Topic 2. Read the beginning of the story and create your continuation. 4 страница

LESSON: Module1 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C3 C4 S1 S3 UE5

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant questions accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant questions accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant questions accurately

language of hobbies , benefits of hobbies, adjectives that describe different kinds of activity

Plan

Planned activities

Excel
Resources

To personalise the topic and talk about hobbies

• Explain the task. Ask Ss to read through the list and tick the benefits.          

• Elicit answers from some Ss.

To express an opinion       

• Elicit answers around the class. Alternatively allow Ss to work in pairs and explain why they think people need hobbies.           

• Monitor the activity around the class.          

• Ask some Ss to present answers.

Main activities

C4

UE5   

UE5

To invent a hobby; to generate new ideas      

Explain the task.            

Allow Ss plenty of time to invent a hobby.

Monitor the activity around the class.           

Ask each pair to present their inventions to the class.  

To test knowledge learnt in this module 

Explain the task. Allow Ss some time to read the statements and decide whether each one is true or false.      

Alternatively, you may allow Ss to review the module and find the relevant information to mark the statements correctly. Check Ss’ answers

To revise knowledge taught in the module   

• Explain the task and allow Ss time to look through Module 1 and think of quiz questions.       

• Tell Ss they can use the quiz in the previous task as a model. Offer an example, (e.g. Jack Stamford plays video games. F)     

•  Ss swap their quizzes, do them and then report back to the class. They should correct the false sentences.

To predict the content of a song      

• Explain the task.            

• Elicit answers from Ss.           

• Play the recording. Ss listen and check answers.

To personalise the task      

• Explain the task.

• Elicit answers from various Ss around the class.

Video

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

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e.g. multiple choice  complete the missing word etc..

LESSON: Module 2 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

S3 UE9 R1 R2 C7 W5

Lesson objectives

All learners will be able to:

identify some of the main ideas and some specific information in the text and write some sentences accurately in response to ideas in the text with some support

Most learners will be able to:

identify most of the main ideas and most specific information in the text and write a range of sentences accurately in response to ideas in the text with some support

Some learners will be able to:

identify most of the main ideas and all specific information in the text and write a range of sentences accurately in response to ideas in the text with little support

simple vocabulary relating to computers mobile phones and the internet

Plan

Planned activities

Excel
Resources

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

Main activities

UE9

 R1

R2

To present vocabulary for means of communication 

Draw Ss’ attention to the pictures.       

Play the recording.       

Ss listen and repeat chorally or individually

To practise vocabulary for means of communication

Read the rubric and explain the task to Ss.       

Explain/Elicit the meanings of the adverbs of frequency      

Ask various Ss around the class for their answers.

Class CD

To introduce the topic and stimulate interest in a text      

• Draw Ss’ attention to the picture and elicit if Ss recognise the creature and what they know about it.

To predict the content of a text      

Give Ss’ one minute to read the title and the first sentence in each paragraph and elicit their guesses as to what the text is about.          

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

Class CD

To read for specific information       

• Allow Ss some time to read the text and answer the questions.          

• Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Also, draw Ss’ attention to the Did you know? box.           

• Check Ss’ answers.

To consolidate information in a text; to personalise the topic      

• Explain the task.          

• Ss write sentences.           

• Check Ss’ answers by asking various Ss to read their sentences out 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 and direct less able learners to correct section of text to locate target answers in reading tasks

monitor written accuracy in sentence production task. Feedback to whole class on common errors

cross curricular links: purposes of space prgrammes

challenge more able learners to underline the part of the text that provides key information to each question

LESSON: Module 2 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C3 C9 S7 W5 C10

Lesson objectives

All learners will be able to:

identify some specific information in listening task correctly and use some target language to express some views and describe some elements of a scene

Most learners will be able to:

identify most specific information in listening task correctly and use a range of target language to express views and describe some elements of a scene

Some learners will be able to:

identify all specific information in listening task correctly and use a range of target language to express views and describe a range of elements of a scene

basic vocabulary for describing photos and geographical locations

Plan

Planned activities

Excel
Resources

To personalise the topic

Remind Ss of the text they read last lesson   

Read the rubric aloud and elicit a variety of answers from Ss around the class.

Main activities

S7

S7

L5

C3

W5

To practise vocabulary related to space 

Explain the task. Allow Ss some time to complete the task.     

Check Ss’ answers.

To practise verbs related to space 

Go through the list of verbs and the sentences. Explain/Elicit any unknown words.      

Ss complete the task.    

Check Ss’ answers.

Video

To listen for specific information 

Explain the task.      

Play the recording. Ss listen and choose the correct answers for the questions.

Check Ss’ answers around the class.

To express and justify opinions 

• Explain the task. Ss work in small groups and decide which five things would best represent Kazakhstan. Monitor the activity around the class and then ask each group to present their choices to the class giving reasons.      

• Then one group discusses with another which items they agree/disagree on in each other’s time capsules.

Class CD

To describe an imaginary scene

• Explain the task. Write the headings on the board and elicit possible answers from Ss. Write them on the board: where you were (at home, at school, in the fields, etc), what you were doing (walking, sleeping, etc), what happened (lights went out, etc), how you felt (scared, terrified, puzzled, etc).     

• Allow Ss time to write or give a short description of the scene. Ss can also draw pictures of the scene.      

• Ask various Ss around the class to present their scenes out loud to the rest of the class with the aid of their written texts or drawings.

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 writing task by providing less able learners with sentence starters

monitor group work and final presentations and feedback on errors to whole class

values links: appreciating national identity and culture

monitor and challenge learners to justify their opinions in group task with probing questions

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