Module 4 “Out of this World ” Lesson 1 3 страница
| 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 1 Lesson 4 Legend or Truth Vocabulary 1b | Schoo l: №4 IT Lyceum | ||||||
| Date: 12.09.2019 | Teacher name: Seytimova Ayssulu | ||||||
| CLASS: 10 Б | Number present: 17 | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 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 10.6.3 - 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 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10.6.1- use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar 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 | Reading | ||||||
| Plan | |||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||
| Beginning the lesson Middle of the lesson | 1. Aim: to present/practice verbs/prepositions of movement · Give Ss time to look at the pictures and complete the gaps with the words from the list in the correct form to complete the sentences. · Check Ss’answers 2. Aim: To present/practice collocations with make/do · Give Ss to complete the task · Tell Ss to check their answers in the dictionaries · Explain that collocations are two or more words that often go together · Ask Ss to add these to the collocations section in their notebooks in alphabetical order
3. Aim:to present/practise words often confused
· Explain the task · Give S time to complete the task · Check Ss’answers
4. Aim: to present/practise phrasal verbs with GIVE · Explain the task · Give S time to complete the task · Check Ss’answers
5. Aim: to practise word formation (-ing/-ed adjectives) · Read the theory box aloud to Ss and explain any points they are unsure of, providing extra examples if necessary. · Give Ss time to complete the task. Explain that correct spelling is necessary. · Ask Ss to list the adjectives in alphabetical order and add them to their lists in their notebooks. Ss should revise this list regularly using the words in sentences of their own.
6. Aim: to practise prepositional phrases in context. · Explain the task. · Give Ss time to complete the task · Ask Ss to check the answers in Appendix II
7.Aim: to tell the story using pictures as prompts. · Ask Ss to use the pictures in Ex.6 to tell the story from Bill’s point of view using the verbs/prepositions of movement to help them. Remind Ss to include adjectives to show the character’s feelings. · Give Ss time to complete the task in pairs
| Ex.6, p.9
Ex. 7, p.9
Ex. 8, p.9
Ex. 9, p.9
Ex.10, p.9
Ex. 11, p.9
Ex. 12, p.9 | Answer key 1.sailing 2. swimming 3. fell 4. circled 5. ran 6. threw, pulled Answer Key 1.do 2. make 3.make 4. do 5.do 6.make 7.make 8.do 9.make 10.do Answer key 1. saw 2. see 3. looking 4. watched Answer key 1. up 2. out 3. in 4. up Answer key 1. interested 2. amazing 3. satisfied 4. frightened Answer key 1. on 2. in 3. around 4. without 5. for 6. at 7. after Answer Key One day last summer, Jim and I were sailing over a reef. Fish were swimming through the water. I leaned over to see them and I fell into water. There were some sharks nearby and they came and circled around me. I was terrified. Jim ran across the deck of the boat to get a rope. He quickly threw the rope towards me. I managed to catch it and he pulled me back into the boat. I was so relieved to get out of the water in one piece! | ||||
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB Ex.3-6, p.6 | ||||||
| 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 | |||||||
| 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 1 Lesson 5 Legend or Truth Use of English 1c | Schoo l: | |||||
| Date: | Teacher name: | |||||
| CLASS: | Number present: | absent: | ||||
| Learning objectives(s) that this lesson is contributing to | 10.6.9.- use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics | |||||
| 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 | Vocabulary | |||||
| Plan | ||||||
| Planned timings | Planned activities | Resources | Teacher Notes | |||
| Beginning the lesson Middle of the lesson | 1. Aim: to present/revise pst forms • Direct Ss' attention to the text and elicit the verb forms (1-7) in bold. • Then give Ss time to match the verb forms (1-7) to the uses (A-G). • Check Ss' answers and refer them to the Grammar Reference section for more information. • Check Ss’answers
2.Aim: To practice the past simple and the past continuous. • Expain the task and then give Ss time to complete it. • Check Ss’answers
