Lesson plan Reading for pleasure

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LESSON: Module 5 Lesson 9-10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3 respect differing points of view;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

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;

10.6.5 - use a wide variety of question types 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 target structures accurately in more controlled and freer production tasks with some support

Most learners will be able to:

use most target structures accurately in more controlled and freer production tasks with some support

Some learners will be able to:

use most target structures accurately in more controlled and freer production tasks with little support

Previous learning

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes

Beginning the lesson

To practise pronunciation of situational language

Play the recording. Ss listen and repeat chorally and/or individual Pay attention to Ss’ pronunciation and intonation and correct as necessary.

	Main Activities	Discussing and preparing project about different books and stories
	Ending the lesson	write own biography Check Ss’ answers around the class.
	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
monitor less able learners in group work and give further modelling and drilling support			use concept checking questions to check learner understanding of why passive is used		cross-curricular links: languages [contrasts with L1]
	challenge more able learners to give multiple [and/or] answers in practice exercises			assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

MODULE 6 “The human brain”

LESSON: Module 6 Lesson1

School:

Date:

Teacher name:

CLASS: 10

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.2.7

10.1.10

10.3.2

10.3.3

10.3.4

10.5.2

10.3.5

10.3.7

10.5.2

Aim

To present/practise vocabulary for capabilities of the human brain

Lesson objectives

All learners will be able to:

use some target language correctly in response to speaking and writing task prompts and in exchanges

Most learners will be able to:

use a range of target language correctly in response to speaking and writing task prompts and in exchanges

Some learners will be able to:

use a range of target language correctly in response to a wider range of speaking and writing task prompts and in exchanges

Previous learning

basic vocabulary

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes

Beginning the lesson

Module Objectives

Read the title of the module The human brain and ask Ss to suggest what they think the module will be about (the module is about capabilities of the human brain and stress and advice). Go through the objectives list to-stimulate Ss' interest in the module.

Main Activities

10.5.2

10.3.5

10.3.7

10.3.3

10.3.4

10.3.7

1A To present the module The human brain

Give Ss time to read the texts A-D and complete the gaps with the words in the lists. Give Ss time to discuss in pairs other things that the brain can do.

Elicit answers from around the class.

Check Ss' answers.

Answer Key

1 experience 5 identify 9 written

2 react 6 strong 10 imagine

3 beat 7 learn 11 tell

4 enjoy 8 converts 12 invent

1B To discuss capabilities of the human brain

Give Ss time to discuss in pairs other things that the brain can do.

Elicit answers from around the class.

Suggested Answer Key

The brain controls body temperature, blood pressure, heart rate and breathing.

It handles all the information about the world around us from our senses (sight, hearing, taste, touch, smell and touching).

It handles our physical movement when walking, talking, standing or sitting.

It lets us think and dream.

• Play the video for Ss and elicit their comments.

SB p. 69

OVER TO YOU! To personalise the topic

Ask Ss to consider the questions, then elicit answers from various Ss around the class.

Suggested Answer Key

I think the ability to experience emotions is the most important because if we couldn't do this we would be like robots. There wouldn't be a lot of point to life if we couldn't experience joy and sadness.

I would like to improve my ability to understand languages. If I could understand every language in the world that would be amazing. I would be able to speak to anyone, anywhere.

To introduce the topic; to lister and read for gist

Ask Ss to look at the picture, read the title and try to answer the questions. Play the recording. Ss listen and read the text and find out if their guesses were correct.

• Play the video for Ss and elicit their comments.

Ending the lesson

Ask some pairs to ask and answer in front of the class.

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 engage in whole class checking and plenary activities with supportive questioning

provide headings for final note writing task

monitor for spoken accuracy in elicitation and checking tasks and use a range of oral correction techniques

cross curricular links: languages [TV genres]

challenge more able learners to give reasons for their views and to say how they view content

Lesson plan

LESSON: Module 6 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.3.7

10.4.8

10.5.2

10.4.2

10.3.2

10.4.5

Lesson objectives

All learners will be able to:

