

Lesson objectives

All learners will be able to:

use some target structures accurately to communicate intended meanings

Most learners will be able to:

use most target structures accurately to communicate intended meanings and pronounce target language intelligibly most of the time.

Some learners will be able to:

use target language accurately and flexibly with clear pronunciation to communicate a range of intended meanings

 common comparative and superlative adjectives including some irregular ones

Plan

Planned activities

Excel
Resources

Elicit from learners how they can say they prefer something to something else

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