Topic 2. Read the beginning of the story and create your continuation. 7 страница

To read for specific information 

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

Direct Ss to the Word List to look up the meanings of the words in the Check these words box and then check Ss’ answers.

To consolidate information from a text and express an opinion 

Write the words positive/negative on the board.      

Elicit Ss’ answers and write them under the correct heading.      

Ss copy the completed table in their notebooks.      

Allow Ss three minutes to write their paragraphs.      

Ask Ss to read their paragraphs to their partner.

• Alternatively, ask various Ss around the class to read their paragraphs to the class. 

• Play the video for the Ss and elicit their comments at the end.

To give a presentation on the Industrial Revolution

• Ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books. Allow time for Ss to collect the information and prepare their presentations.      

• Alternatively, assign the task as HW. Ask various groups of Ss to make their presentations 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

support less able writers in writing task by eliciting and guiding them towards different textual reference options as they build their writing

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

cross-curricular links: History [phases of industrial and technological development]

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

take in extended writing to assess

LESSON: Module 2 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C10 R1 L5 S4 W5 W6

Lesson objectives

All learners will be able to:

read and listen to identify some main ideas and produce a short piece of writing with some clear organisational features of an essay with support

Most learners will be able to:

read and listen to identify most of the main ideas and produce a short piece of writing with clear organisational features of an essay with support

Some learners will be able to:

read and listen to identify all of the main ideas and produce a short piece of writing with good organisational features of an essay with little support

role of topic sentences in paragraphs some features of an essay

Plan

Planned activities

Excel
Resources

To read for specific information 

• Explain the task and 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.

Video

To identify topic sentences  

Read the Study Skills box aloud and explain which sentences are topic sentences and which are supporting.     

Elicit the topic sentences in the article and ask various Ss around the class to suggest alternatives.

To listen for specific information and ideas

· Explain the task. Ss match the items.     

·  Play the recording. Ss listen and check their answers.      

· Point out that Ss may use ideas from the listening task for the following writing task.

To write a for-and-against essay 

Explain the task and remind Ss to use their answers from Ex. 3 and the paragraph plan to help them.     

Allow Ss some time to complete the task and then ask various Ss around the class to read out their essays.

Class CD

To revise Module Vocabulary

Play in teams. Say a word related to technology. Make sure the word is from Module 2. The other team makes a sentence using it. Each correct sentence gets one point. The team with the most points wins. Team AS1: keyboard Team BS1: We use the keyboard to type documents –printer. Team AS2: We use a printer to print a document. etc

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 writing task by eliciting and guiding them towards solid topic sentences for each paragraph their writing

ask learners to look at other learners’ writing and highlight in pencil using a correct code where it could be improved

ICT links: using ICT responsibly

provide more challenge to able writers by highlighting in their draft texts where they could give more example and explanation

take in extended piece of writing for assessment

LESSON: Module 2 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C3 C10 S1 S8 L2 R3 W3

Lesson objectives

All learners will be able to:

use some language from the Module accurately and intelligibly in presenting to and writing questions for others

Most learners will be able to:

use language from the Module mostly accurately and with clear pronunciation in presenting to and writing questions for others

Some learners will be able to:

use a range of language from the Module mostly accurately and with good pronunciation in presenting to and writing questions for others

use of bullet points and headings in posters / different subject and object questions / vocabulary from the Module

Plan

Planned activities

Excel
Resources

To personalise the topic and talk about mobile phone manners       

• Explain the task. Ss read and choose which they agree/disagree with.           

• Elicit answers from the list around the class.

To present a poster with Dos & Don’ts for smartphones       

Explain the task. Put Ss into groups. Allow Ss time to make a poster using their answers from Ex. 1a.           

Ss present their posters or display them on a noticeboard.

To consolidate information from the 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 consolidate information from the module

Explain the task and allow Ss time to look through Module 2 and think of questions for their quiz.      

Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. James Hargreaves invented the steam engine. F)       

Ss swap their quizzes, do them and then report back to the class.

To read for lexico – grammatical structure; to listen for confirmation  

Explain the task. Allow Ss time to fill in the gaps.   

Play the recording. Ss listen and check answers.

To read for specific information; to personalise the task 

Elicit responses to the song from the Ss.

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 their poster and question writing tasks by highlighting areas where they can self-correct as they draft

monitor learners’ use of structure and vocabulary from the Module across tasks

ICT links: internet safety and responsible use of communication devices

challenge more able learners to vary the way in which they ask questions by thinking of alternatives

use a checklist to assess learner poster presentations for accuracy, delivery and organisation.

