Module 1 Science and scientific phenomena 6 страница
Module 2 Natural Disasters
| LESSON: Module 2 Lesson 3
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| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 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: | ||||||
| Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form Most learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result Some learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech | |||||||
| Assessment criteria | Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons. | ||||||
| Value links | Solutions to global issues, natural disasters and global citizenships | ||||||
| Cross - curricular links | Global issues | ||||||
| ICT skills | Using videos& pictures, working with URLs
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| Previous learning | Natural Disasters | ||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON | 5 To revise compound adjectives • Elicit how compound adjectives are formed (A compound adjective is formed when two or more adjectives are joined together to modify the same noun.) • Then give Ss time to find four examples in the text. • Refer Ss to the Grammar Reference section for more details. Answer Key swamp-like 4-month-old hard-working world-famous | Teacher’s ideas | |||||
| PRESENTATION AND PRACTICE | To practise compound adjectives • Explain the task and give Ss time to complete it. • Check Ss' answers. Elicit sentences from various Ss around the class. Suggested Answer Key After the flood, many areas had a swamp-lit appearance. Tom is a hard-working man. Jane took her 4-month-old baby to the docU George Clooney is a world-famous actor. To present/revise (to) infinitive/ -ing forms • Explain/Elicit that the infinitive is the ba: of all verbs. Explain/Elicit that we can use or without the preposition to. Say then w the board: / want to play football. I ca football. Explain/Elicit that we use to-inf after certain verbs such as would like, love, want, expect, hope, offer, promise, decide and after be + adjective and wit and enough. Explain/Elicit that we usi infinitive without to with modal verbs must, should, etc) and after the verbs le make. • Explain/Elicit that the -ing form is the form that ends in -ing. Say then write or board: Swimming is fun. Explain/Elicit tha can use the -ing form as a noun. Say then \ on the board: / like running. Explain/Elicit we use the -ing form with the verbs like, I hate, dislike, enjoy, prefer. • Explain the task and give Ss time to comp it. • Ask Ss to check their answers in the Gram/ Reference section. Answer Key 1 driving 3 getting 5 repairing 2 to buy 4 leave 6 rescuing 7 To practise (to) infinitive/-/ng forms
• Explain the task and give Ss time to comple it. • Check Ss' answers. Then ask various Ss to t( the class how the sentences' meanings differ. Answer Key 1 a to stand (remember b reading (fail to remember) 2 a to buy (paused) b working (ceased) 3 a not moving (disappointment) b to inform (remorse) 4 a to stay (attempt) b using (experiment) 5 a to put (intention) b going (has the meaning) • For Exs 8 8,9 see p. 22(T)
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| ENDING THE LESSON |
A Grammar quiz. (Teacher’s ideas) | ||||||
| Additional information
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| 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 | |||||
| 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 | ||||||
Module 2 Natural Disasters
| LESSON: Module 1 Lesson 4 Use of English 1b | School: | ||||||||||||||||||||||||||||||
| Date: | Teacher name: | ||||||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | |||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 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: | ||||||||||||||||||||||||||||||
| Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form Most learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result Some learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech | |||||||||||||||||||||||||||||||
| Assessment criteria |
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| Value links | Solutions to global issues, natural disasters and global citizenships | ||||||||||||||||||||||||||||||
| Cross - curricular links | Global issues | ||||||||||||||||||||||||||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||||||||||||||||||||||||||
| Previous learning | Natural Disasters | ||||||||||||||||||||||||||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||||||||||||||||||||||||||
| BEGINNING THE LESSON | To revise the to-infinitive and the -ing forms
| Teacher’s ideas | |||||||||||||||||||||||||||||
| PRESENTATION AND PRACTICE | To present disasters • Di rect Ss' attention to the disasters in the list. • Play the recording. Ss listen and repeat chorally and/or individually. • Go through the list of disasters and elicit which ones are natural and which ones are influenced by man. • Then elicit which disasters are shown in the pictures. Answer Key
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b) To match disasters to headlines • Give Ss time to complete the task. • Check Ss' answers. Ask Ss to give justifications. Answer Key A 1 (train) В 10 (tremors) C 8 (oil spill, coast) D 6 (aircraft) E 4 (blast, chemical plant) F 7 (hurricane) G 3 (rising river waters) H 2 (side of mountain collapses) 2a)To listen for gist Play the recording. Ss listen and match the descriptions to the pictures To prepare a news report • Explain the task. If necessary, assign it as HW. You can photocopy the script for Ex. 8 for Ss to use as a model but Ss' reports should be shorter. • Ss work in pairs and prepare their news reports. • Ask various Ss to read their reports to the class. Answer Key A 1 В 3 C 4 D 2 To describe a picture • Ss work in pairs and choose a picture to describe to their partner. • Monitor the activity around the class and then ask various Ss to describe the pictures. Suggested Answer Key In picture 1, I can see five soldiers. They are wearing army clothes. They are all wearing gloves and hats. Four of them are looking through binoculars and one person is writing on a piece of paper. There is a vehicle behind them. I think it is a tank. In picture 2, there is a large train engine. It is black with a red front with the letters 'SP' in white. It has come off the tracks, but it hasn't fallen over. There are two men by the side of the tracks. I think they are discussing what to do. In picture 3, there are a number of people walking along a raised walkway which runs along a flooded street. The people are wearing boots and pulling small suitcases along so I think they are being evacuated from a flooded town. Along the side of the street there are shops, but they are partly under the water. In picture 4, there is a rescue worker and a search and rescue dog. They are in a collapsed building. I can see broken concrete walls. The dog is looking into an area which has collapsed and maybe it can smell a person trapped there. The man is wearing safety gear. He is wearing blue coveralls and a hard hat with a light on it. з (Aim To read for gist Ask Ss to read through the text quickly and then elicit what it is about from Ss around the class. Answer Key The text is about floods in Kazakhstan. Suggested Answer Key Between 30th August and 16th September, 2017, a massive hurricane caused catastrophic damage in the Caribbean and the Florida Keys. Hurricane Irma was a Category 5 hurricane and one of the most destructive in US history. Winds of 295 kmph swept through the Atlantic causing widespread damage and considerable loss of life. The president said everything possible will be done to help survivors rebuild their communities. To 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 1 D 2 A 3 В 4 F SC • 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.
