Topic 2. Read the beginning of the story and create your continuation. 15 страница

Main Activities

Exercise 1  CD 2.10

• Look at the example with the class and ask students to work in pairs to form more compound nouns.

• Check answers with the class by asking students to read out their answers.

 answers.

2 stop 3 park 4 crossing 5 station  6 office 7 school 8 centre 9 park 10 centre 11 lights 12 club

Exercise 2

• Refer students to the map and ask them to locate the places they have named. They can do this in pairs.

 answers.

B secondary school C pedestrian crossing D post office E sports centre F youth club G traffic lights
H shopping centre I bus stop J skateboard park K police station L car park

Exercise 3  CD 2.11  Tapescript page 155

• Read through the key phrases with the class.

• Ask students to translate the phrases into their own language.

• Explain that students are going to listen to two conversations. They should identify which places the people are looking for.

• After listening to the conversations, ask students the question in the instructions.

 answers.

1 skateboard park     2 art gallery

Exercise 4  CD 2.12

• Students read and listen to the dialogue. Tell them not to worry about the blue words at this stage. They can repeat after each line if necessary.

• Students practise the dialogue with a partner. Remind them to swap roles and practise it again.

 answers.

Students’ own answers.

Home task

Ex 1 new words activate

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

support less able learners in planning by working to draft topic sentences in groups

assess learners’ use of module vocabulary in monitoring planning stage of work

values link: caring for the environment

provide challenge to more able learners by suggesting they give examples of problems they mention and write about alternative solutions [ not just one].

take in extended pieces of writing for assessment

LESSON: Module 4 Lesson 10

CLIL. Natural science: Natural disasters

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

SA

7.R5 Deduce meaning from context in short texts on a growing

range of familiar general and curricular topics

7.R7 Recognise typical features at word, sentence and text level in a

range of written genres

7.S3 Give an opinion at discourse level on a growing range of

general and curricular topics

7.S6 Begin to link comments with some flexibility to what others

say at sentence and discourse level in pair, group and whole class

exchanges

Assessment criteria

• Identify the meaning and details of the reading texts

• Identify the correct form of a word, appropriate sentence structure and text layout

• Provide a point of view in conversations and discussions

• Interact in a pair, group and a whole class work presenting

logically connected information with ideas of other people

Lesson objectives

All learners will be able to:

Learn vocabulary for talking about natural disasters.

• Read a text about earthquakes. with support

Most learners will be able to:

Learn vocabulary for talking about natural disasters.

• Read a text about earthquakes. with little support

Some learners will be able to:

Learn vocabulary for talking about natural disasters.

• Read a text about earthquakes. without  support

Previous learning

solar system and space exploration vocabulary from previous lesson

Plan

Planned activities

Warm-up (2–3 minutes)

• With books closed, write earthquake on the board and

elicit the meaning.

• Ask students if they have watched reports about

earthquakes in the news recently. Ask: What happened?

Where? What did people do? Elicit some answers.

• Tell students they are going to learn what causes earthquakes.

Main Activities

To recall significant

information from a text; to express an opinion

• Ask Ss to think about what impressed them in the text. Suggest the scale of the planets or the human achievements.

• Give Ss some time to write their sentences and then check Ss’ answers around the class.

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

Exercise 1

• Students work individually to check the meaning of the words in their dictionaries.

• Check that students understand the words. Model and drill pronunciation of the words.

• In pairs, students discuss which natural disasters they think are the most dangerous.

• Get some feedback from a few students and encourage them to give reasons for their answers

ANSWERS

Students’ own answers.

Exercise 2 $ 2.13

• Play the recording and ask students to listen and read the text.

• Allow students time to read the questions. In a weaker class, pre-teach the following words and phrases: surface, layer, core, mantle and crust.

• Ask them to read the text again and answer the questions.

• Ask students to compare their answers in pairs, then check

answers with the class.

ANSWERS

1 Tectonic plates are pieces of the Earth’ crust. 2 It’s made up of four layers: inner core, outer core, mantle and crust.

3 A hypocentre is the location below the Earth’s surface where the earthquake starts.

4 A seismograph measures the strength of an earthquake.

5 More than a million earthquakes occur every year.

Exercise 3

• Students find the words in the text and match them with the definitions.

• Check answers as a class.

ANSWERS

1 occur 2 prevent 3 cause 4 collide 5 damage 6 slide

SA – 20m

Task 1. Read the text and answer the questions.

Example:0.Is Pluto no longer a planet? Yes, It is

Is Pluto a Planet?