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

Vocabulary the human brain

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes

Beginning the lesson

Ss revise the vocabulary of the previous lesson

	Main Activities 10.3.7 10.4.8 10.5.2 10.4.2 10.4.2 10.3.2 10.4.5	1 a) To present vocabulary related to the physical structure of the human brain Ask Ss to talk in pairs about the meanings of the words /phrases in the list. Tell Ss to check the meanings of any they are unsure of in their dictionaries. Check Ss' answers around the class. Answer Key blood pressure (n): the pressure of the blood in the circulatory system body temperature (n): how hot or cold the body is skull (n): the bone that protects/covers the brain hemisphere (n): half of a sphere nerve fibre (n): a long thin thread that carries information between the brain and other parts of the body neurologist (n): a doctor who deals with nerves and the nervous system synapse (n): a junction between two nerve cells neuron (n): a nerve cell 1 b) To predict the content of the text; to listen and read for gist Explain that our brain is divided into two hemispheres (left, right) each one controlling different tasks/skills. • Elicit Ss' guesses in answer to the questions in the rubric. Suggested Answer Key Left hemisphere: logic, details, lists, language Right hemisphere: creativity, general ideas, music skills, emotions, imagination • Play the recording. Ss listen and read to find out and check if their guesses were correct. 2 To read for specific information • Ask Ss to read the statements 1-8 and then give Ss time to read the text and mark the statements according to what they read. • Ss compare their answers with their partner. • Check Ss’ answers. Answer Key 1T 3F 5F 7DS 2DS 4T 6T 8T • 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. 3. To consolidate information in a text Give Ss time to answer the questions referring to the text as necessary and then elicit Ss’ answers. Answer Key 1 Each hemisphere is responsible for the opposite side of the body. 2 They think the brain creates synapses between neurons. 3 I think the right side of my brain is dominant because I am good at writing, drawing and music. 4. To consolidate new vocabulary Go through the list of words in the rubric and give Ss time to match them to the highlighted words in the text. Tell Ss they may use their dictionaries if necessary. Check Ss' answers. Answer Key regulates = controls complex = complicated senses = the five physical abilities (touch, taste, sight, smell & hearing) dominant = more powerful function = purpose handle = deal with/manage			SB p. 70 SB p. 71
	Ending the lesson	Ask some pairs to ask and answer in front of the class.
	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 comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.			check learner comprehension using thumbs up or down technique and follow-up questioning			cross-curricular links: literature [film genres]
	provide challenge for more able learners by asking them to form a range of questions about the information in the table			monitor production error in pair and whole class checking discussions and feedback to whole class

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 3		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.6.5 10.2.2 10.2.3 10.2.7 10.3.2 10.3.7 10.1.6 10.1.4 10.4.4. 10.4.8
Lesson objectives	All learners will be able to:
	identify some specific information in the listening text and use some functional language correctly in speaking and email writing task with support
	Most learners will be able to:
	identify most specific information in the listening text and use a range of functional language correctly in speaking and email writing task with support
	Some learners will be able to:
	identify all specific information in the listening text and use a range of functional language correctly in speaking and email writing task with little support
Previous learning	Physical structure of the human brain
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	Ss try to guess the theme of the lesson. They read the sentences on the board and guess that they will work with the Physical structure of the human brain

