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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.

Lesson plan

LESSON: Module 3 Summative Control work 3		School:
Date:		Teacher name:
CLASS:		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	7.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics
Lesson objectives	All learners will be able to:
	Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem...with support
	Most learners will be able to:
	•Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem. with little support
	Some learners will be able to:
	Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem. Without support
Previous learning	basic forms for inviting accepting and declining
Plan
Planned timings	Planned activities			Resources	Teacher Notes
Beginning the lesson	Warm-up (2–3 minutes) • Ask students if they know any poems in their own language or in English. Ask if they enjoy reading poems and why. • Ask what makes a text a poem. Elicit the words rhyme, rhythm and verse. • Tell students they are going to read a poem in English.			Class CD

Main Activities

New theme

Listening

Exercise 1

• Look at the pictures with the class and ask students to

think about the situation. Elicit that the two people are

having a conversation on the phone, and that one of

them is on holiday.

• Read through the questions together and answer them as

a class.

POSSIBLE ANSWERS

1 France / Paris

2 At home

3 No

Exercise 2 $ 1.25 Tapescript page 150

• Explain that students are now going to listen to Alan and

Bess’s conversation. They should look at the pictures while

they listen and identify which picture is Alan’s hotel room.

• Ask them to explain their choice. (It can’t be 2, because that

only has one bed, and it can’t be 3, because that has a great

view.)

ANSWER

Exercise 3 $ 1.25

• Students now listen again more closely and complete the

sentences with specific information.

• In a weaker class, ask students if they need to listen

to the recording a third time. In a stronger class, ask

students to complete as much as they can from memory

before you play the recording.

ANSWERS

1 galleries

2 Paris

3 bus station

4 about ten o’clock

5 tidying

6 the bus

7 cinema

8 photos

Speaking

Exercise 4

• Read the task with the class. If students find this hard

at first, brainstorm ideas about holiday locations and

activities.

• Encourage students to make notes about their ideas,

using the questions to help them.

ANSWERS

Students’ own answers.

SA15-20 m

Listening

Task 1. Listen to the conversation twice and answer the questions. CD2. Tapescript 2. Go to the following link to listen to the information:

http://www.esl-lab.com/flight/flightrd1.htm

1. What this talk is about?

2. How many people are in a talk?

3. What preferences do a caller request?

Task 2. Choose the right answer A, B, C or D.

Example:0.What date is flight reservation going to be?

A) 21

B) 22

C) 23

D) 24

1. What is the man's destination?

A) Salt Lake City, USA

B) New York City, USA

C) Helsinki, Finland

D) Stockholm, Sweden

2. When is the man's departure date?

A) the twenty-first

B) the twenty-second

C) the twenty-third

D) the twenty-fourth

3. What is the flight number for the second half of his journey? A) 555

B) 90 C) 1070 D) 830

4. How long is the man's layover between flights?

A) less than an hour

B) less than two hours

C) less than three hours

D) more than three hours

5. What request did the man make regarding his flight?

A) He asked for a specially-prepared dinner.

B) He wanted an aisle seat.

C) He requested a bassinet for his baby.

D) He asked for a seat near the front of the plane.

Writing

Task 3. Write a postcard to a friend. You may answer the questions while you are writing.

Teacher should print both examples of handouts for each learner.

· Who will you write to?

· Where are you?

· Are you having a good time?

· Where are you staying?

· What is the place like?

· What are the people like?

· What did you do yesterday?

· What are you doing tomorrow?

Example of the postcard Sample sheet for Postcard

Assessment criteria	Task	Descriptor	Mark
Assessment criteria	Task	A learner	Mark
Identify the position of speakers in an extended talk with some support	1	answers for the 1^st question	1
		answers for the 2^nd question	1
		answers for the 3^rd question	1
	2	chooses 1-C;	1
		chooses 2-B;	1
		chooses 3-B;	1
		chooses 4-B;	1
		chooses 5-A;	1
Write a text keeping the layout and format of a given genre with little support	3	writes with structure which is logically organized;	1
		spells the words correctly;	1
		writes with grammar accuracy;	1
		uses topic related vocabulary correctly	1
Total marks			12

Ending the lesson

Ask learners what the most interesting/ difficult part of the lesson was.

Name two words you practiced today.

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 learners in group work and support through further modelling, prompting and drilling

monitor oral production and pronunciation in performed dialogues

cross-curricular links: languages [differences between English and L1]

ask more able learners to read and highlight any errors In the dialogues of other pairs

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.

Lesson plan

LESSON: Module 3 Review		School:
Date:		Teacher name:
CLASS:		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	7.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics
Lesson objectives	All learners will be able to:
	Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem...with support
	Most learners will be able to:
	•Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem. with little support
	Some learners will be able to:
	Read a poem. • Learn vocabulary for talking about poems. • Learn about metaphors and practise thinking of metaphors. • Write a poem. Without support
Previous learning	basic forms for inviting accepting and declining
Plan
Planned timings	Planned activities			Resources	Teacher Notes
Beginning the lesson	Warm-up (2–3 minutes) • Ask students if they know any poems in their own language or in English. Ask if they enjoy reading poems and why. • Ask what makes a text a poem. Elicit the words rhyme, rhythm and verse. • Tell students they are going to read a poem in English.			Class CD

Main Activities

New theme

Vocabulary

Exercise 1

ANSWERS

1 shower (the others are rooms)

2 view (the others are objects)

3 window (the others are objects)

4 mirror (the others are for sitting on)

5 microwave (the others belong in the bathroom)

6 washing machine (the others belong in the bedroom)

Exercise 2

ANSWERS

1 make 2 clear 3 tidy 4 clean 5 do 6 take

Language focus

Exercise 3

ANSWERS

1 is making

2 isn’t doing

3 are sleeping

4 is cleaning

5 is taking

Exercise 4

ANSWERS

1 Is Mum wearing a dress?

No, she isn’t.

2 Are the cats sleeping?

Yes, they are

3 Is the boy watching TV?

Yes, he is.

4 Are the children listening to music?

No, they aren’t.

5 Is the girl working?

Yes, she is.

Exercise 5

ANSWERS

1 makes, doesn’t tidy

2 Are ... watching, ‘m not enjoying it

3 help, ‘m making

4 are staying, visit

Communication

Exercise 6

ANSWERS

1 Is there 2 there is 3 Where 4 It’s 5 Can you 6 I’m 7 Is it 8 I suppose

Listening

Exercise 7 $ 1.24 Tapescript page 149

ANSWERS

1 True. 2 False. Ellen’s brother is talking to his best friend, Steve Dunton.

3 False. Daisy thinks Steve Dunton is really nice. 4 False. Ellen’s brother is in the dining room. 5 True. 6 False. Steve and Ellen’s brother are talking about Daisy.

Tests

Unit 2 test, Test Bank MultiROM