Topic 2. Read the beginning of the story and create your continuation. 12 страница

Main Activities

To present vocabulary about problems

with our planet

• If necessary, students can check the meanings of the

verbs in their dictionaries.

• Students can work in pairs to match the prepositions with

the pictures.

• Check answers with the class, and model and drill

pronunciation of the prepositions where necessary.

ANSWERS

1 up 2 down 3 into 4 across 5 through

6 around 7 over 8 under 9 off

Exercise 2

• Students read the quiz and choose the correct

prepositions, based on the context.

ANSWERS

1 off 2 around 3 across 4 down 5 along 6 across 7 over

Exercise 3 $ 2.02

• Students do the quiz in pairs.

• While checking answers to the quiz, encourage students

to explain how they made their choices. In a weaker

class, prompt them: 2,200 kilometres isn’t far enough, 5,000

°C is too hot.

ANSWERS

1 a 2 c 3 b 4 a 5 c 6 b 7 c

Exercise 4

• Now refer students back to the pictures in exercise 1 and

ask them to describe them using a verb + preposition

combination from the quiz.

ANSWERS

1 climb up 6 run around

2 climb down 7 jump over

3 jump into 8 walk under

4 swim across 9 fall off

5 cycle through

Exercise 5

• Explain that the verbs can be used with a combination of

prepositions. Ask students to read the sentences carefully

and choose the best preposition to complete them.

• To extend the activity, ask students to use the prepositions

and verbs in different combinations, and make new

sentences. In a weaker class, students may need to write

these down. In a stronger class, encourage students to

tell you sentences spontaneously.

• Check answers by asking individual students to read out

their sentences.

ANSWERS

1 off 2 down 3 up 4 into 5 around 6 through

Exercise 6

• Read through the key phrases for making and responding

to suggestions. Explain that the suggestions are given

above, with a choice of responses (1–4) depending on

whether the speaker thinks it is a good or bad idea.

• Ask what word they can use to work out the answers

(the adjective), and elicit that these are either positive or

negative. Students complete the sentences with yes or no.

ANSWERS

1 Yes 2 No 3 No 4 Yes

LANGUAGE NOTE Why don’t we, Let’s and Shall we can be

used to introduce suggestions which include both the

speaker and the listener. They are always followed by the

infinitive without to: Shall we go for a walk? NOT Shall we to

go for a walk?

Let’s means Let us. We do not use don’t to form the

negative: Let’s not go out tonight. NOT Let’s don’t go out

tonight.

Exercise 7

• Students put what they have learnt into practice by combining the key phrases with the verbs and prepositions.

• In a weaker class, ask students to write their sentences before they speak. In a stronger class, allow them to improvise as they talk.

ANSWERS

Students’ own answers. Finished?

• Refer fast finishers to the Finished? activity. Encourage them to think of places all around the world where they could do a variety of activities. Refer them to a dictionary if

they need help with new vocabulary.

ANSWERS

Students’ own answers.

· Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedbac

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 more prompted support through questioning for less able learners in whole class plenary

use thumbs up or down technique and questioning to monitor learner comprehension of text

values links: preserving heritage

provide more challenge in writing task by asking more able learners to include two phrases in their writing

monitor for learner accuracy and control issues during writing task and feedback to class

LESSON: Module 4 Lesson 2 Daredevils

School:

Date:

Teacher name:

CLASS:

absent:

Learning objectives(s) that this lesson is contributing to

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

7.S1 provide basic information about themselves and others at discourse level on a range of

Lesson objectives

All learners will be able to:

Read about Niagara Falls.

• Read for general meaning and specific information.

• Talk about people who do dangerous things.with support

Most learners will be able to:

Read about Niagara Falls.

• Read for general meaning and specific information.

• Talk about people who do dangerous things.with little support

Some learners will be able to:

Read about Niagara Falls.

• Read for general meaning and specific information.

• Talk about people who do dangerous things.without support

Previous learning

vocabulary relating to monuments and preserving environment from previous lesson

Plan

Planned activities

Warm-up (2 minutes)

• With books closed, write Niagara Falls on the board and

ask students what they know about it.

• Elicit ideas, then ask what dangerous things people do at

Niagara Falls. Elicit students’ ideas, but do not accept or

reject any at this stage.

Main Activities

Background

Niagara Falls are on the border between Canada and the

USA. Although they are not particularly high, they are

exceptionally wide. Energy from the falls is now used in a

hydroelectric power plant.

Exercise 1 $ 2.03

• Allow students time to read the title and look at the photos before reading and listening. • In a stronger class, encourage students to scan the text

to find the names of the daredevils, without listening to the CD.

ANSWERS

The Great Blondin, Signor Farini and Annie Taylor.

