Module 1 Science and scientific phenomena 7 страница
Module 2 Natural Disasters
| LESSON: Module 2 Lesson 6 Everyday English 1d | 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: | ||||||
| listen and read for gist, pronounce the /oo/ sound Most learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue Some learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization | |||||||
| Assessment criteria | Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue | ||||||
| Value links | Solutions to global issues, natural disasters and global citizenships
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| 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 | 1 ^Ti5^ To present flood safety tips • Direct Ss' attention to the pictures. • Play the recording. Ss listen and repeat chorally and/or individually.
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| PRESENTATION AND PRACTICE | To talk about floods/share a personal experience Give Ss time to think about their answers to the questions and then ask various Ss to share their answers/personal experiences with the class. (Ss' own answers) 2 a) [Aim To identify a text type • Direct Ss' attention to the text and elicit what type it is and its purpose. • Ask various Ss to tell the class. Answer Key The text is a leaflet. Its purpose it to educate. Suggested Answer Key I have (not) seen a similar one before. b) [Aim] To listen and read for specific information • Ask Ss to guess which actions people should do and when in a flood. • Play the recording. Ss listen and read the text and find out if their guesses were correct. To listen and read for specific information • Ask Ss to guess which actions people should do and when in a flood. • Play the recording. Ss listen and read the text and find out if their guesses were correct. Answer Key You should turn off the electricity supply before a flood. You should wear protective clothing and move to higher ground during a flood. You should not walk through moving water or drive in flooded areas during a flood. • Explain the task and give Ss time to complete it by thinking of an appropriate word for each gap • Remind them to look at the key words before and after the gaps that will help them. Answer Key 1 where 5 from 9 out 2 as 6 to 10 to 3 your 7 what 11 before 4 off 8 can 12 it
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 To consolidate vocabulary and information in a text • Explain the task and give Ss time to read the sentences and look through the text again to find the words/phrases to complete them. • Check Ss' answers. Answer Key 1 emergency kit 2 protective clothing 3 electricity and water supplies 4 flood barriers/defences 5 floodwaters 6 flood updates 7 high ground 8 electrical equipment Listening & Speaking
information
• Ask Ss to read the questions and the answer choices. • Play the recording. Ss listen and choose their answers according to what they hear. • Check Ss' answers around the class. Answer Key 1C 2 8 3 В 4 A 5 C 6 В | ||||||
| ENDING THE LESSON | Ss in pairs prepare similar dialogues and then act them out. | ||||||
| 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 7
| 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: | ||||||
| listen and read for gist, for specific information Most learners will be able to: listen and read for gist, read for specific information, compare buildings Some learners will be able to: listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building | |||||||
| Assessment criteria | Learners have met the learning objective if they can: compare buildings and write about buildings | ||||||
| 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 | To consolidate information in a listening task Ask various Ss to tell the class what they have learnt about earthquake safety. Suggested Answer Key I learnt that it's important to have an emergency supply kit with bottled water, tinned food, a first aid kit, a torch and a battery-powered radio. I also learnt that you should write down your contact names and numbers. Not only that, it's much safer to stay inside the house and go under a table or stand in a doorway away from heavy furniture than to go outside. I also learnt that if you happen to be outside when the earthquake happens, you should try to stay in an open place away from trees and buildings.
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| PRESENTATION AND PRACTICE |
Speaking Aim] To role-play making suggestions and agreeing/disagreeing • 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 earthquake safety tips in Ex. 5 to make exchanges. Suggested Answer Key ... you should stay inside the house and go under a table or stand in a doorway away from heavy furniture rather than to go outside. B: That sounds great. If you are outside, though, you should try to stay in an open place away from trees and buildings. Writing • Explain the task and give Ss time to look for information on the Internet about ways to prevent damage in a natural disaster. • Ss may work individually or in small groups and then use their information to prepare a leaflet similar to the one in Ex. 2. • Ask various Ss to present their leaflet to the class. Suggested Answer Key Always be prepared • Have a torch with batteries handy. • Have a battery-operated radio available. • Have a first-aid kit handy. Before a hurricane • Use storm shutters or board all windows securely. • Protect outward doors. • Check that oil and gas stoves are in working order; replenish stock of fuel. • Store all garden tools and furniture inside if possible. During a hurricane • If you are evacuating, leave early so that not stranded by flooded roads, fallen tree and traffic jams. Make sure you have enoi in your vehicle. • If there is a lull after the ‘eye' of the sti passed, stay in place, except to make em repairs. The wind may return suddenly w. greater strength. • Rely ONLY on official bulletins from radic do not use the telephone. After a hurricane • Assist in search and rescue. • Seek medical attention for persons injuret • Clean up debris and do temporary repairs. • Report damage to the authorities. • Assist in road clearance. | ||||||
| ENDING THE LESSON | Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. | ||||||
| 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 8
| School: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ; 10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in 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 | ||||
| Lesson objectives | All learners will be able to: | ||||
| listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world Some learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen. | |||||
| Assessment criteria | Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen | ||||
| 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 |
| ||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||
| BEGINNING THE LESSON | To introduce the topic and predict the content of the text Writing 1 [Aim) To analyse a rubric • Ask Ss to read through the rubric and look at the key words in bold and answer the questions. • Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned. • Check Ss' answers around the class. Answer Key 1 a story 2 readers of a travel magazine 3 about a nasty holiday experience 4 between 120-180 words 5 first-person narrative | ||||
| PRESENTATION AND PRACTICE | To analyse a model story • Ask Ss to read the Writing Tip. • Read the rubric aloud, give Ss time to read the model story and answer the questions. • Check Ss' answers. Answer Key 1 The writer sets the scene by introducing the main characters (himself and his friend James), saying where and when they were (travelling across the USA during a summer holiday), and what they were doing (taking a journey on a steam train). BACKGROUND INFORMATION The Bahamas is a country made up of 29 islands. It is located in the Atlantic Ocean to the southeast of the USA off the coast of Florida. The capital city is Nassau and the population is around 330,000 people. It is a popular tourist destination. Miami is a large city in the state of Florida in the southeast United States. The population is 5.5 million people and the city is an important commercial, entertainment and cultural centre. The Gulf of Mexico is an ocean basin surrounded on three sides by land between Mexico, the USA and Cuba. It is around 1,300 kilometres across and the deepest part is 4,384 metres. It is an important ecosystem and was badly damaged by the Deepwater Horizon oil spill in 2010. The Mississippi River is the biggest river system in the USA. It is 3,730 km long and crosses 10 states. The Mississippi River Delta drains into the Gulf of Mexico. Lake Pontchartrain is not actually a lake, it is an estuary in southeast Louisiana. It is 1,600 km2 in area and averages 3 to 4 metres in depth. 2 The climax event is when the train started rocking dangerously from side to side and people started screaming. 3 In the end, the train slowed down and pulled into the next station. 4 The characters felt relieved that no one was injured. з To put events in a story in order • Explain the task to Ss and give them time to re-read the text and complete the task. • In pairs, have Ss compare their answers. • Check Ss' answers around the class. Answer Key A3 Cl E 2 G 6 В 7 D 5 F 4 H 8 1 To identify adjectives in a story • Ss do the task. • Check Ss' answers. Answer Key terrifying 2 smooth 3 screechin | ||||
| ENDING THE LESSON | To make a positive change by being a global citizen you can: volunteer for a group that helps your local community. sign a petition that campaigns for positive action to help the environment. email/tweet your local MP or a world leader to encourage them to make a positive change. | ||||
| 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 | |||
| 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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