Topic 2. Read the beginning of the story and create your continuation. 6 страница

LESSON: Module 2 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

S2 S7 UE13 L7 C10

Lesson objectives

All learners will be able to:

identify some specific information in graph and listening comprehension tasks and write some correct questions for survey activities

Most learners will be able to:

identify most specific information in graph and listening comprehension tasks and write some correct questions for survey activities

Some learners will be able to:

identify most specific information in graph and listening comprehension tasks and write a range of correct questions for survey activities

basic language for describing number and amount and graphs

Plan

Planned activities

Excel
Resources

To discuss survey results in a graph     

• Draw Ss’ attention to the graph and explain that it shows how American teens use their computers.          

• Explain the task.           

• Give Ss some time to read the key to the graph and the numbers on the graph.         

• Check Ss’ answers around the class.

To personalise the topic     

• Ss work in pairs and ask and answer the questions 1-4.          

• Monitor the activity around the class and ask some pairs to report their answers back to the class.

To practise giving advice (should/shouldn’t)      

• Explain the task. (ICT = Information and Communications Technology).

• Read the example aloud and explain/elicit the meanings of any unknown words in the prompts. 

• Ss then use the prompts to give advice. Elicit a variety of answers from Ss around the class.

To listen for specific information 

• Explain the task. Play the recording. Ss listen and match the people to their computer activities.      

• Check Ss’ answers around the class.

Class CD

To conduct a survey and make a graph of the results  

• Explain the task and tell Ss to do a survey using the key in Ex. 4 as well as any other ideas of their own. Ask Ss to say which of these uses they use the Internet for.      

• Tell Ss to add up the numbers for each use and make a graph similar to the one in Ex. 4

• Ask various Ss to present the graph 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 prompt less able learners to self-correct language when preparing questions for survey

monitor accuracy of language use in final presentation task and note errors for whole class feedback

cross-curricular links: Maths [presenting graphical information]

prompt more able learners to speculate how graph would look if young people in Kazakhstan were surveyed.

LESSON: Module 2 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C10 L5 L7 S7

Lesson objectives

All learners will be able to:

identify some target language correctly and use some target language correctly in functional exchanges with some control of pronunciation

Most learners will be able to:

identify most target language correctly and use some target language correctly in functional exchanges with good control of pronunciation

Some learners will be able to:

identify all target language correctly and use most target language correctly in functional exchanges with good control of pronunciation

imperative forms for giving instructions basic questions asking for guidance and clarification

Plan

Planned activities

Excel
Resources

To present situational language 

Play the recording for Ss to listen and repeat chorally or individually.

Class CD

To listen and read for specific information

Play the recording. Ss listen and follow the dialogue in their books and order the pictures.

To learn synonymous phrases  

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

To consolidate situational language through translation  

Elicit the Kazakhstani equivalents for the sentences in Ex. 1 from various Ss around the class.

To act out a dialogue   

• Ask Ss to work in pairs and take roles and read out the dialogue.      

• Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.

To pronounce /s/,/S/      

• Play the recording. Ss listen and tick the correct boxes. Check Ss’ answers.     

• Play the recording again with pauses for Ss to listen and repeat. Pay attention to Ss’ pronunciation and intonation and correct as necessary.

Class CD

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 when learners practise in pairs and provide further modelling, elicitation and drilling support

monitor learners as they work in pairs and note errors with target forms and remodel for whole class

cross-curricular links: languages [L1 contrasts]

challenge more able learners to perform a version of the dialogue to the class just using the visuals as prompts

assess pronunciation, individual sounds, sentence stress and intonation in role play and final activity.

LESSON: Module 2 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C3 C7 L8 R2 W5

Lesson objectives

All learners will be able to:

identify some specific information in the text by scanning effectively and producing a simple short text with some organisational features an article 

Most learners will be able to:

identify most specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and which shows clear organisational features an article 

Some learners will be able to:

identify all specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and in which organisational features an article are used to good effect

use of scanning and confirmation strategies in reading / use of headings and neutral style in articles

Plan

Planned activities

Excel
Resources

To predict the content of the text

• Read the question in the rubric aloud and elicit Ss’ guesses.      

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

Video

To read for specific information

Allow Ss some time to read the text and answer the questions then check Ss’ answers.     

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To consolidate information from a text 

Explain the task and allow Ss some time to formulate their answers. Elicit a variety of answers from Ss around the class.

To personalise the topic 

• Ss talk in groups about etiquette (a set of rules about how to behave politely in social situations) in their country.      

• Elicit suggestions from Ss around the class and then allow them some time to write their sentences.      

• Ask various Ss to read out their sentences 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

support less able writers in article task by eliciting from them clear and accurate         section openings

use thumbs up and down technique and follow-up questions to check text understanding

values link: appreciating cultural differences

challenge more able learners to rephrase ideas that they take from the input text in their own article

take in extended article to assess

LESSON: Module 2 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

L8 R3 S3 C3 W3 W5

Lesson objectives

All learners will be able to:

identify some specific information in the text by scanning effectively and producing a short text with some accurate use of structure and textual linking with support

Most learners will be able to:

identify most specific information in the text by scanning effectively and producing a short text with mostly accurate use of structure and some good textual linking with support

Some learners will be able to:

identify all specific information in the text by scanning effectively and producing a short text with mostly accurate use of structure and good textual linking with little support

use of simple past to describe historical events / use of narrative sequencers

Plan

Planned activities

Excel
Resources

To introduce the topic of the text 

• Elicit what Ss know about the Industrial Revolution. Elicit questions that they would like to know the answers to. Write three of them on the board.      

• Play the recording. Ss listen and follow the text in their books and check if their questions were answered.

Video

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