Exercise 2

• Clarify that the headings below can all be matched to one of the paragraphs in the text. Students read the text again more carefully and match the headings.

• Check answers with the class. Ask students to tell you the information that made them choose each answer.

ANSWERS

1 D 2 B 3 E 4 A

Exercise 3

• Ask students to read the text again and decide whether the sentences are true or false. They correct the false ones.

ANSWERS

1 True. 2 False. Farini watched and copied Blondin. 3 True.

4 False. People weren’t expecting to see Annie alive. 5 False. Stunts are prohibited.

Exercise 4

• Ask students to find the words in the text and work out the meanings. Students complete the sentences.

• In a weaker class, check understanding of the words

by asking students to translate them into their own

language. In a stronger class, ask students to put the

words into new sentences to show understanding.

ANSWERS

1 heroes, heroines 2 daring 3 daredevils 4 stunts 5 spectacular

Exercise 5

• Allow students time to read through the questions, and

help with anything they do not understand before they

ask and answer.

• In a weaker class, encourage students to make notes

before they start to talk.

ANSWERS

Students’ own answers.

Check Ss’ answers by asking various Ss to read their

paragraphs aloud.

• Alternatively, assign the task as HW and check Ss’

answers 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

provide more structure to writing task by suggesting sentence starters to less able writers

monitor writing and highlight for learners where they need to self-correct

values links: citizenship [caring for the environment]

suggest note-headings for speech task which will challenge more able learners to extend range of their talk e.g. possible solutions

assess control, pronunciation and organisation of talk in speech task

LESSON: Module 4 Lesson 3 Past Continuous: affirmative and negative

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.C6 organise and present information clearly to others

7.UE10 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn the affirmative and negative forms of the past

continuous.

• Practise using reference material. with some support

Most learners will be able to:

Learn the affirmative and negative forms of the past

continuous.

• Practise using reference material.

• Use the past continuous to talk about an event.some support

Some learners will be able to:

Learn the affirmative and negative forms of the past

continuous.

• Practise using reference material.

• Use the past continuous to talk about an event.with little support

Previous learning

other uses of will e.g. making offers use of ‘going to’ for ‘ future intentions’

Plan

Planned activities

Resources

Warm-up (2 minutes)

• With books closed, write on the board: I fell off my bike

while I was cycling through the forest. Draw a long line on

the board, with an arrow in the middle of it. Ask students

to tell you which part of the sentence can be represented

by the long line (I was cycling) and which part by the

arrow (I fell off my bike).

Main Activities

Exercise 1

• Refer students back to the text on page 40 and ask: When

did Blondin cook eggs? Elicit the answer (While he was

standing on the tightrope). Write this on the board and

underline the past continuous verb.

• After students have completed the sentences, check

answers, then ask students to complete the rule. In a

weaker class, do this as a whole class activity for support.

ANSWERS

1 was standing 3 were watching

2 was carrying 4 weren’t expecting

Rule

ANSWERS

an action in progress

LANGUAGE NOTE In the past continuous affirmative we

use was for I / he / she / it but were for you / they: They were

walking. NOT They was walking.

In the negative form, we use wasn’t / weren’t: I wasn’t walking. NOT I didn’t walking.

We use the past continuous, not the past simple, for an action in progress in the past: He was walking across the rope when he fell. NOT He walked across the rope when he fell.

Exercise 2

• Refer students to page 21 in the Student’s Book to find the

spelling rules which will help them write the -ing forms.

ANSWERS

1 driving 2 running 3 jumping 4 flying 5 cycling

6 swimming

Exercise 3

• Look at the photo and read the title of the text. Ask if

anyone can guess what it is about and what the man is

doing. Elicit or explain that Alain Robert climbs very tall

buildings without safety equipment.

ANSWERS

1 was walking 4 was climbing

2 weren’t talking 5 wasn’t wearing

3 were looking 6 wasn’t using

Exercise 4

• Students practise using the new tense to write about events that were happening recently in their own lives.

• Point out that they can use either the affirmative or negative forms of the verb to make the sentence true for

them.

ANSWERS

1 My friends were / weren’t playing football at 6 a.m.

2 I was / wasn’t sitting in a car at 8.15 a.m.

3 We were / weren’t listening to the teacher five minutes ago.

4 My friends and I were / weren’t talking at 8.45 a.m.

5 I was / wasn’t sleeping at 5 a.m.

6 It was / wasn’t raining before school.

· Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback

*Alternatively, let the students do this for homework.

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 give further modelling and drilling support

use concept checking questions to check learner understanding of why a time phrase suggests use of aparticular form

cross-curricular links: languages [contrasts with L1]

challenge more able learners to give multiple [and/or] answers in practice exercises

assess pronunciation in oral and checking stages of the lesson [particularly contractions and weak forms]

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