Module 1  Science and scientific phenomena 5 страница

LESSON: Module 1 Lesson 12

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10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

 1 Science and scientific phenomena

Plan

Planned activities

Excel
Resources

 Reading

1 [Aim] To read for specific information

•     Ask Ss to read the questions (1-4) and the possible answers.

•     Give Ss time to read the text and choose the correct answer for each question

•     Check Ss' answers.

Answer Key

ID  2 C 3 C      4 D

  Listening

To listen for specific information

•     Ask Ss to read the headings (A-G).

•     Play the recording. Ss listen and match them to the speakers accordingly.

•     Check Ss' answers.

Answer Key

1C 2 В ЗА 4 D 5 E

• Explain the task.

• Ss complete the task.

Check Ss' answers

discovery   5     passed 9 struggling

ancestors    6     myth 10 psychologist

select 7     prevent           

debate 8     observed   Aim) To consolidate grammar from the module

• Explain the task.

• Ss complete the task.

• Check Ss' answers.

Answer Key

1  worse 3 earlier

2  more carefully 4 more healthily

4   To consolidate grammar from the module

• Explain the task.

• Ss complete the task.

• Check Ss' answers.

Answer Key

1 must have gone

2 may/might/could have fallen

3 can't have been

4 can't have done

5   To practise sentence transformations

• Explain the task.

• Ss complete the task.

• Check Ss' answers.

Answer Key

1 The experiment was considered a great success.

2 Dr Harrison was given an award by the government in 2009.

3 Sir Isaac Newton's house is visited by a lot of tourists.

4 More time is needed by the research team to finish the experiment.

5 Dinosaur DNA was found in a broken bone by the palaeontologists.

To practise connectors

Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 but                   3 and                    5 While

2 Despite            4 because

Writing

• Explain the task and give Ss time to plan and complete their work and then check Ss' answers.

• Alternatively assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

Marie Curie

There aren't many people who haven't heard of Marie Curie. She was a famous physicist and chemist.

Curie was born on 7 November, 1867, in Warsaw, Poland. Her family was quite poor so she had to attend public school, but she was an excellent student. She became a governess when she left school to help pay for her sister's education. A few years later, she left for Paris and went to university, where she earned degrees in physics and maths.

In 1895, she married Pierre Curie. Together they discovered polonium and radium, and Marie developed a theory about radioactivity. They won the Nobel Prize in Physics in 1903. Eight years later, Marie Curie won the Nobel Prize in Chemistry on her own. She died on 4 July, 1934, from exposure to radiation. Marie Curie was a scientific pioneer. She was the first person to win two Nobel Prizes and the first woman to become a professor at the University of Paris. She is also an inspiration to young women who are interested in science all over the world.

Check your Progress

Ask Ss to assess their own performance in the unit by ticking the boxes according to how competent they feel for each of the listed activities.

 Discussing the theme of the module

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

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e.g. multiple choice complete the missing word etc..

LESSON: Module 2  Lesson 1

Introductory lessons

School:

Date:

Teacher name:

CLASS:

Number present:

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10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide 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 appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

 Natural Disasters

Natural Disasters

Using videos& pictures, working with URLs

 Natural Disasters

Planned activities (replace the notes below with your planned activities)

 ►► Module Objectives

Read the title of the module Natural disasters and ask Ss to suggest what they think the module will be about (the module is about natural disasters and accidents). Go through the objectives list to stimulate Ss' interest in the module.

Vocabulary

1

disasters

To present vocabulary for natural

• Play the recording with pauses for Ss to repeat chorally and/or individually.

• Check Ss' pronunciation and intonation.

To introduce new vocabulary; To

match vocabulary to pictures

• Give Ss time to complete the sentences in pairs.

• Check Ss' answers.

Answer Key

1  burnt                 3 caused         5 hit

2  rescued 4 erupted

• Ask Ss to look at the pictures A-E and then match the disasters in Ex. 1 to them.

• Check Ss' answers.

Answer Key

A forest fire В mine collapse C huge tropical storm D volcanic eruption E earthquake &tsunami

b) To discuss feelings related to natural disasters

• Ask Ss to talk in pairs about what they know about the disasters and how they made them feel and how they think the people involved felt.

• Monitor the activity around the class and then ask some pairs to share their answers with the rest of the class.

Suggested Answer Key

I heard about the earthquake and tsunami in 2011. I felt very sad for the people who died and the survivors who lost their loved ones and their homes. I think the people in Japan also felt very sad.

3 To listen for gist

• Explain the task and play the recording.

• Ss listen and match the extracts to two of t pictures.

• Check Ss' answers.

Answer Key

Extract 1 - D Extract 2 - В

• Play the video for Ss and elicit their comment

OVER TO YOU!

To personalise the topic

Ask Ss to close their books, then elicit answ( from various Ss around the class.

Suggested Answer Key

In 2017, 1.2 million acres of land in Portugal wt burnt because of forest fires.

