Module 4 “Out of this World ” Lesson 1 5 страница
| Module 1 Lessons 10 CLIL Literature | Schoo l: | ||||||||||||
| Date: | Teacher name: | ||||||||||||
| CLASS: | Number present: | absent: | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.5 - use feedback to set personal learning objectives; 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar 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; 10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of 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 | Writing | ||||||||||||
| Plan | |||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||
| Beginning the lesson Middle of the lesson | 1Aim: To make a prediction and read for gist • Ask Ss to look at the picture, read the introduction and suggest what they think will happen next. • Elicit answers around the class. • Play the recording and have Ss read the text to check their answers. Suggested Answer Key
I think Humphrey and Maud get into a small boat and leave the ship. 2Aim:To read for specific information (T/F statements) Have Ss read the extract and decide whether the information is true or false.
Check Ss' answers. Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up. Suggested Answer Key sink (v): (of a ship) to go under the water cruel (adj): deliberately causing pain or suffering to othersbury my head in my hands (phr): to cover my head with my hands deck (n): the outside top floor of a ship/boat trapdoor (n): a small door in a floor or ceiling, often hidden supplies (n): the food, equipment, etc. needed for a particular task canned goods (phr): food preserved in cans/tins oilskins (n): clothes made waterproof by the addition of oil lower (v): to move sth from a high place to a lower one (here from the ship into the water) heart beating (phr): the sound of the heart pumping blood when nen/ous lie flat (phr): to lie horizontally in order to hide yawn (v): to open your mouth wide and breathe in deeply when tired or bored row (v): to move a boat forward using oars fade away (phr v): to slowly disappear from view
3.Aim: To listen and read for specific Information. Play the recording as Ss read the text and allow them time to answer the questions. Check Ss' answers. Suggested Answer Key 1 He was a prosperous merchant and a writer. 2 He was a character in Defoe's novel of the same name. He survived a shipwreck and lived on a desert island. 3 He faced an earthquake, pirates and cannibals. 4 In the end, a ship rescues Crusoe and Friday and they sail back to England. • Play the video for Ss and elicit their comments at the end.
4.Aim: To develop research & public speaking skills Explain the task and elicit names of famous characters in literature from Kazakhstan. Write the headings on the board to help the Ss. Give Ss time to do research, find information and make notes. Ss then prepare a presentation and present their information to the class. | Ex.1, p.16
Ex. 2, p.16
Culture Ex. 1, p.16
Ex.2, p.16
| Answer key 1F 2T 3F 4T | ||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: | ||||||||||
| 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’] | ||||||||||||
| Module 1 Lessons 11 Progress Check | Schoo l: | ||||||||||||
| Date: | Teacher name: | ||||||||||||
| CLASS: | Number present: | absent: | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 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; 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 10.5.3 write with grammatical accuracy on a range of 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; 10.6.7 - 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
10.6.9.- 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. 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 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; | ||||||||||||
| 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 | CLIL, Culture | ||||||||||||
| Plan | |||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||
| Beginning the lesson Middle of the lesson | 1Aim: To read for specific information Explain the task. Ask Ss to read the questions and underline any key words. Allow Ss time to read the text and answer the multiple choice questions. Check Ss’ answers. Play the video for Ss and elicit their comments at the end. 2Aim:To listen for specific information (T/F statements) Ask Ss to read the statements 1-8. Play the recording. Ss listen and decide whether the statements are true or false. Check Ss' answers.
3.Aim: To consolidate vocabulary from the module Allow Ss time to complete the task. Check Ss’ answers.
4.Aim: To consolidate use of prepositions from the module Allow Ss time to complete the task.
Check Ss’ answers.
5 Aim To consolidate grammar from the module Allow Ss time to complete the task. Check Ss'answers.
6 Aim To consolidate grammar from the module Allow Ss time to complete the task. Check Ss' answers.
7 Aim To write an article Explain the task. Give Ss time to plan and complete their work and then check Ss' answers. Alternatively assign the task as HW and check Ss’ answers in the next lesson. | Ex.1, p.17
Ex. 2, p.17
Ex.3, p.18
Ex.4, p.18
Ex.5, p.18
Ex.6, p.18
Ex. 7, p.18
| Answer Key 1D 2C 3A 4B 5D Answer key 1F 2T 3T4F 5T 6T 7F 8F Answer key 1 hit 2 did 3reached 4confused 5 survived Answer key 1 up 2 in 3 back 4 without 5 on Answer key 1 had they been hiking 2was driving, began 3haven’t found 4was sailing 5 Had she been working Answer key 1 has just reached 2 has been trekking 3 been 4 must 5 can’t | ||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: Grammar in Focus p.18 | ||||||||||
| 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’] | ||||||||||||
| Module 1 Lessons 12 Summative Assessment for Module 1 | Schoo l: | ||||||||||
| Date: | Teacher name: | ||||||||||
| CLASS: | Number present: | absent: | |||||||||
| Learning objectives(s) that this lesson is contributing to | 0.2.3 - 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; 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 10.5.3 write with grammatical accuracy on a range of 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; 10.6.7 - 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 10.6.9.- 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. 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 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; | ||||||||||
| 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 | Progress Check | ||||||||||
| Plan | |||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||
| Beginning the lesson Middle of the lesson | SA 1 according the tasks |
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| Ending the lesson |
| Home-task: | |||||||||
| 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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