	Main Activities 10.6.5 10.6.5 10.6.5 10.2.2 10.2.3 10.2.7 10.3.2 10.3.7 10.1.6 10.4.2 10.5.1 10.1.2 10.1.4 10.4.4. 10.4.8	5 Grammar To revise/present question types Ask Ss to read the examples in the box and then elicit more examples from the text from Ss around the class. Refer Ss to the Grammar Reference section for more details. Answer Key Tag question: It's an amazing organ, isn't it? Rhetorical question: Will we ever fully understand our own brains? 6 a) To classify questions and ask and answer questions Explain the task and give Ss time to complete it. Check Ss' answers. Elicit sentences from various Ss around the class. Answer Key 1 rhetorical question 3 wh-question 2 tag question 4 Yes/ по question Suggested Answer Key A: Wouldn't it be great to be happy all the time? B: Yes, it would. We can learn so much more about the brain, can't we? A: Yes, we can. Why do we sleep and dream? В : I think it's so the body can rest and the brain can organise our thoughts. Does your brain worl better in the morning? A: Yes, it does. 6 b) To practise question types Ask Ss to ask and answer their own questions in pairs. Monitor the activity around the class. Suggested Answer Key A: Do you like learning about the brain? B: Yes, I do. What is your favourite subject? A: Science. It's interesting, isn't it? B: Yes, it is. It helps me understand the world. 7 Listening To listen for specific information Explain the task and ask Ss to read the questions and answer choices. Play the recording and give Ss time to complete the task. Check Ss' answers. Answer Key 1A2 В 3 В 4 В 5 С 8 Speaking & Writing To consolidate information in a text Ask Ss to read the text again. Then explain the situation and ask Ss to ask and answer questions in pairs following the example. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Suggested Answer Key A: What does the brain do? B: It controls our other organs, regulates pleasure and pain, hunger and thirst, blood pressure and body temperature as well as determines our personal identity through thoughts, memories and emotions. What are the two halves of the brain? A: The left hemisphere and the right hemisphere. How do instructions pass from one side of the brain to the other? B: Through the corpus callosum. What is each hemisphere responsible for? A: Each hemisphere is responsible for the opposite side of the body. What does each hemisphere control? B: The left hemisphere controls logic and analysis, and the right hemisphere controls the imagination and emotions. How does each hemisphere control speech? A: The left side handles the syntax and vocabulary of language, and the right side controls the accent, speed and intonation of speech. What have neurologists found? B: They found that if one half of the brain is removed, the other side can take over some of its functions. 9A To write a short summary Explain the task and give Ss time to write a short summary of the text. Ask various Ss to read out their summaries to the class. Suggested Answer Key The brain controls our other organs, regulates pleasure and pain, hunger and thirst, blood pressure and body temperature as well as determines our personal identity through thoughts, memories and emotions. There are two halves of the brain: the left hemisphere and the right hemisphere. Instructions and information pass from one side to the other through the corpus callosum. Each hemisphere is responsible for the opposite side of the body. The left hemisphere controls logic and analysis, and the right hemisphere controls the imagination and emotions. The left side of the brain handles the syntax and vocabulary of language, and the right side controls the accent, speed and intonation of speech. Neurologists have found that if one half of the brain is removed, the other side can take over some of its functions. 9B to prepare a quiz Give Ss time to research online and collect information about the brain and prepare a quiz. Have Ss swap their quizzes with their partner and complete them. Suggested Answer Key 1. How fast does the brain process information? (Up to 120m/sec.) 2. How long can the brain survive without oxygen? (4-6 minutes) 3. How many genes are responsible for the complex design of the brain? (Half of them.) 4. How many thoughts, on average, do humans experience each day? (Around 70,000.) 5. How long do we dream for each night? (For at least 1-2 hours.) 6. How many dreams do we have each night? (An average of 4-7) 7. When are brain waves most active? (While you are dreaming)			SB p. 71
	Ending the lesson	Ask S’s to read out their quiz to the class and give the answers
	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 more support for less able writers through suggested sentence starters			correct learners’ oral responses using a range of feedback techniques including delayed response wait-time			ICT links: email options
	provide further challenge in the writing task for stronger writers by asking them to include particular target words in their email			take in learners extended email writing to assess at the end of the lesson

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 4		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.5.2 10.1.10 10.4.1 10.4.7 10.3.2 10.5.2
Lesson objectives	All learners will be able to:
	use some target structures accurately in more controlled and freer production tasks with some support
	Most learners will be able to:
	use most target structures accurately in more controlled and freer production tasks with some support
	Some learners will be able to:
	use most target structures accurately in more controlled and freer production tasks with little support
Previous learning	Question types
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson 10.5.2	1A To present vocabulary for types of intelligences Direct Ss’ attention to the intelligences (1-8) in the list. Ask them to read them and the explanations (a-h) and then match them. Have Ss tell their partners. Check Ss’ answers. Answer Key 1d 3e 5a 7 h 2g 4b 6c 8 f Spatial intelligence refers to visualising space in the mind. Bodily-kinaesthetic intelligence refers to using your body to solve problems or create something. Musical intelligence refers to singing, playing or composing music. Linguistic intelligence refers to communicating well and being good with languages. Logical-mathematical intelligence refers to seeing relationships between symbols and actions. Interpersonal intelligence refers to understanding the emotions and needs of others. Intrapersonal intelligence refers to understanding your own emotions and needs. Naturalistic intelligence refers to understanding the natural world.		SB p. 72

