Topic 2. Read the beginning of the story and create your continuation. 14 страница

LESSON: Module 4 Lesson 7

A narrative text

School:

Date:

Teacher name:

CLASS:

absent:

7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

Lesson objectives

All learners will be able to:

Study a model text about a rescue.

• Learn about when, while and as soon as.

• Write an account of a rescue.with support

Most learners will be able to:

Study a model text about a rescue.

• Learn about when, while and as soon as.

• Write an account of a rescue. with little support

Some learners will be able to:

Study a model text about a rescue.

• Learn about when, while and as soon as.

• Write an account of a rescue. with out support

names of animals vocabulary related to animal habitats

Plan

Planned activities

To introduce the topic and predict the

content of the text

• Direct Ss’ attention to the pictures and elicit a variety of guesses for reasons why these animals

may be endangered from Ss around the class. Write two on the board.

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

Main Activities

R2

R4  

S3

W3

W6

To read for specific information

• Ask Ss to read the statements 1-5 and then allow Ss some time to read the text and mark their answers.

• Check Ss’ answers.

• Go through the Check these words box with Ss. • Read aloud the Famous quotation and explain/

elicit what it means. (It is important to value and conserve wildlife.)

To consolidate information in a

text; to express an opinion

Read the rubric aloud and elicit answers from various Ss around the class.

Exercise 1

• Look at the summary sentences with the class and elicit that they explain what is happening at important stages of the story.

• In a weaker class, you may need to help them locate relevant information in the text. In a stronger class, when you check answers, ask students to tell you which pieces of text helped them do the matching.

 answers.

1 d     2 e     3 f     4 c     5 a         6 b

Exercise 2

• Read through the key phrases and the words in the box with the class.

• Ask students to find the key phrases in the model text and complete them with the words in the box.

• In a weaker class, check understanding by asking students to translate the sentences into their own language. In a stronger class, ask students to use the words in new sentences.

 answers.

1 while     2 When     3 After     4 As soon as     5 Suddenly

Exercise 3

• Before starting the exercise, ask students to find examples of when, while and as soon as in the model text.

• Elicit the difference in meaning between them (we use when + past simple and while + past continuous; we use as soon as when an action follows immediately after another).

 answers.

1 while     2 As soon as     3 When

Home task

Exercise 4

• Read the task with the class.

• Students think and plan their stories individually.

• Students write their stories. This can be set for homework.

• Tell students to check their work, ensuring they have used there was, there were, past tenses, and linking words, correctly.

Feedback

Reflection

What kind of lesson today? (bad, good, scientific, interesting) Did you like this lesson?

Our lesson is over!

Good bye, children!

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

encourage less able learners to show another learner where they think the answer to reading question is in the text before deciding on answer

monitor reading comprehension with thumbs up and down technique and follow-up questioning

values link: caring for the environment

encourage more able learners to extend their writing to two paragraphs

take in learners’ extended writing for assessment

LESSON: Module 4 Lesson 8

Space and Earth

School:

Date:

Teacher name:

CLASS:

absent:

Learning objectives(s) that this lesson is contributing to

7.C8 develop intercultural awareness through reading and discussion

7.UE9 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn vocabulary for talking about Space and Earth.

• Read a text about the Baikonur Cosmodrome.

• Learn and practise using the passive voice.

• Learn how to use by and with in passive sentences.with support

Most learners will be able to:

Learn vocabulary for talking about Space and Earth.

• Read a text about the Baikonur Cosmodrome.

• Learn and practise using the passive voice.

• Learn how to use by and with in passive sentences.with little support

Some learners will be able to:

Learn vocabulary for talking about Space and Earth.

• Read a text about the Baikonur Cosmodrome.

• Learn and practise using the passive voice.

• Learn how to use by and with in passive sentences.without support

Previous learning

vocabulary relating to environmental problems and signposting presentation language

Plan

Planned activities

Warm-up (2–3 minutes)

• Ask students if they have ever been to Baikonur. Ask what they know about the cosmodrome and whether they would like to visit it.

• Write their ideas about Baikonur on the board, but do not confirm or reject any at this stage.

• Tell students they are going to read a text about Baikonur.

Main Activities

To read for lexico-grammatical structure

(open cloze)

• Allow Ss some time to read the text carefully and think of an appropriate word for each gap.

