Module 1  Science and scientific phenomena 8 страница

LESSON: Module 2  Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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:

read for gist, read for specific information

Most learners will be able to:

read for gist, read for specific information and write an essay following the plan given

Some learners will be able to:

read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Learners have met the learning objective if they can: write an essay offering solutions to a problem

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

Natural Disasters

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

5 To identify adverbs in a story

Elicit the adverbs in the story that describe the verbs in the list from Ss around the class.

Answer Key

1  slowly 3 dangerously 5 anxiously

2  frantically     4 quickly

To practise using adjectives and adverbs

• Explain the task. Elicit which of the words in the list are adjectives/adverbs.

• Explain that we use intensifiers (usu adverbs) to emphasise adjectives. Intensifiers include: really, quite, completely, extremely, absolutely, incredibly, etc.

• Ss do the task. Check Ss' answers.

Answer Key

1     deafening (adv), violently (adv).

2     absolutely (adv), massive (adj), rapidly (adv)

3     Dark (adj), heavy (adj)

4     carefully (adv)

Answer Key

A 3 a huge wave hit the jeep В 1 the characters put their surfboards in theJ C 4 the emergency services rescued them D 2 they went to the beach, there were < clouds and the wind was strong

10   fAim) To write a story

•     Explain the task and give Ss time to write t story using the plan and their answers to E> Then ask various Ss to read their stories alou

•     Remind Ss to use a variety of adjectives adverbs.

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

Answer Key

Adverb used as an intensifier: absolutely

Other intensifiers: amazingly, entirely, remarkably,

totally

To practise using linkers that show sequence of events

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

•     Check answers around the class.

Answer Key              

1 As soon as 4     Suddenly

2 Eventually 5     and

3 While      6     Before

To understand how to set the scene

•     Ask Ss to read through the Study Skills box.

•     Ask Ss to say how the writer sets the scene in the story in Ex. 2. (who = my friend James and I, where = travel across the USA, when = summer)

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

•     Check Ss' answers around the class.

Suggested Answer Key

Steve could never expect his weekend trip would end like this. Last Saturday afternoon, Steve and his friends were enjoying themselves in their sailing boat. Suddenly, the sky went dark and the wind began to blow hard. Huge waves hit their boat and Steve and his friends felt frightened.

9 due! To predict the content of a stc and practise sequence of events; to listen foi sequence of events

• Direct Ss' attention to the pictures and s what each one shows and ask Ss to decid which order they go.

• Play the recording. Ss listen and check.

Answer Key

A 3 a huge wave hit the jeep В 1 the characters put their surfboards in the_J C 4 the emergency services rescued them D 2 they went to the beach, there were < clouds and the wind was strong

10 To write a story

• Explain the task and give Ss time to write t story using the plan and their answers to E> Then ask various Ss to read their stories alou

• Remind Ss to use a variety of adjectives adverbs.

Alternatively, assign the task as HW and ch Ss' answers in the next lesson.

Suggested Answer Key

A Nasty Experience

It was a lovely sunny day in August. Jim and three friends decided to go surfing at a sandy be that they knew about 20 miles away.

After they had loaded their surfboards in the bad Jim's jeep, they clambered inside and set off hapf. At first, the sun was shining brightly but by the ti they got to the beach, dark clouds began to app in the sky. The wind started blowing hard and sea was full of big white waves. Excited rather tl disappointed by the change in the weather, Jim dn onto the beach and parked on the sand.

The four friends were about to get out of the ji and get their surfing gear when, all of a sudden huge wave smashed against the side of the vehi and overturned it. They knew they had to get ( quickly before another wave struck. Harry manat to open a door. "This way, hurry!" he shout Unluckily, Max's seatbelt was stuck. The bt screamed frantically as they tried to release hi Eventually, they managed, but not before the jt was half full of water!

Jim phoned the emergency services and before lo they were towing the jeep out of the wat Everyone sighed with relief. It had been a na: experience but at least they were safe.

(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?

LESSON: Module 2 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

 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 a gist, read for specific information

Most learners will be able to:

 Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Learners have met the learning objective if they can: speak about values

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

 Natural Disasters

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

 To listen and read for gist

• Ask Ss to look at the picture and answer the question.

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

• Ss check their answers.

Answer Key

Hurricane Katrina has seriously affected New Orleans. A lot of people lost their homes and many others lost their lives.

3 To read for key information

• Go through the subheadings A-G and elicit/ explain any unknown words. Give Ss time to do the task.