	Main Activities 10.5.2 10.1.10 10.4.1 10.4.7 10.3.2 10.5.2	1B To introduce the topic of a text and read for specific information Read the questions in the rubric aloud and then elicit Ss' guesses. Give Ss time to read the text and find out if their guesses were correct. Suggested Answer Key They relate to Howard Gardner's theory of multiple intelligences which we all have to a greater or lesser extent. 2. To listen and read for cohesion and coherence Explain the task and ask Ss to read the sentences A-F and then read the text and choose the correct ones to fill each gap. • Give Ss time to complete the task and remind them to look at the key words before and after the gaps that will help them find the missing sentences. • Play the recording. Ss listen and read and check Answer Key ID 2 C 3 E 4 F 5A • 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. 3. To consolidate information in a text • Give Ss time to answer the questions referring to the text as necessary. • Check Ss' answers. Answer Key 1 It is important for schools because educators must activate each intelligence to reach every pupil in the classroom. Suggested Answer Key 2 I think I have linguistic intelligence more than any other intelligence because I speak three languages and I love word games. 3 I agree with Gardner's theory because it seems to make a lot of sense to me and it helps to explain why some people are better at certain things than others especially when they have had the same upbringing and education. 4. To consolidate new vocabulary • Explain the task and give Ss time to complete it. Check Ss' answers. Answer Key 1 memorise 4 smart 7 proposing 2 excels 5 far-reaching 8 responded 3 calculated 6 rise			SB p. 72
	Ending the lesson	To create a poster Explain the task. Divide Ss into small groups and tell them to research online and create a poster about how activate intelligence. Allow time for Ss to complete the task or assign it as HW. Ask various Ss around the class to present their poster to the class. Check Ss’ answers around the class.
	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
monitor less able learners in group work and give further modelling and drilling support			use concept checking questions to check learner understanding of why passive is used			cross-curricular links: languages [contrasts with L1]
	challenge more able learners to give multiple [and/or] answers in practice exercises			assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 5		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.6.17 10.3.7 10.5.2 10.5.3
Lesson objectives	All learners will be able to:
	use some target structures accurately in more controlled and freer production tasks with some support
	Most learners will be able to:
	use most target structures accurately in more controlled and freer production tasks with some support
	Some learners will be able to:
	use most target structures accurately in more controlled and freer production tasks with little support
Previous learning	Intelligences
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	To practise pronunciation of situational language Play the recording. Ss listen and repeat chorally and/or individual Pay attention to Ss’ pronunciation and intonation and correct as necessary.

	Main Activities 10.6.17 10.6.17 10.3.7 10.5.2 10.5.3	5 Grammar To present relative clauses Explain that a defining relative clause gives necessary information and is essential to the meaning of the main sentence. We do not put the clause in commas, e.g. The man who fixed my car was very tall. (Which man is tall? The one who fixed my car.) Explain that a non-defining relative clause gives extra information and is not essential to the meaning of the main sentence. The clause is put in commas. We cannot use that instead of who. E.g. Ben, who is my ractice, is noisy. (Ben is noisy – the meaning of the sentence is clear; who is my ractice – gives extra information.) Ask Ss to read the theory box and then elicit examples from the text. Refer Ss to the Grammar Reference section for more details. Answer Key Shakira has an IQ of 140, which almost makes her a genius. The theory proposes that there is not just one ‘intelligence’, but eight or more ‘intelligences’ that we all have to a greater or lesser extent. Each intelligence is a skill which people are good at. She has the ability to move her body on a stage, where the movements she makes create a performance. 6. To ractice defining/non-defining relative clauses Explain the task and give Ss time to complete it. Check Ss’ answers. Answer Key 1. We just met Dr Jones who has written a book on multiple intelligences. Or Dr Jones, who we just met, has written a book on multiple intelligences. 2. This is the IT building where Professor Harris is working on important research. 3. Kairat recommended a documentary which/that was very informative. Or The documentary which/that Kairat recommended, was very informative. 4. 1983 was the year when Howard Gardner's book was published. 5. I understand the reason why Martha loves all sports. 6. Anna is the new student whose IQ is very impressive. 7. Speaking & Writing To conduct a survey, interview classmates and prepare a poster • Explain the task and give Ss time to conduct a survey by interviewing their classmates about their type of intelligence with reasons. • Give Ss time to compile their information and create a poster. Tell Ss they may include a chart or a diagram to display the information. • Then display the posters around the classroom. Suggested Answer Key Students and Types of Intelligences ■ naturalistic ■ bodily-kinaesthetic ■ spatial ■ musical ■ interpersonal ■ linguistic ■ intrapersonal ■ logical-mathematical 8. To write a biography • Explain the task and ask Ss to go online arc research information about Howard Gardner • Give them time to use the information to write a short biography and add a picture. • Check Ss' answers by asking various Ss to present their biography to the class. Suggested Answer Key Howard Earl Gardner was born in Pennsylvania, USA in 1943. He is a developmental psychologist. He s best known for his theory of multiple intelligences. He graduated from Harvard University in 1965, a-z he also earned a PhD. In 1983, he wrote a book cal ~z 'Frames of Mind: The Theory of Multiple Intelligences He proposed that humans have several different ways of processing information, and these ways are relatively independent of one another. He has received a lot of criticism for his theory but re has also received a lot of awards. He won Tne National Psychology Award for Excellence in :-e Media, for his book as well as a number o~ fellowships and the Brock International Prize - Education. Today he is the senior director of Harvard Projer. Zero, and since 1995, he has been the co-director of The Good Project which studies human development.			SB p. 73
	Ending the lesson	write own biography Check Ss’ answers around the class.
	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
monitor less able learners in group work and give further modelling and drilling support			use concept checking questions to check learner understanding of why passive is used			cross-curricular links: languages [contrasts with L1]
	challenge more able learners to give multiple [and/or] answers in practice exercises			assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 6		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.5.2 10.2.2 10.4.2 10.4.5 10.3.2 10.6.1
Lesson objectives	All learners will be able to:
	identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support
	Most learners will be able to:
	identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support
	Some learners will be able to:
	identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support
Previous learning	Relative clauses
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson 10.5.2	1 To practise subject-specific vocabulary • Give Ss time to complete the sentences using the words. • Check Ss' answers around the class. Answer Key 1 media 4 psychologists 2 produce 5 practitioners 3 immune system		SB p. 74

