Module 4 “Out of this World ” Lesson 1 6 страница
| Module 2 Lesson 1 Controversial Issues Introduction Lesson | Schoo l: #4 IT-Lyceum | ||||||||||||
| Date: 30.09.2019 | Teacher name: Seytimova Ayssulu | ||||||||||||
| CLASS: 10 b | Number present: | absent: | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 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 | ||||||||||||
| 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 | Previous module revision | ||||||||||||
| Plan | |||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||
| Beginning the lesson | 1 Aim Module Objectives Read the title of the module Controversial Issues and ask Ss to suggest what they think the module will be about (the module is about global issues, the environment, international organisations, immigration and gender equality.) Go through the objectives list to stimulate Ss' interest in the module. |
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| Middle of the lesson | 1 Aim Play the recording. Ss listen and repeat chorally and'or individually. Direct Ss' attention to the issues in the pictures A-F and give Ss time to match them to the types of issues in the rubric. Check Ss’ answers. Answer Key social problems: poverty, homelessness, unemployment environmental problems: endangered species, landfills full of rubbish, pollution
Aim: Direct Ss to the two texts and the words in the rubric and give Ss time to use the words to complete the texts. Check Ss’ answers around the class. Answer Key 1accommodation 3 household waste 2volunteers 4 packaging A: homelessness B: landfills full of rubbish • Play the video for Ss and elicit their comments at the end.
3 Aim To personalise the topic Elicit which problem(s) is/are the most serious in Ss’ country. Suggested Answer Key In my country, pollution is the most serious problem. | Ex. 1, p.19
Ex. 2, p.19
Ex. 3,p.19
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms of the verbs. |
| Home-task: words of wisdom, p19 SB to express own opinion | ||||||||||
| 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 introduce new vocabulary
To complete newspaper extracts
| Module 2 Lesson 2-3 Controversial Issues | Schoo l: #4 IT-Lyceum | ||||||||||||||
| Date: 1.10.2019 3.10.2019 | Teacher name: Seytimova Ayssulu | ||||||||||||||
| CLASS: 10 b | Number present: | absent: | |||||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 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
10.3.3- explain and justify own and others’ point of view on a wide range of general and curricular topics 10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar 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 10.4.9 - recognise inconsistencies in argument in extended texts on a wide 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 | ||||||||||||||
| 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 | Introduction lesson | ||||||||||||||
| Plan | |||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||||
| Beginning the lesson | 1. Warm –up: pictures of mountains. What is common with them ? – ……. To elicit what Ss know about the …….. |
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| Middle of the lesson | 2Aim: То introduce the topic of a text Read out the question and elicit Ss’ guesses in answer to it. Suggested Answer Key Ellis Island is in the sea outside New York City. In the old days, when people travelled to the USA, they had to pass through Ellis Island. 3 Aim: Read the Study Skills box aloud. Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given in the list. (Ss' own answers) To predict the content of a text Ask Ss to guess what the text is about based on the phrases in Ex. 2a.
4Aim: To introduce key vocabulary from a text. Elicit answers from Ss around the class. Suggested Answer Key I think the text is about what people who moved to the USA had to do when they arrived in the country.
Play the recording. Ss listen and read and check if their guesses were correct.