‘Dwarf’ is a very little star

Many people are saying that Pluto is no longer a planet. National Geographic News says that, according to the International Astronomical Union, a full planet is an object that orbits the sun and is large enough to have become round due to the force of its own gravity. Because Pluto doesn't meet these standards, the International Astronomical Union classifies Pluto as a dwarf planet. Not everyone agrees that this is a good way to decide, though. Andy Cheng, a planetary scientist at Johns Hopkins University, says that the new rules aren't clear enough and asks the question “how round is round?” “...I'll still continue to maintain that Pluto is a planet," he said.

Owen Gingerich is an astronomer and historian at Harvard University in Cambridge. He favored a special distinction for Pluto. Gingerich supported a proposal to call the big eight planets classical planets—as opposed to just plain "planets"—and Pluto and the others dwarf planets, so there would be two classes of planets. He believes that reclassifying Pluto as a dwarf planet is not "sensitive to the historical and cultural role that Pluto has played." The argument continues. What do you think it is?

1. What planet is a full planet?

2. Is Pluto the only dwarf planet?

3. How many classes of planets are according to the astronomer?

Group Assessment sheet

Assessment. Traffic light.

 Feedback. The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers.

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 clear outline structure with possible language starters for sections of the presentation

check comprehension of listening through follow-up questioning

ICT links: using slides to give a presentation

challenge more able learners to research and use a quotation about space as part of their presentations

assess pronunciation, fluency and lexical and grammatical range in presentations

cross-curricular links: history [Kazakhstan’s role in space history]

LESSON: Module4 Lesson 11

Summative Control work 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.L3 Understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics.

7.L6 Deduce meaning from context with little support in extended talk on a limited range of general and curricular topics.

7.R3 Understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts.

7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.W2 Write with minimal support about real and imaginary pastevents, activities and experiences on a growing range of familiar general topics and some curricular topics.

7.UE9 Use appropriately a variety of active and passive simple present and past forms and past perfect simple forms

on a range of familiar generala7n.Sd4cRurersipcuolnadr wtoipthicsome flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics. 7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.

Lesson objectives

All learners will be able to:

use some target functional language appropriately in functional exchanges and pronounce some target words and phrases clearly with support

Most learners will be able to:

use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with support

Some learners will be able to:

use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with little support

Previous learning

simple forms for making and responding to suggestions: shall we.. let’s .. what about ..?

Plan

Planned timings

Planned activities

Beginning the lesson

To present situational language

• Play the recording for Ss to listen and repeat

chorally and/or individually.

• Check Ss’ pronunciation and intonation.

Main Activities

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2

Review of summative assessment for term 2

Duration of summative assessment – 40 minutes

Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes

Speaking task is conducted separately.

Total marks- 24

The structure of the summative assessment

This Summative Assessment consists of 14 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.

Matching tasks require learners to match two sets of items according to the instructions for the task.

Open-ended tasks require learners to follow instructions of the task, answer questions in words, expressions and sentences.

The content of the summative assessment for the 2 term should be selected on topics “Holidays and Travel” or/and “Space and Earth”.

Reading

Task. Read the article.

Holidays in Space

The World Tourism Organization says that space will soon be a popular place to go on holiday – possibly by 2020. One Japanese company is getting ready. They are planning a space holiday centre. It will look like a bicycle wheel and have a hotel for 100 people and a theme park. It will travel round the Earth at a height of 300 km. The company hopes the centre will be ready in 2017. The company chairman says that flying to the centre will probably be quicker than flying from Hong Kong to Singapore. When they are on board of the centre, the tourists will take short trips to the Moon or go for walks in space.

An American hotel group is also thinking of building a hotel, called the Lunar Hotel. This will be on the Ьoon. Most of the hotel will be under the ground so it won’t become too hot or too cold. The rooms will look just like they do on Earth. The guests will eat normal food for lunch. The cooks will just push a button to mix dried food with water to become an instant meal!

You may use this plan for the answer:

What were the problems?

How did you solve them?

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

Kyle and Steve were on board of the spaceship, the destination of which was Mars.

Suddenly Kyle looked out of the window and noticed something big with lots of flashing lights coming towards their ship. The ship’s radio began to make noise and everybody was waiting for something to happen. Then a little window at the end of the ship opened and a small green creature appeared as if it was waiting outside. “An alien!” – Kyle shouted but people didn’t hear him…

You may use this plan for the answer:

What happened next?                                                                                                                                          

What did Kyle decide to do?                                                                                                                                                                                     

Describe the end                                                                                                                                                   

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