	Main Activities 10.2.2 10.4.2 10.4.2 10.4.5 10.3.2 10.6.1	2 To listen and read for specific information • Have Ss read the sentences again. • Play the recording. Ss listen and follow the text in their books and find out which of the sentences in Ex.1 are true. • Check Ss' answers. Answer Key 1 F ( 5-7) 4 T(29) 2 T (16-17) 5 T (40-41) 3 T (22-23) *Background information* Alzheimer's disease is a progressive brain damaging illness that slowly destroys memory and thinking skills. In most people suffering from this disease, symptoms appear after the age of 60. 3. To read for specific information Ask Ss to read questions 1-3 and the possible answers and give them time to read the text again and choose the correct answers. Check Ss' answers around the class. Ss should justify their answers. Answer Key C(11-12) 2 С (16-19) 3 С (39-44) 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. 4. To answer comprehension questions based on a text Give Ss time to answer the questions without copying the information straight from the text. Check Ss’ answers around the class. Suggested Answer Key 1. Certain hormones are released when we're stressed which prepare our bodies for action. 2. People are encouraged to believe that any type of stress is a problem. 5. To identify abstract and compound nouns Explain that an abstract noun is the name of something that is not concrete or tangible (e.g. emotion, intelligence) and that a compound noun is the name of something that is made up of two words that have been put together (e.g. blackboard, swimming pool). Answer Key Abstract nouns: stress, disease, illness, health, situation, reaction, condition, problem, consequence Compound nouns: daily life, home life, immune system, workout, website			SB p. 74 SB p. 75
	Ending the lesson	To research and write a paragraph about stress. Explain the task and ask Ss to work in small groups and collect information from the Internet. Then ask Ss to use their notes to write a paragraph about it. 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
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 comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.			check learner comprehension using thumbs up or down technique and follow-up questioning			cross-curricular links: Music [music genres / sections of the orchestra]
	challenge more able learners to ask more complex questions by suggesting more complex question starters			monitor general accuracy and pronunciation in Q&A task for feedback to whole class

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 7		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.6.9 10.6.17 10.2.5 10.2.6 10.3.7 10.5.2 10.5.3 10.5.5
Lesson objectives	All learners will be able to:
	identify some key ideas from listening and plan and write an email recounting some experiences with support
	Most learners will be able to:
	identify most key ideas from listening and plan and write an email recounting a range of experiences with support
	Some learners will be able to:
	identify all key ideas from listening and plan and write an email recounting a range of experiences with little support
Previous learning	Stress
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson 10.6.9	6A To identify and revise the passive Explain that to form the passive we use the verb to be and the past participle of the main verb. Elicit that the subject of the active sentence becomes the agent (the person doing the action) and is introduced with by. Explain that the passive sentence gives emphasis to the action rather than the person who does it. Then elicit the passive forms in the text. Check Ss' answers and refer them to the Grammar Reference section for more information. Answer Key Examples: hormones are produced, blood flow to the brain and muscles is increased, why are we continually told, that needs to be cured We form the passive with the verb to be and the past participle of the main verb.		SB p. 75