Check Ss' answers. Ask Ss to justify their answers

Answer Key

1 E birth of storm - storm formed

2 В gathering strength - became stronger

3 A surrounded/water - river on two sides,

lake/north, most of city below sea level

4 G awful situation - left city/temporary shelters,

begging for help, suffering from looting

5 F help at last - eventually, moved into, get

food, pumped last of water

6 D moving on - slow recovery

• 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 new vocabulary

• Ask Ss to read the text again and give them time to match the words accordingly.

• Check Ss' answers.

Answer Key declared: announced

evacuating: sending people to a place of safety

under threat: in danger

came ashore: moved from the sea to land

smashed: broke

the elderly: old people

begging: asking anxiously

looting: stealing

cope: manage

4 To consolidate new vocabulary

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

Answer Key

3 To personalise a situation

Explain the task and ask various Ss to use the phrases in Ex. 4 to narrate their experience to the class.

Suggested Answer Key

We heard about the tropical storm, but when the mayor declared a state of emergency, we knew we had to evacuate the city. The city is below sea level and the risk of flooding is too great. When the eye of the storm missed the city, some people relaxed and thought it would be OK. We didn't. We thought it would be best to leave and stay in temporary shelter until the danger passed. We watched the scenes on television and saw the waters rise. People were begging for help and struggling to cope. We stayed away until the army had pumped the water out of the city. After that we went back to help rebuild the city, including our own house.

To describe a national disaster; to compare and contrast disasters

• Explain the task and ask Ss to work in small groups and look up information on the Internet.

• Ask various Ss to compare their disaster with the New Orleans disaster.

• Check Ss' answers.

Suggested Answer Key

In April, 2017, terrible floods happened in the areas of Akmola, Aktobe, East Kazakhstan, Zhambyl, Karaganda, Kostanay and North Kazakhstan.

7,115 people were evacuated and at least 70 people had to be rescued from flood water. Around 1,500 homes have been damaged, as well as some public buildings including a school.

The disaster is different to that of New Orleans because it was on a much smaller scale. Fewer people were affected and there was less damage.

For Background Information see p. 28(T)

Play the video and elicit Ss’ comments at the end.

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 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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 a gist, read for specific information

Most learners will be able to:

 Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Learners have met the learning objective if they can: speak about values

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

Natural Disasters

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

 To introduce the topic and read for specific information

Elicit what Ss know about tsunamis.

Suggested Answer Key

I know that tsunamis are huge waves that can cause

terrible damage to coastal areas.

• Ask Ss to write down three questions they would like to ask on the topic.

• Play the recording. Ss listen and follow the text in their books and see if they can answer the questions.

Suggested Answer Key

1 Why do they happen ? (They are usually caused by an undersea earthquake.)

2 Why is there sometimes more than one at a time? (There are often other waves following a tsunami because of the ripple effect.)

3 How destructive can a tsunami get? (It can cause the loss of life, flatten buildings and trees and destroy whole ecosystems.)

2 To read for key information

• Ask Ss to read the subheadings A-G and then give them time to read the text and complete the task.

• Check Ss' answers. Ask Ss to justify their answers.

Answer Key

1 G undersea/underwater

2 E move suddenly

3 В the water ripples

4 C wave moves, hit shore/strong and fast tide

5 F slowly get smaller

6 D powerful force, loss of life

• 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.

з To read for key information

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

Extra Activity Suggested Answer Key from p. 32(T) Suggested Answer Key

1 Eyjafjallajdkull erupted in 2011. (F - 2010)

2 Forest fires destroyed 1.2 million acres of land in Spain in 2017. (F - Portugal)

3 Floods happen often in Kazakhstan. (T)

4 The River Ishim is in Astana. (T)

5 New Orleans has recovered from Hurricane Katrina. (F - It's making a slow recovery.)

6     You can drive in a flooded area. (F - You car swept away.)

7     Hurricane Katrina had winds of over 270 krr:

(T)

8     A tsunami has only one wave. (F - There are of’ other waves behind it that can be just as big.)

Answer Key

1     volcanic eruption  4 shore, inland, p:

2     tectonic plates      5 flatten

3     pebble, scale

•     Give Ss time to prepare their answers anc their partners.

•     Check Ss' answers by asking various pairs tc the class.

Suggested Answer Key

I have learnt what causes a tsunami.

Not all tsunamis are giant waves, some are sr tides.

An undersea earthquake usually happens on a h line.

I didn't know there were underwater volcanoes

Play the video and elicit Ss’ comments at the end.

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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