5Aim: To consolidate vocabulary from the text • 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 gateway (n): an entrance immigrants (n): people who move permanently to a new country permanently (adv): forever ancestor (n): sb from your family who lived a long time ago passengers (n): people travelling on board a moving vehicle pier (n): a bridge over water connected to the land at only one end thorough (adj): very careful medical (adj): related to health legal (adj): related to the law newcomers (n): people who have just arrived at a place obvious (adj): easy to see or understand disability (n): a physical or mental problem that affects sb's ability to do everyday tasks required (adj): necessary proof (n): evidence process (n): a series of actions exchange (v):to give sth and get sth else in return family reunion (n): a meeting of members of a family who haven't seen each other for a long time nickname (n): a name given to sb or sth instead of their real name • Ss complete the sentences. Check answers from Ss around the class. Answer keys 1.nickname 2.permanently 3. disability 4. passengers 5. newcomers/immigrants 6. process 7. ancestors 8. thorough 6 Aim: То read for specific information (T/F statements) Give Ss time to answer the questions. Check Ss’ answers and reasons around the class. Answer Key 1 F Ellis Island is also known as the ‘Island of Tears'. 2 F 40% of all Americans have an ancestor who was an immigrant who arrived through Ellis Island. 3 T If immigrants were rich, they only had a brief check on board their ships. 4 T They had to leave their luggage in the baggage room before they entered the Great Hall. 5 F The people who had chalk marks on their clothing had obvious medical problems and disabilities. 6 F After 1917, full medical checks were required for everyone. 7 T The legal officer needed proof of where the
immigrants came from. 8 F Some people stayed for longer if they had legal problems or a family member in the island’s hospital. 9 T After they left the island, they could buy train tickets. 10 T ‘The kissing post' got its nickname because so many family reunions took place there. 7 Aim:To consolidate information in a text • Give Ss time to answer the questions. • Remind Ss not to copy from the text but to paraphrase the information in their own words. • Check Ss' answers around the class. Suggested Answer Key 1 Ellis Island is called the Gateway to America because it was the place where government officials decided whether immigrants could enter the USA or not. 2 First and second class passengers only had one quick check, but third class passengers had two checks - a medical exam and a legal check. [1] Answer Key entered = went into wealthy = rich originally = firstly crowded = full of people wrong = not right full = complete whole = entire stay = not leave buy = purchase exciting = thrilling
8 Aim: To consolidate new vocabulary through antonyms • Ask Ss to read the words and antonyms in the exercise and give Ss time to match them. • Tell Ss to check their answers in the Word List at the back of their books. • Check Ss’ answers around the class. • Play the video for Ss and elicit their comments at the end. Answer key 1c 2e 3d 4h 5a 6b 7f 8g 9j 10i 9Aim: Listening & Speaking To consolidate information in а юлi oy describing an imaginary situation • Play the recording. Ss listen and follow the text in their books. • Then give Ss time to consider the exercise in pairs and discuss their answers. • Ask various pairs to tell the class. | Ex. 1, p.20
Ex. 2, p.20
Ex. 3, p.20
Ex. 4, p.21
Ex. 5, p.21
Ex. 7, p.21
Ex.8, p.21 | |||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms of the verbs. |
| Home-task: WB&GB pp.2A | ||||||||||||
| 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 2 Lesson 4-5 Controversial Issues Vocabulary 2b | Schoo l: | |||||||||||||||||||||||||||
| Date: | Teacher name: | |||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | ||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 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; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar 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; 10.6.1 - 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; 10.6.14-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 | Reading | |||||||||||||||||||||||||||
| Plan | ||||||||||||||||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | |||||||||||||||||||||||||
| Beginning the lesson | 1 Aim To consolidate vocabulary from a text.Explain the task and give Ss time to complete it. Ask Ss to check their answers in the Word List at the back of their books. Check Ss' answers around the class.
| Ex.1, p.22
| Answer key 1. Required 2. Immigrants 3. Disability 4. Pier 5. Ancestors 6. Proof 7. Process 8. obvious | |||||||||||||||||||||||||
| Middle of the lesson | 2 Aim To consolidate vocabulary from a text Explain the task and give Ss time to complete it. Check Ss’answers.
3 Aim To practise vocabulary Ask Ss to use the phrases from Ex. 2a to write sentences. Check Ss' answers around the class Suggested Answer Key 1 My uncle has got a medical problem and he takes medicine for his heart every day. 2 We meet up once a year for a big family reunion. 3 My friend’s father is a government official in Astana. 4 We have to exchange money when we travel to another country. 5 In the old days, the whole process of immigration took about 3-5 hours on Ellis Island. 6 We take exams in the main building of our school. 7 I always put my train ticket in my wallet so that I don't lose it on my journey. 8 I’ve never travelled first class on an aeroplane, but I'd like to! 9 The USA was the first foreign country I ever visited. 10 I passed my English exam, so the next step is to start lessons for the higher level.