LESSON:  Module 3 Lesson 1

At home

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

7.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

7.UE14 use an increased variety of prepositions of time, location and direction use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the text and find some specific information in the text

Most learners will be able to:

most target vocabulary successfully in opinion tasks, show good gist understanding and locate most specific information in the text

Some learners will be able to:

most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information in the text

Plan

Planned activities

Excel
Resources

Warm-up

• With books closed, ask students if they can remember their first day at school.

• Ask students what they did and what things happened. Ask what it was like and how they felt. They can discuss this in L1 at first, but elicit as many words in English as possible. Write these on the board.

• Find out how many students enjoyed their first day at school and how many did not enjoy it. Ask those who enjoyed it to think of positive adjectives, and those who did not to think of negative adjectives. Write these on the board as separate categories.

Main activities

35m

Exercise 1

• Read the task with the class. You may need to translate or pre-teach the word, memory.

• In a weaker class, encourage students to make notes about each question before you discuss their ideas. In a stronger class, encourage them to go into more detail in their answers by explaining why they felt the way they did on this occasion.

• Discuss ideas as a class. Students can use their own language for any ideas that they find difficult to express in english. however, encourage them to give simple answers. to the questions if they can.

 answers.

Students’ own answers.

Exercise 2  CD 1.31

• Allow students time to look at the photos and match them to the phrases.

• If they do not know the adjectives, encourage them to make guesses based on the nouns they recognize. Once students have matched the photos and the adjectives, check answers by calling out a number and asking for the correct phrase

 answers.

1 a cute baby 2 a naughty boy 3 a nervous teenager 4 an upset baby 5 a lucky girl 6 a scary film
7 a lonely dog

Exercise 3

• Students read through the sentences and choose the correct words to complete them. Encourage students to think about the context given by the sentences before choosing their answers.

 answers.

1 nervous 2 lucky 3 scary  4 cute 5 upset, naughty 6 lonely

Exercise 4

• Read the title to the quiz with the class and check understanding. Ask how many students think they have a good memory.

• Students do the quiz. In a weaker class, they can work in pairs. In a stronger class, ask them to work individually, and to use a dictionary to look up any words they do not know.

• Once students have added up their scores, ask individuals which category they came into: a, b or c. Which was the most common category among the students? Ask students whether they agree with the key or not.

Exercise 5

• Students use what they have learnt in the lesson to write true sentences. They can write these individually then compare answers with a partner.

• In a weaker class, you could write suggestions for completing the gaps on the board, in no particular order, for students to use as support while they work.

• In a stronger class, ask students to write some additional true sentences describing feelings and events.

 answers.

Students’ own answers.

Finished?

• Refer fast finishers to the Finished? activity.

• Encourage students to invent reasons for the way the people are feeling.

• Once they have finished their descriptions, they can swap their work with another fast finisher to compare their ideas. First, they can ask their partner to guess which photo they chose, then discuss whether they agree or disagree.

 answers.

Students’ own answers.

Optional activity: Vocabulary

 Play a mime game to practise the vocabulary on page 28.

To demonstrate the activity, mime one of the adjectives yourself and ask students to guess which one it is.

Ask students to come to the front of the class in turn and mime one of the adjectives. The other students must guess which adjective they are miming.

Allow as many students as possible to have a turn at miming.

Social and civic competences

This activity will help your students interact with other students in the class in a cooperative manner.

Optional activity: Vocabulary

To practise or revise the vocabulary set in a fun way, divide the class into two teams. Ask one student from each team to be the team captain.

The two captains should come to the front of the class and, without showing their classmates, write one of the adjectives from exercise 2on a piece of paper.

Explain to the teams that each captain has chosen an adjective, and their team mates must guess what it is.

With books closed, ask individual students from first one team then another to ask their captain Yes / No questions about the adjective they have chosen. For example, Is it positive? Do you feel sad? Only accept questions if they are correctly formed.

When the team mates guess correctly, the team wins a point. Another team member comes to the front and repeats the activity.

When everyone has had a turn at choosing an adjective, the team with the most points wins the game.

Social and civic competences, Communicative competence

This activity will help your students to interact with other students in the class in a cooperative manner. It will also enrich their communication skills by helping them to understand the structure of the language.

To express an opinion and develop

critical thinking skills

• Explain the task and allow Ss three minutes to

prepare their answers. Ss share their answers with

their partners. Ask some pairs to report back 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

present different degrees of challenge through ‘gist’ questioning

monitor group and plenary speaking tasks to give whole class feedback on board

values links: sport and cultural life

modelling of speaking tasks with less able groups

whole class gist questioning

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