Module 4 “Out of this World ” Lesson 1 8 страница
| Module 2 Lessons 10 CLIL PSHE | Schoo l: | ||||||||||||
| Date: | Teacher name: | ||||||||||||
| CLASS: | 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 10.1.6 - organise and present information clearly to others; 10.1.8 - develop intercultural awareness through reading and discussion; 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; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - 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; | ||||||||||||
| 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 | |||||||||||||
| Plannd timings | Planned activities | Resources | Teacher Notes | ||||||||||
| Beginning the lesson Middle of the lesson | 1Aim: To introduce the topic and to read for gist Direct Ss' attention to the picture and give Ss time to read the text. Elicit answers to the questions in the rubric from various Ss around the class. Suggested Answer Key I think it would be awful to be bullied. It would really affect my confidence and my performance at school. We can prevent and deal with bullying by working together to change children's attitudes towards bullying. Teachers can talk about it during class time and parents can discuss it with their children at home. 2Aim:To read for specific information • Ask Ss to read the sentence stubs 1-7 and then give them time to read the text again and complete them.
• Check Ss’answers around the class. Suggested Answer Key 1 ... rejected and isolated. 2 ... an anti-bullying school environment. 3 ... from occurring in the first place. 4 ... engage students in a discussion about bullying. 5 ... control their own behaviour and environment. 6 ... diffuse a situation quickly. 7... a child fights back.
3.Aim: To act out a situational dialogue giving advice • Explain the situation and the task. • Divide the class into pairs and ask them to act out a dialogue giving advice to sb who is being bullied taking turns and swapping roles. • Monitor the activity around the class and then elicit advice from various Ss around the class. Suggested Answer Key A: What's wrong, Angela? You look upset about something. B: Well, some girls at school keep on teasing me and calling me names. A: Oh no. That's terrible. I used to be bullied when I was in secondary school, too. It was awful, but thankfully, I managed to deal with the problem. B: Really? Do you have any advice you could give me? Personally. I was thinking of confronting them. A: No, I don't think that's a good idea. I recommend that you speak to a teacher first. That's what I did. They will definitely give you support. Also, another good idea is to ignore the girls completely. If you show them that they aren't bothering you, they will probably just stop. B: OK. Thanks for your advice. | Ex.1, p.30
Ex. 2, p.30
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| 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]
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| 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 Lessons 12 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support
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| 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 1-5 and the possible answers. • Give Ss time to read the text and choose the correct answer for each question. •
Check Ss’ answers. Ss should justify their answers. 2Aim: To answer comprehension questions • . 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 and ask for justifications from the text. Suggested Answer Key 1 He decided to join in because his holiday was coming to an end and he wanted to do something different. (During my week there, I'd seen other tourists releasing the turtles in the early evening, and as my stay came to an end, I decided to join in.) 2 They are in danger from poachers and from tourists using the beach where they lay their eggs. (These turtles are under threat from poachers who want their meat and eggs.) 3 The project protects the eggs from poachers and allows them to hatch safely. Then they release the baby turtles into the wild. (Oscar and his volunteers collect the eggs and take them to protected areas where they are allowed to hatch in safety. Then within 24 hours, they are taken back to the beach where tourists like me join in the conservation effort... We gently placed them on the sand, stepped back and watched as they crawled slowly into the sea.) • Play the video for Ss and elicit their comments at the end. 3.Aim: To consolidate everyday English from the module • Explain the task. • Ss complete the task.
• Check Ss' answers. Answer key 1a 2 b 3 b 4 a
4.Aim: To practise vocabulary from the module • Explain the task. • Ss complete the task. • Check Ss’ answers. Answer Key
5 Aim To practise grammar from the module • Explain the task. • Ss complete the task. • Check Ss' answers. Answer Key
6 Aim To listen for specific information (multiple matching) • Ask Ss to read the questions 1-4. • Play the recording Ss listen and match the speakers to the statements accordingly. • Check Ss' answers. Answer Key 1 S 2D 3 S 4 S
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.31
Ex. 2, p.31
Ex.3, p.32
Ex.4, p.32
Ex.5, p.32
Ex.6, p.32
Ex. 7, p.32
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: writing p.32 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 Lessons 12 Summative Assessment for Module 2 | 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 | ||||||||||
| 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 according the tasks |
| |||||||||
| 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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