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| ENDING THE LESSON |
A Grammar quiz. (Teacher’s ideas) | ||||||||||||||||||||||||||||||
| Additional information
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| 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 | |||||||||||||||||||||||||||||
| 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 | ||||||||||||||||||||||||||||||
Module 2 Natural Disasters
| LESSON: Module 2 Lesson 5
| School: | ||||||
| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 0.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.5 - use feedback to set personal learning objectives; 10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; 10.6.17 - use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics | ||||||
| Lesson objectives | All learners will be able to: | ||||||
| Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give Most learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information Some learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film | |||||||
| Assessment criteria | Learners have met the learning objective if they can: speak about natural disasters and write an email | ||||||
| Value links | Solutions to global issues, natural disasters and global citizenships | ||||||
| Cross - curricular links | Global issues | ||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||
| Previous learning | Natural Disasters | ||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON | To consolidate new vocabulary • Explain the task and give Ss time to complete it. • Check Ss' answers and then ask various Ss to use the phrases to talk about flooding in Kazakhstan. Answer Key 1 moving 5 flood 2 heavy 6 higher 3 emergency 7 power 4 recurring 8 public Suggested Answer Key Heavy rain and extreme weather causes recurring floods in Kazakhstan. Flood damage and moving floodwaters have affected residential areas, power lines and public buildings. | ||||||
| PRESENTATION AND PRACTICE | б a) (Aim To practise prepositions & prepositional phrases • Explain the task and give Ss time to complete it. • Check Ss' answers.
• Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges. Suggested Answer Key A: You'll never guess what's happened! Violent tremors have hit the capital city. B: Oh no! That's terrible! A: Did you see the news? There's been an oil spill off the coast. B: That's so depressing. A: Have you heard? There was a dangerous blast at a chemical plant. B: Really? How horrible! A: Guess what happened! Some buildings downtown were damaged by a hurricane. В: I don't believe it. A: Look at this! Rising river waters have closed roads. B: It's awful, isn't it? A: Did you hear about the side of a mountain that collapsed onto some homes? B: Oh no! That's awful! Listening information
• Explain the task and ask Ss to read the sentences 1-5 and underline the key words. • Elicit what the radio news report will be about (a train crash and a flood). Play the recording. Ss listen and tick the sentences as true or false. • Check Ss' answers. You can play the recording again with pauses for Ss to check their answers. Answer Key IF 2 T 3 T 4 F 5 F Answer Key 1 to 2 to 3 from 4 for 5 with 1 To practise prepositional phrases Ask various Ss to use the phrases in Ex. 6a to talk about the natural disasters in Ex. 1a. Suggested Answer Key The war led to a huge loss of life. People who live close to snowy mountains are more likely to experience avalanches. The shutters protect their home from storm damage. Wars and natural disasters are responsible for a huge loss of life. They dealt with the livestock by moving them to higher ground during the flood. 7 To role-play giving and reacting to bad news • Explain the task and ask two Ss to act out the example exchange. • Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges. Suggested Answer Key A: You'll never guess what's happened! Violent tremors have hit the capital city. B: Oh no! That's terrible! A: Did you see the news? There's been an oil spill off the coast. B: That's so depressing. A: Have you heard? There was a dangerous blast at a chemical plant. B: Really? How horrible! A: Guess what happened! Some buildings downtown were damaged by a hurricane. В: I don't believe it. A: Look at this! Rising river waters have closed roads. B: It's awful, isn't it? A: Did you hear about the side of a mountain that collapsed onto some homes? B: Oh no! That's awful! • To listen to for specific information Explain the task and ask Ss to read the sentences 1-5 and underline the key words. • Elicit what the radio news report will be about (a train crash and a flood). Play the recording. Ss listen and tick the sentences as true or false. • Check Ss' answers. You can play the recording again with pauses for Ss to check their answers. Answer Key IF 2 T 3 T 4 F 5 F To discuss solutions to help people affected by a flood • Explain the task and divide the class into small groups. • Give Ss time to discuss solutions to a flood from the perspective of the emergency services. • Monitor the activity around the class and then ask some groups to share their ideas with the class. Suggested Answer Key A: I would call out the coast guard to rescue people from their homes where the streets are flooded. B: Good idea. I think we should also take food and fresh water to people who are safe but unable to leave their homes due to the floodwaters. C: Yes, I agree. Also, we should set up a rescue centre for people who have been made homeless, as well as a shelter where they can sleep and get a hot meal. For Ex. 9 see p. 24(T)
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| ENDING THE LESSON | Ask various Ss around the class to read their emails aloud to the class. (Other Ss listen carefully and ask questions if necessary) | Student’s Book: Language Review 1c Workbook: 1c | |||||
| Additional information
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| 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 | |||||
| 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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