Topic 2. Read the beginning of the story and create your continuation. 3 страница

Main Activities

L4

C4

S6

To predict the content of a dialogue 

Explain the task. Elicit answers from the Ss.       

Play the recording. Ss listen and read to check answers.      

Elicit answers around the class.

To read out a dialogue 

• Explain the task. Play the recording and Ss listen.       

• Ss working in closed pairs, take roles and read the dialogues aloud.      

• Monitor the activity around the class.       

• Ask a few pairs to read the dialogue out to the class.

Class CD

To learn synonymous phrases 

Explain the task.      

Allow Ss time to match the sentences.      

Check Ss’ answers around the class

To act out a dialogue

Explain the task. Direct Ss’ attention to the diagram and have a S to read it out.       

Ask Ss to act out dialogues using Ex. 2 as an example as well as the phrases in the Useful Phrases box.      

Allow Ss time to act out dialogues.      

Monitor the activity around the class.      

Ask some Ss to present their dialogues to the class to check answers.

To practise pronunciation      

• Explain the task. Play the recording.      

• Ss listen and choose the odd one out. Elicit answers from various Ss around the class.     

• Play the recording again with pauses for Ss to repeat either chorally or individually.      

• Pay attention to Ss’ pronunciation and correct as necessary.

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 in role play and production tasks and support with further modelling and drilling

monitor accuracy and interaction appropriacy in role play tasks

cross curricular links: languages [sounds of English/ sounds of L1]

challenge more able learners to give more expansive answers in response to role play prompts

monitor pronunciation performance in final activity

LESSON: Module 1 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C7 C8 R1 R2 S7 W3

Lesson objectives

All learners will be able to:

identify some specific information and main ideas in text and use some language from the text accurately to craft a short text on hobbies

Most learners will be able to:

identify most specific information and main ideas in text and use a range of language from the text to craft a short coherent text on hobbies

Some learners will be able to:

identify all specific information and most main ideas in text and use a range of language from the text to craft a short coherent text on hobbies in which some ideas are developed,

hobby and pastime vocabulary sports equipment vocabulary

language for benefits of exercise

Plan

Planned activities

Excel
Resources

1e

To predict content of a text 

• Explain the task. Elicit how the words might relate to the text.      

• Play the recording. Ss listen and read.      

• Check Ss’ answers.

Video

To read for specific information and main ideas

Explain the task. Allow Ss time to complete the task. Correct the false statements.    

Check Ss’ answers around the class.

To practise vocabulary from the text

Give Ss time to look up the words in the Check these words box and elicit their meaning.     

     Allow Ss time to make sentences     

Elicit answers from various Ss around the class

Class CD

To write a short text about a hobby      

• Explain the task. Elicit other hobbies from the Ss. Write them on the board.       

• Allow Ss time to write a short text. Alternatively assign this task as HW.      

• To check answers, Ss read their work aloud 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

provide support to less able learners in writing task by providing more of a guided writing template e.g. sentence starters

monitor sentence writing task and note errors for delayed feedback to whole class on board

values links: benefits of being active

challenge more able learners to divide their short text into two distinct paragraphs

take-in learner writing to assess

LESSON: Module 1 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

L4 R2 C7 S3 S6

Lesson objectives

All learners will be able to:

identify some relevant information in the text and use some target language to give advice about staying healthy and active

Most learners will be able to:

identify most relevant information in the text and use a range of target language to give advice about staying healthy and active

Some learners will be able to:

identify most relevant information in the text, use it effectively in sentence transfer task and use a range of target language to give advice about staying healthy and active

language for giving advice adjectives relating to lifestyle: active unhealthy lazy

Plan

Planned activities

Excel
Resources

1f

To personalise topic and stimulate interest      

• Draw Ss’ attention to the box with the definition. Read the definition.       

• Elicit answers from Ss around the class.      

• Play the recording. Ss listen and read.     

• Check Ss’ answers.

Class CD

To read for specific information 

Explain the task. Allow Ss time to read the text and fill in the missing information.      

Check Ss’ answers

To personalise the topic; to give advice

Allow Ss some time to prepare their answers. Ss can work in closed pairs.

Monitor the activity. Invite various students to tell the class.

To give advice on how to stay healthy 

• Explain the task. Allow Ss time to search for information online.      

• Ss write about How to Stay Healthy. Alternatively assign this task as HW.    

• Ask Ss to present their information 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

monitor, guide and support less able learners to produce correct sentences in pair/group advice sentence task

monitor sentence production in information transfer and sentence writing task – feedback on errors to whole class

values link: healthy minds and bodies

set an extension challenge in final writing task for more able learners e.g. organise advice under two separate headings.

take in learners’ final task writing to assess

LESSON: Module 1 Lesson10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C6 C10 W1 W6 W9 S1

Lesson objectives

All learners will be able to:

organise and link some ideas accurately and produce some appropriate features of an email

Most learners will be able to:

organise and link some ideas accurately and produce a range of appropriate features of an email

Some learners will be able to:

organise and link most ideas accurately with good use of cohesive ties and produce a range of appropriate features of an email

main features of email correspondence some basic linkers and but or so

Plan

Planned activities

Excel
Resources

To present ‘topic sentences’ and read for specific information 

• Draw Ss’ attention to the Study Skills box about topic sentences. Read through the box about topic sentences.       

• Explain the task and allow Ss time to read the email and answer the questions.     

• Check Ss’ answers

Main activities

W6

S1

W1

W6

W9

To present and practise using ‘linkers’ 

Draw Ss’ attention to the Study Skills box about ‘Linkers’ and read through it. Elicit some more examples from the Ss.      

Allow Ss time to rewrite the sentences.     

Check Ss’ answers.

To personalise the topic

Explain the task. Allow Ss time to think of their answers.   

Monitor the activity around the class. 

Elicit answers from some Ss.

To write an email describing a hobby 

Explain the task. Ask Ss to use the answers to Ex. 3 for their email and to follow the plan given.     

Allow Ss time to write the email. Alternatively assign the task as HW and correct it the next day.

Check Ss’ answers. Ask some Ss to read their email aloud 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

provide support for final writing task by providing less able learners with sentence starters

monitor ‘linkers’ activity as learners complete in groups. Note common problems for feedback to whole groups

ICT links: features of email correspondence

set an extension challenge in final writing task for more able learners e.g. refer twice to a previous email you received from a friend.

take in extended email writing for assessment

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