Topic 2. Read the beginning of the story and create your continuation. 2 страница
| Main Activities
UE12
S3
UE2
S3 | 1b To present the comparative and the superlative Go through the table with Ss. Explain that when we want to compare two people/things/places etc, we use comparative forms. Explain that when we want to compare one person/thing/place etc, with more than one person/thing/place in the same group, we use superlative forms. Explain the task and allow Ss some time to complete it. Check Ss’ answers around the class |
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To practise comparative forms Explain the task and allow Ss some time to complete it. Check Ss’ answers around the class. As an extension ask Ss to compare two members of their family. (e.g. My dad is older than my mum.) To practise superlative forms Explain the task and allow Ss some time to complete it. Check Ss’ answers around the class. To practise comparative – superlative forms • Go through the adjectives and the table with Ss. Explain any unknown words. • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class. |
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To present too/enough • Ss close their books. Say then write on the board: My bag is too heavy to lift. My bag is light enough to lift. Mime too heavy/light enough. Elicit that too has a negative meaning and enough has a positive meaning. • Ss open their books. Read out the theory box. Elicit the L1 equivalents for the examples. To practise too/enough • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class. | |||||||||||
| Ending the lesson | To revise the present continuous, the present simple, singular/plural nouns, the comparative and superlative, too/enough • Explain the task and allow Ss three minutes to prepare their sentences. Ss tell their partners. • Check Ss’ answers around the class. |
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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
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| ask more challenging probing questions involving a range of adjectives in whole class plenary checking of comparative forms | monitor learners’ production and pronunciation of target language in whole class plenary checking of tasks | cross curricular links: languages [similar structures in learners’ L1] | |||||||||
| monitor less able groups during controlled tasks and provide further modelling support |
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| 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 1
Lesson plan
| LESSON: Module 1 Lesson 5 | School: | ||||||
| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | S3 S7 R2 R3
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| Lesson objectives | All learners will be able to: | ||||||
| identify some main points and some specific information in the text successfully and utilise some language in the text to express a view | |||||||
| Most learners will be able to: | |||||||
| respond to most gist prompts accurately and identify most specific information in the text successfully and utilise some language in the text to express views
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| Some learners will be able to: | |||||||
| respond to most gist prompts accurately and fluently and identify all specific information in the text successfully and utilise a range of language in the text to express views
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| Previous learning | language of hobbies, interests and traditional activities in Kazakhstan | ||||||
| Plan | |||||||
| Planned timings | Planned activities | Excel | Teacher Notes | ||||
| Beginning the lesson S7 |
To stimulate interest in the topic • Elicit traditional sports from the class. • Allow Ss time to make lists. • Ss compare answers with a partner. • Check Ss’ answers and write a full list on the board.
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Main Activities
R1
R2
| To read for specific information/ purpose/ inference Give Ss time to look up the words/phrases in the Check these words box and elicit their meanings. Allow Ss time to read through the text again and answer the questions. They should justify their answers. Check Ss’ answers.
To predict the content of a text Explain the task. Ask Ss to read the article and the first sentence of each paragraph and elicit answers around the class as for what the article is about. Play the recording. Ss listen and read to find the answer. Check Ss’ answers around the class. |
Class CD
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To read for specific information/ purpose/ inference Give Ss time to look up the words/phrases in the Check these words box and elicit their meanings. Allow Ss time to read through the text again and answer the questions. They should justify their answers. Check Ss’ answers. |
Class CD | ||||||||||
| Ending the lesson S3 | To personalise the topic; to express an opinion • Explain the task. Elicit whether Ss would like to take up this hobby • Ask Ss to say or write why. • Monitor the activity around the class. • Check Ss’ answers. |
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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 weak groups in reading activities and provide oral prompts to support understanding | checking of reading comprehension answers | values links: respecting tradition
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| challenge stronger learners to justify answers through questioning when eliciting views. | monitoring oral production in whole class feedback |
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| 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 1
Lesson plan
| LESSON: Module 1 Lesson 6 | School: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | S1 S2 S6 S7 R2 L7
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| All learners will be able to: use dictionary to locate some target meanings and uses, identify some target information in listening activity and communicate some views comprehensibly in speaking tasks
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| Most learners will be able to: use dictionary to locate most target meanings and uses, identify most target information in listening activity and communicate a range of views in speaking tasks | |||||
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| Some learners will be able to: | |||||
| use dictionary to locate all target meanings and uses, identify most target information in listening activity and communicate a range of developed views in speaking tasks
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| Previous learning | types of hobby and pastime and ways of expressing likes, benefits and preferences | ||||
| Plan | |||||
| Planned timings | Planned activities | Excel | Teacher Notes | ||
| Beginning the lesson |
Elicit words from previous lesson from learners by placing jumbled letter words on board
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Main activities
S7
R2
L7
S2 S6
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To practise vocabulary from the text • Explain the task. Allow Ss time to complete the sentences.
• Check Ss’ answers.
To present parts of speech and practise using dictionaries Books closed. Explain the parts of a sentence. Say “The large eagle flies beautifully.” Write the sentence on the board. Elicit parts of speech. Large is an adjective; a describing word. Eagle is a noun; a thing. Flies is a verb; the action word. Beautifully is an adverb; modifies verbs, adjectives and other adverbs. Elicit further examples of the parts of speech from the Ss to check understanding. Draw Ss’ attention to the Study Skills Box. Read the box. Allow Ss time to look up words in dictionaries. Monitor the activity around the class. Check Ss’ answers. |
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To listen for key information Explain the task. Play the recording. Ss listen and fill in the gaps. Check Ss’ answers. |
Class CD | ||||||||||
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To personalise the topic; to talk about sports/hobbies/leisure activities • Explain the task. Ss work in pairs. Ask some pairs to read out the example. • Allow time for Ss to ask and answer about sports/hobbies and leisure activities. Tell them to go back to pp. 5 and 7 in S’s book for further ideas. • Monitor the activity around the class. • Elicit sample answers from some of the pairs to check answers. | |||||||||||
| Ending the lesson S1 | To make a poster about your favourite hobby • Explain the task. Ask Ss to bring photographs or visual materials about their favourite hobby. • Allow Ss time to work in groups and make posters. • Monitor the activity around the class. • Have Ss present their poster to the class, or if possible display on a class noticeboard. |
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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 pair speaking work and support less able groups with modelling and prompting | use thumbs up and down checking technique for listening comprehension checking | Health and safety: presenting their hobby [learners are asked to make a health and safety comment] | |||||||||
| set more able learners a more structured challenge for the poster task e.g. list five benefits of your chosen hobby | monitoring of accuracy and fluency in poster presentation task |
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| 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 1
Lesson plan
| LESSON: Module 1 Lesson 7 | School: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | UE8 L4 C4 S6
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| Lesson objectives | All learners will be able to: | ||||
| take part in some exchanges using some target language accurately and intelligibly and identify some target information in listening task | |||||
| Most learners will be able to: | |||||
| take part in a range of exchanges using most target language accurately and intelligibly and identify most target information in listening task
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| Some learners will be able to: take part in a range of exchanges using most target language accurately and with clear pronunciation and identify all target information in listening task
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| Previous learning | why don’t we/you ..? how/what about …? | ||||
| Plan | |||||
| Planned timings | Planned activities | Excel | Teacher Notes | ||
| Beginning the lesson UE8 | To present language related to making plans • Explain the task. Play the recording. • Ss listen and repeat chorally and/or individually. • Check Ss’ intonation and pronunciation. • Allow Ss time to identify the stressed syllables. • Check Ss’ answers.
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