33 men were trapped in a mine in Chile.

Hurricane Katrina caused terrible flooding in Nt Orleans and lots of people died.

In 2010, a volcano in Iceland erupted.

There was a terrible earthquake and a tsunami Japan in 2011 and thousands of people died.

Background information

The Atacama Desert is in Chile in South America to the west of the Andes Mountains. It covers a 1000-km strip of land along the Pacific coast. It is said to be the driest place in the world.

New Orleans is a large city in the state of Louisiana, in the south of the USA. It has a population of 1.2 million people and covers 9,726 square km. It is famous for its jazz music, its cuisine and its festivals, especially Mardi Gras. Iceland is an island country in the North Atlantic Ocean. It is part of Europe and the capital city is Reykjavik. It has a population of about 330,000 people. It is famous for its volcanoes and glaciers. Japan is an island country in East Asia in the Pacific Ocean. It is also known as the Land of the Rising Sun. The capital city is Tokyo and the population is 127 million people.

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 2  Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist and for specific information

Most learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases

Some learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Global issues

Using videos& pictures, working with URLs

 Natural Disasters

Planned activities (replace the notes below with your planned activities)

 Vocabulary & Reading

1 a) fl) To present vocabulary related to disasters

• Elicit/Explain the meaning of the words/ phrases in the list.

• Explain the task and give Ss time to read and fill in the headlines.

• Play the recording. Ss listen and check.

• Check Ss' answers around the class. Elicit L1 translations for the headlines.

Answer Key

7 UNDERSEA                     5 CLOSED DOWN

2 STRIKES                           6 EVACUATED

3 WASHES AWAY            7 RUNNING WATER

4 FORCE

To activate vocabulary

Refer Ss to the headlines and elicit answers from various Ss around the class.

Suggested Answer Key

In March 2011, an undersea earthquake struck off the coast of Japan. Soon after, a 10-metre tsunami followed which washed away many houses and cars. The force of the Japan quake was so big that it

Speaking & Writing

To consolidate information in a text

• Play the recording. Ss listen and read the text again.

• Explain the situation and ask Ss think about the questions in the rubric.

• Give Ss time to write a few sentences using the headlines in Ex. 1a to help them.

• Have Ss tell their partners and then ask some Ss to share their answers with the class.

Suggested Answer Key

It was about a quarter to three and I was shopping. As I was crossing the street, the ground suddenly began to shake. I froze on the spot as I saw office workers running out of their buildings and watched as the buildings shook violently. People were screaming and crying. To make matters worse, authorities announced a tsunami was heading our way and ordered people to run to high ground. There were frantic people everywhere running up the hills. Once up on the hill, we watched as a 10-metre-high tsunami crashed into the coast. It washed away houses, cars and buildings.

moved the island by about 2.4 metres. Many nuclear power stations in the areas where the quake struck had to be closed down. Haifa million Japanese people evacuated their houses and almost 1.4 million in total were without running water.

(Aim To stimulate interest in the topic and read for specific information

•     Read the rubric aloud and elicit questions from Ss around the class.

•     Give Ss time to read the text and try to answer their questions.

•     Check Ss' answers around the class.

Suggested Answer Key

1     How strong was the earthquake? (It was a magnitude 9 quake.)

2     How many people died? (Over 15,000 people died.)

3     How far inland did the tsunami reach? (It reached 10 km inland.)

9 (Aim To write a short article

• Explain the task and give Ss time to write a short article or assign the task as HW.

• Check Ss' answers by asking various Ss to read out their articles to the class.

Suggested Answer Key

On 11th March, 2011, an undersea earthquake hit near the northeastern coast of Japan. It was the most powerful earthquake in Japan's history and it triggered a devastating tsunami. Thousands of people died and the coast of Japan was destroyed. Roads, buildings and entire villages were swept away. The power of the 9 magnitude earthquake literally shook the Earth because the planet moved on its axis. The effect of this is that every day is now shorter by 1.8 milliseconds. It was a devastating tragedy that will take the country many years to recover from.

3 То read for cohesion and coherence

• Explain the task and give Ss time to complete it.

• Remind them to look at the key words before and after the gaps that will help them find the missing sentences.

Answer Key

1C 2 A 3 F 4 E 5 D

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments.

b)

To listen for confirmation

Play the recording. Ss listen and check their answers.

4 To consolidate new vocabulary

• Explain the task to Ss and give them time to complete it. Ss work in pairs.

• Check Ss' answers around the class.

Answer Key

triggered: started

partial: incomplete

frantic: panicked & frightened

hurled: violently threw

stranded: unable to leave

swamp-like: very wet

crumbled: broken into small pieces

rubble: pieces of bricks, stones & other materials

clinging to: holding on tightly

To prepare a poster

Explain the task and ask Ss to work in small groups to look up information on the Internet or any other sources. Ss can use ideas from the text on p. 6. Ask various Ss to present their posters to the class.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

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