• Have Ss look up the meanings of the words in the Check these words box and then check Ss’ answers.

Exercise 1

• Focus students’ attention on the words in the box.

• In pairs, students check the meaning of the words and complete the sentences with six of the words.

 answers.

1 star, galaxy     2 planets     3 satellite     4 Cosmodrome 5 astronaut

Exercise 2  CD 2.40

• Focus students' attention on the numbers in the box. Ask: Which numbers might refer to years? (1950s, 2011, 2003, 2015) What might the other numbers refer to? (dates, measurements, amount of something, etc.)

• Play the recording, students check their answers.

 answers.

1 1950s    2 200    3 1    4 13th    5 2001    6 2015    7 500th 8 2003 9  6    10 2nd

Exercise 3

• Read through the instructions together and draw students’ attention to the words in blue. Write on the board:

My grandfather built this house.

This house was built by my grandfather.

• Ask students to identify the subject in each sentence. Point out that the information in both sentences is the same but the focus is different. In the first sentence, we focus on the person doing the action (my grandfather is the subject) and we use an active verb (built). In the second sentence, the focus is on the result of the action (the subject is this house, the thing the action is directed at) and we use a passive verb (was built).

• Read through the rules together and check for understanding.

 answers.

1 is, are     2 were

Exercise 4

• Explain the task and emphasise that students need to use the correct tense (present simple or past simple).

• In a weaker class, do this together as a class activity.

 answers.

1 was served     2 were designed     3 were invented     4 is dried     5 were used    6 are placed     7 is eaten     
8 is kept   9 are opened    10 is drunk

To summarise/paraphrase information in a

text

• Play the recording. Ss listen and follow the text in

their books. Then ask Ss to close their books.

• Ask various Ss around the class to talk about the hole in the ozone layer in front of the rest of the class.

Exercise 5

• Give students a minute to find all instances of by and with in the text in exercise 4. Students work in pairs.

 answers.

by: … new containers were designed by scientists …; … the ones which were used by astronauts …

We use by to show who or what does something.

with: … the food is eaten with a fork and spoon …; The containers are opened with scissors …; … the water is drunk with a straw ….

We use with to show the method. It means ‘using something.’

Home task

Exercise 6

• Explain the task and ask students to do it individually.

 answers.

1 The ISS was visited by the space tourist Dennis Tito in 2001.

2 The planet Uranus was first seen with a telescope in 1781.

3 Cosmonautics Day is celebrated on 12th April every year.

4 The first rocket to go into space was created by a team of German and Russian scientists.

5 English and Russian are spoken on the ISS.

Feedback

Reflection

What kind of lesson today? (bad, good, scientific, interesting) Did you like this lesson?

Our lesson is over!

Good bye, children!

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 when preparing presentations and give support on structure and language to use

monitor use of new language from module in learners’ work across tasks

values links: concern for the environment

challenge more able learners to find and present attention grabbing statistics as part of their presentations

assess presentations for accuracy of language, fluency of delivery and organisation using a checklist

cross-curricular links: Geography [ climate change]

LESSON: Module 4 Lesson 9

Directions

School:

Date:

Teacher name:

CLASS:

absent:

Learning objectives(s) that this lesson is contributing to

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics

7.S5 keep interaction going in longer exchanges on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Learn vocabulary for places in a town.

• Learn key phrases for asking for and giving directions.

• Listen to a phone conversation about asking for and giving directions.

• Practise asking for and giving directions. with support

Most learners will be able to:

Learn vocabulary for places in a town.

• Learn key phrases for asking for and giving directions.

• Listen to a phone conversation about asking for and giving directions.

• Practise asking for and giving directions. with little support

Some learners will be able to:

i Learn vocabulary for places in a town.

• Learn key phrases for asking for and giving directions.

• Listen to a phone conversation about asking for and giving directions.

• Practise asking for and giving directions. Without  support

Previous learning

vocabulary on global environmental problems from previous sections of the Module

Plan

Planned activities

Warm-up (3–4 minutes)

• With books closed, think of a place fairly close to your school, such as a sports centre, shop or cinema. Ask students where it is.

• Elicit some ideas, then ask: How do I get there from this school?

• Elicit some directions, but do not correct students at this stage.

• Tell students they are going to practise asking for and giving directions.

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