3. Aim: to practise the past perfect and the past perfect continuous · Explain the task · Give S time to complete the task · Check Ss’answers
4. Aim: to practise the past tenses · Explain the task · Give S time to complete the task · Check Ss’answers
| Ex.1, p.10
Ex. 2, p.10
Ex. 3, p.10
Ex. 4, p.10
| Answer key 1 past simple -B 2 past continuous - D 3 past simple - F 4 past perfect - C 5 past continuous - G 6 past perfect continuous - A 7 past perfect - E Answer Key 1 were you doing, was watching, was reading 2 was looking, saw, Did anyone get 3 did they get, fost, started 4 was leaving, caught, Were the passengers Answer key 1. had you been waiting 2. had drunk 3. had been walking 4. had survived 5. hadn’t you checked 6. had been searching Answer key 1went/bought 2read 3wereb driving/broke 4did you start 5realised/had lost/stopped | |||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB Ex.1-4, p.7 | ||||||||
| 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 | |||||||||
| 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 1 Lesson 6 Legend or Truth Use of English 1c | Schoo l: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | 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. 13-use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past 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 | Use of English | ||||
| Plan | |||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||
| Beginning the lesson Middle of the lesson | 1. Aim: То identify and locate present perfect/present perfect continuous tenses in the text • Read out the theory box and go through the examples. • Refer Ss to the Grammar Reference section for more information. • Explain the task and give Ss time to complete it. Elicit answers from Ss around the class 2 .Aim: To practise present perfect - present perfect continuous • Explain the task and then give Ss time to complete it. • Check Ss' answers.
3.Aim: To practise past tenses and the present perfect - present perfect continuous in context • Explain the task and give Ss time to complete the gaps in the text v/ith the correct forms of the verbs in brackets. • Check Ss' answers.
4.Aim: to practise past tenses in a text and consolidate information • Explain the task and read out the example. • Ss complete the task in pairs. • Monitor the activity around the class. · Ask various pairs to share their answers with the class Suggested Answer Key A: What was the weather like when they left? B: The sun was shining and a warm breeze was blowing. A: How long had they been fishing before dark clouds appeared above them? B: They had been fishing for a few hours. A: Why didn’t they know about the thunderstorm? B: Ulan had forgotten to check the forecast. A: Why didn’t they row back to shore? B: The waves were too strong. A: What happened while Aidar was shouting for help? B: While Aidar was shouting for help, Ulan noticed a lighthouse nearby. A: What did the lighthouse keeper do when he saw them? B: He threw down a rope as they came near. A: Have they ever gone fishing again? B: No, they haven’t gone fishing ever since.
5.Aim: To present modals of deduction in the past • Read out the examples in the theory box. • Refer Ss to the Grammar Reference section for more information. • Elicit answers from Ss around the class.
6.Aim: to practice modals of deduction in the past • Explain the task and then give Ss time to complete it. • Check Ss' answers.
| Ex.5, p.11
Ex. 6, p.11
Ex. 7, p.11
Ex. 8, p.11
Ex.9, p.11
Ex. 10, p.11 | Answer key Present Perfect: has lived on Present Perfect Continuous: have been telling Answer Key 1.have been looking 4 has lit 2.has been hiking 3. have travelled 4. has lit 5. have been waiting Answer key 1has been working 2hasn’t seen 3suggested 4was shining 5was blowing 6had been fishing 7appeared 8lit 9had forgotten 10tried 11was shouting 12noticed 13saw 14threw 15climbed 16haven’t gone Answer Key A positive deduction – must have A negative deduction – can’t/couldn’t have Uncertainty – may/might have Answer Key Sezim and her friends couldn’t have got stuck in a blizzard because the weather was sunny. They could have woken up early because it’s still very sunny when they took the photograph. They might have carried tents with them because they seem to have sleeping bags. They might have walked far because they are high up in the mountains. | ||
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