4Aim: To present and practise topic-related vocabulary in context. Ask Ss to read the news headlines and complete them with the words in the list. Ask Ss to check their answers in the Word List at the back of their books. Check Ss’ answers around the class.
5Aim To present and practise topic-related vocabulary in context Explain the task. Give Ss time to complete it in closed pairs. Check Ss answers around the class.
To match sentences to headlines • Give Ss time to match the sentences 1-7 in Ex. 3b to the headlines 1-7 in Ex 2a. • Check Ss' answers around the class.
Answer Key
6AimTo listen for gist (multiple matching) • Explain the task and ask Ss to match the solutions (A-F) to the speakers (1-4). • Play the recording twice if necessary. • Ss listen and complete the task. • Check Ss’ answers. You can play the recording with pauses for Ss to check their answers.
7Aim To present and practise topic-related vocabulary in context • Explain the task. • Give Ss time to complete it. Check Ss' answers around the class Answer Key 1 foreign 2 documents 3 papers 4 rate finances: В, E 5 price 6 centre 7 tourist 8 programmes fitting in: C. D, 9 courses 10 business paperwork: A
8Aim: To present new vocabulary Give Ss time to complete the task and then check Ss' answers.
To consolidate new vocabulary Elicit answers from Ss around the class. Suggested Answer Key WWF works on environmental issues. Save the Children, Oxfam, the World Health Organisation and the United Nations work on social issues. • As an extension, ask Ss to work in groups. Each group chooses an organisation and collects information under the headings where/when started, who started it. aim/purpose. activities. • Ss present the information to the class.
Give Ss time to complete the task and then ask various Ss to tell the rest of the class their answers. (Ss’ own answers)
9Aim To practise prepositional phrases • Give Ss time to complete the task. • Ask Ss to check their answers in Appendix II • Check Ss’ answers around the class.
10Aim To practise word formation (forming adjectives from nouns or verbs) • Read the theory 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. • Check Ss' answers. Remind Ss to add these words to their lists in their notebooks.
11Aim To present/practise phrasal verbs with TURN | Ex. 2(a), p.22
Ex.2(b), p.22
Ex. 3(a), p.22
Ex.3(b), p.22
Ex. 4, p.23
Ex. 5, p.23
Ex.6(a), p.23
Ex.6(b), p.23
Ex.7, p.23
Ex.8, p.23
Ex. 9, p.23 | Answer key 1.medical 2.family 3.government 4.money 5.whole 6.main 7.train 8.first 9. foreign 10. next Answer key 1.LAYER 2.WARMING 3.FUELS 4.SMOG 5.SPILL 6.GASES 7.CONSERVATION Answer key 1.save 2.fine 3.reduce 4.prevent 5.ban 6.invest 7.raise Answer key 1C 2A 3F 4E Answer key 1.destruction 2.risk 3.commuties 4.healthcare 5. peace Answer key 1.on 2.from 3.in 4.in 5.at Answer key 1.national 2.famous 3.understandable 4.colourful 5. natural 6.sunny Answer key 1.out 2. Into 3.down 4.off 5.down | |||||||||||||||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms. |
| Home-task: WB&GB 2b | |||||||||||||||||||||||||
| 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 2 Lesson 6-7 Controversial Issues Use of English 2c | Schoo l: | |||||||||||||||||||||||||||
| Date: | Teacher name: | |||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | ||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 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; 10.6.15 - 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 10.6.17 - use if / if only in third conditional structures; use a variety of relative clauses including with which [whole previous clause reference]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 | Vocabulary | |||||||||||||||||||||||||||
| Plan | ||||||||||||||||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | |||||||||||||||||||||||||