	10.6.9 10.6.17 10.6.17 10.2.5 10.2.6 10.3.7 10.5.2 10.5.3 10.5.5	6 b) Grammar To practise the passive • Explain the task and give Ss time to complete it. • Check Ss' answers. Answer Key 1 be avoided 4 not be considered 2 were handed out 5 are often affected 3 is said 7 To present type 3 Conditional • Ask Ss to read the examples. • Explain/Elicit that we form type 3 conditional with if/when + past perfect + would have + past participle and that we use it to talk about an unreal situation in the past. • Refer Ss to the Grammar Reference section for more information. Answer Key We form type 3 conditional with if/when + past perfect + would have + past participle. 8 To practise the type 3 Conditional • Explain the task and give Ss time to complete it. • Check Ss' answers. Answer Key 1 had been 2 would you have done 3 would not have had 4 hadn’t burnt 5 would have arrived 6 had known 9. Listening To listen for specific information (multiple matching) Explain the task and ask Ss to read the statements (A-E) and then play the recording. Play the recording. Ss listen and complete the task. Check Ss' answers. Answer Key ID 2 A 3 C 10 A Speaking & Writing To talk about reducing stress Read the rubric aloud and elicit answers from Ss around the class. Suggested Answer Key I go for a run and get an early night, and I share my worries with my family. 10B To write a paragraph aboutreducing stress • Explain the task and give Ss time to research online for other ways to reduce stress and write a short paragraph about it. Ask various Ss around the class to read out the paragraphs to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Suggested Answer Key There are a number of things we can do to try to reduce stress. One thing we can do is meditation. By relaxing and emptying the mind we can stop thinking about our worries for a while and we may even come up with a solution. Exercising is another way to reduce stress. A calm form of exercise can help you strengthen your body and have a soothing effect on the mind. \Ne can also listen to soothing music and get lots of sleep to reduce stress
	Ending the lesson	Ask various Ss around the class to read out the paragraphs to the class.
	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
monitor less able learners as they plan write their emails and highlight with a pencil things they should self-correct			use thumbs up or down technique and follow-up questioning to check comprehension		ICT links: email features and tools
	encourage more able learners to include in their email points responding to previous emails.			take in learners’ extended email writing for assessment

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 8		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.5.4 10.6.17 10.6.9
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	The passive, conditionals – type 3
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	Revise grammar the passive and conditionals – type 3

	Main Activities	1. Writing То analyse a rubric • Read the Writing Tip aloud and introduce the type of writing, the content, layout and useful language. • 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 an email 2 my English friend 3 advice about how to study better 4 between 120-180 words 5 informal 2 To analyse a model story for structure and content Read the rubric aloud and give Ss time to read the email and match the paragraphs to the content. Answer Key 1B 2 E 3 C 4 A 5 D 3. To identify opening/dosing remarks Give Ss time to read sentences 1-10 and elicit which ones are opening remarks and which ones are closing remarks. Check Ss' answers. Answer Key 1 CR 3 OR 5 OR 7 OR 9 OR 2 CR 4 OR 6 CR 8 CR 10 CR 4 To substitute opening/closing remarks in a model • Give Ss time to substitute the remarks in the email with suitable alternatives from Ex. 3. • Elicit answers from Ss around the class. Suggested Answer Key Opening remarks: How're things? Sorry to hear about your problems. Let me give you some advice. Closing remarks: Well, that's all for now. All the best and keep me posted..
		To talk about the importance of places of natural beauty
	Ending the lesson	Ask various Ss around the class to give some pieces of advice
	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
monitor less able learners in group work and give further modelling and drilling support			assess pronunciation of individual sounds and intonation in role play and sentence		cross-curricular links: languages [contrasts with L1]
	challenge more able learners to leave some lines blank in script of role play to promote spontaneous interaction			assess learner interactive ability in role play.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 9		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	10.5.4 10.5.6 10.1.5 10.5.1 10.5.7 10.5.8
Lesson objectives	All learners will be able to:
	identify some key ideas from listening and use some target language correctly in planning and giving a presentation with support
	Most learners will be able to:
	identify most key ideas from listening and use a range of target language correctly in planning and giving a presentation with support
	Some learners will be able to:
	identify all key ideas from listening and use a range of target language correctly in planning and giving a presentation with little support
Previous learning	Giving pieces of advice
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	Giving advises

