Module 4 “Out of this World ” Lesson 1 4 страница
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB Ex.5, 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 Lessons 7-8 Home is where the yurt is… Skills 1d | Schoo l: #4 IT-Lyceum | ||||||||||||||||
| Date: 17.09.2019 19.09.2019 | Teacher name: Seytimova Ayssulu | ||||||||||||||||
| CLASS: 10 | 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 10.2.1- understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about 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; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding 10.5.1 - plan, write, edit and proofread work at text level independently on 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; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics | ||||||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||||||
| 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 | 1Aim: To introduce the topic of a text Read out the question and elicit Ss' answers. 2Aim:To predict the content of a text: reading for gist. Elicit Ss 'ideas about the text. Give Ss time to read the text and find out.
3.Aim:To consolidate new vocabulary through finding definitions in the dictionary Read the words in the list and give Ss time to look them up. Elicit answers from various Ss around the class. Suggested Answer Key nomad (n): a person who moves from place to place with no permanent home steppe (n): a large area of grassland spacious (adj): having lots of space beetle (n): a small insect with wings grasshopper (n): an insect which makes a high-pitched noise dragonfly (n): an insect with two pairs of wings sigh (v): to let out a long, loud breath screech (v): to make a loud, high-pitched noise petal (n): the coloured parts of a flower
4.Aim: for coherence and cohesion Read the Study Skills box aloud.
Give Ss time to read the text and complete the gaps with the appropriate sentence. Remind Ss to pay attention to the words before/after each gap as these will help them do the task. Ss should read the completed text to see if it makes sense Check Ss’ answers.
5.Aim: To practise new vocabulary. Give Ss time to complete the phrases and come up with sentences based on the text. Elicit answers from Ss around the class. Suggested Answer Key 1. The man fett a gust of wind as he was walking on the steppe. 2. Soon it started to pour down with rain. 3. The man stayed dry under a tree with leafy branches. 4. He heard a clap of thunder. 5. The ant had a high-pitched voice. 6. The man found shelter from the storm under a tree. 7. The ant brought the man some dried twigs. 8. The man used the flexible plant stems to keep the frame of his yurt together.
6 Aim To present/practise phrasal verbs with put Read the Study Skills box on p. 12. Read the phrasal verbs in the diagram on p. 13. Give Ss time to complete the sentences.
7 Aim To express an opinion Give Ss time to discuss the question in pairs. Elicit answers from Ss around the class. Suggested Answer Key I think staying in a yurt would be fun, because it's a bit like camping. I think it would be more comfortable, however, because yurts are large and warm and dry, and there are carpets on the floor. They are often very beautiful inside, too. I think I would enjoy it. • Play the video for Ss and elicit their comments at the end.
8 Aim To predict the content of an interview. Read the Study Skills box aloud. Direct Ss attention to the words in the exercise. Ss look the words up in the Word List. Elicit definitions from Ss around the class. Ask Ss what they think the book is about. Elicit answers from Ss around the class. Suggested Answer Key I think the book is about events that happened in history. The words battles, victory, warrior, bravery and hero suggest that it is about a war.
To listen for specific information (multiple choice) Play the recording twice.
Ss listen and complete the task. Check Ss’ answers.
9Aim To consolidate information for the listening task Ss listen and write down three things they learnt. Ask some Ss to present their list to the class. Suggested Answer Key I learnt that Abylay Khan loved Kazakh folklore and that he never ran away from difficult situations. I also learnt that he had 70 children!
10 Aim To present/consolidate exclamations Read the theory box aloud. Allow Ss time to fill in the missing words.
11 Aim research and present a famous person Explain the task and ask Ss to copy the headings into their notebooks, collect information and make notes under the headings. Give Ss time to practise their presentations. Ask various Ss to present their chosen Kazakh hero to the class. Suggested Answer Key name: Tole-bi year of birth/death: summer 1663; 1756 aged 92 in southern Kazakhstan what he/she was famous for: clever, advised leaders of great Kazakh tribes; became a bi of the Great Zhuz; united Kazakh people in the Years of the Great Disaster; wrote the Seven Codes; great peacemaker; poet, speaker The national hero we now call Tole-bi was born in the summer of 1663. He died in 1756 in southern Kazakhstan, and in the 92 years of his life he accomplished many amazing things. No one in Tole's family was famous before him, and Tole started out just giving advice to relatives and friends. His advice was so good and he was so clever, however, that soon he was advising the leaders of great Kazakh tribes. He became a bi - the leader of a collection of tribes called the Great Zhuz. During the Years of the Great Disaster, he united the Kazakh people to fight against their enemies. He also wrote the Seven Codes, which became the laws in Kazakhstan at that time. Tole-bi was a great peacemaker, poet and speaker and a true hero of Kazakhstan. Elder Anet Baba called him "a son of the people "and it's certainly true that he spent his whole life helping the Kazakh people.
12 Aim To create a poster about a famous person Explain the task. Remind Ss to use the notes they made in Ex. 10 to help them, and to include pictures.