| Beginning the lesson Middle of the lesson | 1Aim To present infinitive/ing forms • • Refer Ss to the Grammar Reference section and give them time to complete the rules. • Check Ss’ answers around the class. Answer Key 1 -ing e.g. to making 2 infinitive with to e.g. fortunate enough to get 3 infinitive without to e.g. might mean 4 -ing form e.g. moving to a new country... 5 infinitive with to e. g. Do you want to immigrate... 6 -ing e.g. get used to living ... 7 infinitive with to e.g. would you like to immigrate? 8 infinitive with to e.g. feel lucky to ... 9 -ing e.g. to making 10 infinitive with to e.g. fortunate enough to get 11 infinitive without to e.g. might mean 12 -ing form e.g. moving to a new country... 13 infinitive with to e. g. Do you want to immigrate... 14 -ing e.g. get used to living ... 15 infinitive with to e.g. would you like to immigrate? 16 infinitive with to e.g. feel lucky to ... 2Aim To practise infinitive/ing forms • Explain the task and then give Ss time to complete it. • Check Ss’ answers around the class. Answer Key 1.decide, to make 2.travelling, visiting 3.sponsor, to do 4 to watch, entering 5 to live, To tell
3Aim To practise the difference in meaning between to infinitive and the -ing form • Explain the task and then give Ss time to complete it. • Check Ss’ answers and explanations around the class. Answer Key 1 giving (they finished giving them) 2 to buy (they stopped temporarily) 3 to submit (don't forget) 4 visiting (do you recall) 5 to take (she attempted) 6 immigrating (he will do it as an experiment) 4Aim explain the task and then give SS time to complete it. • Check Ss' answers around the class.
5Aim To present/revise and practise comparison of adjectives Read the examples in the box aloud. Explain the task, directing Ss’ attention to the Grammar Reference section, and then give Ss time to complete the task. Check Ss’ answers around the class. Answer Key 1 As 4 even 7 by far 2 enough 5 the least 3 very 6 than 6Aim To practise comparison of adjectives • Read the information in the box aloud. • Explain the task and read the example aloud. • Ask Ss to work in pairs and give them time to complete the task. • Monitor the activity around the class. Suggested Answer Key The New York point of entry was by far the busiest in 2015. The Boston point of entry is the least busy of the three. The San Francisco point of entry is not as old as the other two. The New York point of entry has a slightly higher percentage of immigrants in the population today than the San Francisco one.
7Aim To present/revise conditionals Read the theory box aloud. Ask the Ss to work in pairs. Explain the task and direct Ss’ attention to the Grammar Reference section. Give Ss time to complete the task, then elicit answers from pairs around the class.
Answer Key Fist sentence: (if = might) The economy might improve, and if it does, unemployment will decrease.Second sentence: (unless = if not) Unemployment can never decrease unless the economy improves first. 8Aim to practice conditionals. Explain the task and then give Ss time to complete it. Check Ss’ answers around the class and elicit the types of conditionals. Answer key 1. wouldn’t have become (type3) 2. won’t spend (type1) 3. wouldn’t have missed (type 3) 4. make (type0) 5. would stay (type2) 9Aim To practise conditionals using personal examples. Explain the task and give Ss time to complete it. Elicit answers from various Ss around the class. Suggested Answer Key 1.If everyone drove electric cars, the air wouldn't be so polluted 2.If the government creates more jobs, unemployment will decrease. 3.If immigration wasn't a possibility, people wouldn't have as many job opportunities | Ex.1, p.24
Ex.2,p.24
Ex.3, p.24
Ex.4,p.24
Ex.5, p.25
Ex.6, p.25
Ex.7, p.25
Ex. 8, p.25
Ex.9, p.25
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms. |
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| 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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Read the text in the box aloud. Draw Ss’ attention to examples of the use of the infinitiveA/ng form in the text.