	Main Activities 10.5.4 10.5.4 10.5.6 10.5.6 10.1.5 10.5.1 10.5.7 10.5.8	5. To identify elements of informal style Read the Writing Tip aloud and then give Ss time to find examples of informal style in the email. Elicit answers from Ss around the class. Answer Key short forms: you're, I'd, it's, you'll, don't, won't. I'm phrasal verbs: put off, sort out colloquial expressions/idioms: under the weather omission of pronouns: Hope my advice helps, informal linkers: so, and 6. To practise using informal style Give Ss time to rewrite the paragraphs, and then ask various Ss to read out the paragraphs to the class. Suggested Answer Key A Dear James, Thanks for your email. I'm very sorry about your problem. The same thing happened to me last year. Let me give you some advice. В Got to go now. Let me know if my advice helped. Say hello to your family for me. Yours, Elizabeth 7. To identify ways to make suggestions Read the Writing Tip aloud and then give Ss time to find examples of making suggestions in the email. Elicit answers from Ss around the class. Answer Key If I were you I'd ..., You should ..., Why don't you ... ? It would be a good idea to ... 8. To practise making suggestions Explain the task and give Ss time to complete it. Check Ss' answers around the class. Suggested Answer Key 1. You should take up a sport and eat healthily. 2. Why don't you share your worries with your parents? 3. It would be a good idea to focus on the cause of the stress. 4. If I were you I'd make time for fun and relaxation. 9. To practise giving results for pieces of advice Read the Writing Tip aloud and then time to find and write results for the f advice in Ex. 8. Elicit answers from Ss around the class. Suggested Answer Key 1 That way you will feel healthier and bein. will help relieve your stress. 2 Then you will have support from the peop love you. 3 If you do this, you'll reduce your anxiety. 4 This will help by allowing you to take you off your problems and enjoy yourself. 10. To write an email giving advice Explain the task and give Ss time to write email using the plan and their answers to & 9. Then ask various Ss to read their e aloud. Remind Ss to use informal style. Alternatively, assign the task as HW and c Ss' answers in the next lesson. Suggested Answer Key Hi Jon, Sorry to hear you're so stressed about your exan was stressed about my exams last year too. Let give you some advice. To start with, why don't you share your won with your parents? Then you will have support fr< the people who love you. If I were you I'd make time for fun and relaxatit This will help by allowing you to take your mind c your problems and enjoy yourself. Also, you should take up a sport and eat healthiI That way you will feel healthier and being active w help relieve your stress. Hope my advice helps. Let me know how things tur out. Say hello to your family for me. Best wishes, Ulan			SB p. 77
		To practise writing Explain the task and read out the example and then elicit further explanations from Ss around the class.
	Ending the lesson	Choose various Ss to present their instrument(s) to the class.
	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 readers and by helping them with search language			monitor extent to which learners are able to search independently in English			cross-curricular links: Music [traditional instruments]
	provide an extra heading for more able readers to research			use a checklist to assess accuracy, organisation and delivery of presentation

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 6 Lesson 10 Summative Control work

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.8

10.4.1

10.4.3

10.4.2

10.5.2.

10.2.2

10.1.10

10.1.8

10.5.1

Lesson objectives

All learners will be able to:

identify some detailed arguments in the text and use some target vocabulary to make simple points accurately in response to prompts and in discussion

Most learners will be able to:

identify some detailed arguments in the text and use a range of target vocabulary to make simple points accurately in response to prompts and in discussion

Some learners will be able to:

identify most detailed arguments in the text and use a range of target vocabulary to make a range of points accurately in response to prompts and in discussion

Previous learning

Writing tip

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes

Beginning the lesson 10.1.8 10.4.1 10.4.3

1. To introduce the topic and read for gist

Elicit what, if anything, Ss know about the Duke of Edinburgh's Award and then give Ss time to read the text and find out about it.