Check Ss notes and assign the task as HW. | Ex.1(a), p.12
Ex. 1(b), p.12
Ex. 2, p.12
Ex. 3, p.12
Ex.4, p.12
Ex.5, p.13
Ex. 6, p.13
Ex. 7(a), p.13
Ex.7(b), p.13
Ex. 8, p.13
Ex.9, p.13
Ex.10, p.13
Ex.12, p.13 | Suggested Answer Key Yurts look like big, circular tents. They are traditional homes in Kazakhstan Suggested Answer Key I think the text will be about yurts and the legends behind their history and origins. Answer Key 1E 2C 3A 4D 5B Answer key 1. gust 2. pour 3. leafy 4. clap 5. high-pitched 6. find 7. dried 8. flexible Answer key 1 up 2 on 3 off 4 up with Answer key 1A 2A 3C 4B 5C Answer key 1. such a 2. How 3. So 4. What a | ||||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 1C | ||||||||||||||
| 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’] | ||||||||||||||||
To read
| Module 1 Lessons 9 Writing An article | Schoo l: | ||||||||||
| Date: | Teacher name: | ||||||||||
| CLASS: | Number present: | absent: | |||||||||
| Learning objectives(s) that this lesson is contributing to | 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; 10.5.4 - 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; 10.5.5 - 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; 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 - use independently appropriate layout at text level on a range of 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; 10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-position adverbs 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 | Skills | ||||||||||
| Plan | |||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||
| Beginning the lesson Middle of the lesson | 1Aim: То analyse a rubric • Ask Ss to read the rubric and underlined words to answer the questions. • Check Ss’ answers. Answer Key 1.I am going to write an article. 2.My teacher is going to read it. 3.It is going to be about an amazing rescue. 4.I should write 120-180 words.
2Aim:To read a model article, put the events in order and give a summary • Give Ss time to read the model article and to put the list of events in the correct order. Check Ss’ answers. Ask Ss to summarise the article using the suggested sequence words. Suggested Answer Key First, Peter and Richard set out on a hike. Then, they stopped for a break. Next, Peter smelt something in the air. After that, they saw flames and were soon surrounded by Tire. They jumped in a pond. Suddenly, they heard a helicopter. Finally, they were pulled to safety by the rescue worker in the helicopter 3.Aim: To present/practise setting the scene Read the theory box aloud. Ask Ss to say how the writer set the scene in Ex. 2. Answer Key The writer sets the scene by telling us who the people were and how they felt, where they were and when the story took place. The writer also tells us what the weather was like
4.Aim: To present descriptive language Read out the Study Skills box Ask Ss to complete the task of finding the adjectives used in the text. Check Ss' answers. Answer Key day beautiful summer sky clear blue flames bright pond small smoke thick noise loud rope long 5.Aim: To present adverbs • Read out the theory box. Ask Ss to identify the type of adverbs which are written in bold in the text. Check Ss’answers. Answer key Very = adverb of degree Happily = adverb of manner Suddenly = adverb of manner Nearby = adverb of place Then = adverb of time Soon = adverb of time Never = adverb of frequency 6 Aim То practise the correct order of adverbs. Explain the task. Give Ss time to put the words in the sentences in the correct order to form sentences. Check Ss' answers. Answer Key 1. He climbed up the steep mountain more slowly than the others. 2. The accident happened extremely quickly. 3. After a short while, the weather began to grow stormy. / The weather began to grow stormy after a short while. 4. The rescue team were searching busily in the woods all day. 5. Everyone climbed fast, but John climbed the fastest.
7 Aim To present conjunctions Read the theory box and examples aloud Give Ss time to find examples in the text. Elicit answers from Ss around the class. Answer Key Peter and Richard...; ... shining and there...; ... around and saw...; ... deep, but it was ...; ... rope and the boys...
8 Aim To analyse a rubric Ask Ss to read the rubric and underline the key words to help them answer the questions. Explain that articles about events that have happened are written using past tenses. Check Ss' answers. Answer Key article, Tourists lost at sea, 120-180 words 1.I am going to write an article and my teacher is going to read it. 2.I must begin my article with the title ‘Tourists lost at sea.' 3. I am going to use past tense.
9Aim To listen for gist and sequence of events. Play the recording (twice if necessary). Allow Ss time to complete the task of putting the events shown in the pictures in the correct order. Check Ss' answers. Answer Key 1 D 2 В ЗА 4 С
10Aim To prepare for a writing task & write an article. Go through the plan with Ss. Give Ss time to make notes under each paragraph heading. (Play the recording again if necessary.) Monitor the activity around the class. Write paragraph headings on board, and fill in with Ss' answers. Suggested Answer Key Para 1: - Steve and Alan - summer holidays - The Caribbean - boat trip for scuba diving - warm and sunny - excited Para 2: - wetsuits, masks, oxygen tanks - beautiful coral reef - stayed too long underwater - found the boat had gone Para 3: - floating in sea alone - heard a helicopter - captain of boat had called emergency services Para 4: - helicopter spotted them - rescued - relieved • Give Ss time to complete the task using the Useful Language box. and their notes. • Remind Ss to follow the plan, and use the Check list. • Check Ss’ answers. • Alternatively, assign the task as HW and check Ss' answers in the next lesson. | Ex.1, p.14
Ex. 2, p.14
Ex. 3, p.14
Ex.4, p.12
Ex. 5, p.14
Ex.6, p.15
Ex. 7, p.15
Ex.8, p.15
Ex.9, p.15
Ex.10, p.15
| Answer key 1D 2A 3G 4C 5E 6H 7F 8B | ||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 1D | ||||||||
| 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’] | ||||||||||
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