Module 4 “Out of this World ” Lesson 1 10 страница
| Module 3 Lessons 8 Women in the workplace Skills 3d | 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 10.2.2 - 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; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing 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 the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 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; 10.4.4 read a growing range of extended fiction and non-fiction texts on familiar and some 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 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding; 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; 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech 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:
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| 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: То introduce the topic • Direct Ss' attention to the picture on the cover of the book. • Elicit Ss’ guesses as to what the book is about. • Play the recording. Ss follow in their books and find out if their guesses were correct. Suggested Answer Key The picture shows a man walking along a road, so Ithink the book is probably about a journey. 2Aim: To read for specific information (multiple choice) • Ask Ss to read the questions and the answer choices. • Encourage Ss to answer the questions based on their first reading of the text. • Ss read the text again and decide on the correct answers. • Check Ss' answers. Answer Key 1 A 2 C 3 В 3.Aim:To read for specific information (T/F/DS statements) • Ask Ss to read the statements. • Ss read the text again and mark the statements correctly. They correct the false statements. • Check Ss' answers. Answer Key 1 T 2 DS ST 3 DS 4 4 F Peter Jackson directed the film. Play the video for Ss and elicit their comments at the end.
4.Aim: • Read the Study Skills box aloud. • Ask Ss to find examples of compound nouns in the text and elicit answers from Ss around the class. Answer Key best-selling, page-turner • Give Ss time to complete the task. • Check Ss' answers around the class. Answer key Full moon, storyline, background, masterpiece, sunlight, bookmark
5.Aim: to present idioms related to books and reading. •
Remind Ss what an idiom is and elicit examples in Ss’Ll. • Explain the task and give Ss time to complete it. • Check Ss‘ answers around the class. Answer Key 1 lines 2 bock 3 lips 4 leaf b) To understand the meaning of idioms
related to books and reading • • Explain the task and give Ss time to complete it, using their digital dictionaries if necessary. • Check Ss' answers around the class. Answer Key read between the lines: to understand sth when it hasn't been said or written directly every trick in the book: everything sb can think of read my lips: to listen carefully to what I'm saying take a leaf out of sb s book: to act like sb else
1 6 Aim To revise passive voice (present simple - past simple) • Read the theory box aloud. • Direct Ss' attention to the text and ask them to find examples of passive voice. • Elicit answers from Ss around the class. Answer Key was completed, was later published, is set, are introduced, is cleverly written To practise passive voice (present simple - past simple) • Explain the task and give Ss time to complete it. Check Ss answers around the class Answer Key 1 The book was given an amazing review. 2 The part of the hobbit is played by a famous actor. 3 The bookshop was filled by hundreds of fans. 4 ' The Hobbit' was written by J. R. R. Tolkien. 5.The book is recommended to all ages. 7 Aim To introduce new vocabulary and prepare for a listening task • Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words/phrases given. Answer Key book report (n): a review of a book written for homework bookworm (n): a nickname for sb who loves to read sequel (n): a book/film that continues the story of a previous one protagonist (n): the main character in a book/film highly entertaining (phr): (of a book, film, play,: etc) very interesting life-saver (n): a person who helps sb else out of a difficult situation • Ask Ss to look at the words and definitions and try to predict what the listening is about. • Elicit guesses from Ss around the class. Suggested Answer Key I think the conversation is about books, possibly some books which Aiman and Serik had to read for school, because of the words ‘book report'.
To listen for specific information (T/F statements) • Explain the task then ask Ss to read the statements 1-5. • Play the recording and Ss listen and complete the task. Check Ss’ answers. Answer Key 1 F 2 T 3 F 4 F ST 8 Aim To read for specific information Read out the question in the rubric. Ss read the dialogue in their books and find out. Answer Key They are trying to buy a sci-fi book for their friend Umit. 9Aim To practise/substitute language for agreeing/disagreeing/making suggestions • Ask Ss to read the dialogue again and replace the underlined sentences with sentences from the Useful Language box • Check Ss’ answers around the class. Suggested Answer Key What do you think? = What about it? No. I don't think this is a good idea. - Let's look at something else. how about... = what would you say about... Sure, why not? - That sounds great. Shall we buy... = Let’s buy... Yes, let's do that. - What a good idea!
10Aim To act out a dialogue based on a model dialogue Explain the task and give Ss time to think of two sci-fi books. Ss complete the task in pairs using the Useful Language box and following the model in Ex. 8. Write this diagram on the board for Ss to follow. • Monitor the activity around the class and then ask some pairs to act out their dialogue in front of the class. Suggested Answer Key A: Hello. What are you doing online? B: Hi! I'm looking for a sci-fi book for Leyla's birthday. What about ‘The Maze Runner'? It’s supposed to be really good. What do you think? A: I’d prefer to buy something different. I think she's already read that one - I've definitely seen a copy at her house. Is there anything else? B: Let’s see. ... What would you say about ‘These Broken Stars'? It’s about two young people who get stranded on a lonely planet after their spacecraft crashes. Sounds good? A: Sure, why not? How much is it? B: The paperback is £8, but you can buy a special edition for £12. Why don't we get that and split the cost? A: That sounds great! | Ex.1, p.40
Ex. 2, p.40
Ex. 3, p.40
Ex. 4, p.40
Ex.5, p.41
Ex.6, p.41
Ex. 7, p.41
Ex. 8, p.41
Ex.9, p.41
Ex. 10, p.41
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 3d | |||||||||||||||||
| 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 present compound nouns
Give Ss time to find the idiom in the text (never judge a book by its cover). Explain that it means not to make assumptions about people based on what they looklike.
| Module 3 Lesson 9 Writing An book review | Schoo l: | ||||||||||||||||||||||||||
| Date: | Teacher name: | ||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | |||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.7 - develop and sustain a consistent argument when speaking or writing; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topic; 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; 10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; | ||||||||||||||||||||||||||
| 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 • Read out the rubric and the questions. • Give Ss time to prepare their answers. • Check Ss’ answers around the class. Answer Key 1 I am going to write a book review for an English learner's website. 2 I will mainly use present tenses. 3 a, d, e, f, g Key words to be underlined: English learners website, reviews, favourite books, what book is about, general comments, plot, characters, why recommend it. 120- 180 words 2Aim:To read a model review for gist Go through the types of books and elicit what each is about. Ss can give examples if they like. Ss can check in the Word List. Give Ss time to read the model and complete the task. Check Ss’answers around the class. Answer Key The book is a science fiction novel. To match paragraphs to content Give Ss time to match the contents 1-4 to each paragraph A-D. Check Ss’ answers. Answer key 1B 2D 3C 4A
3.Aim: To practise topic-related vocabulary Give Ss time to read the gapped sentences and complete the task. Check Ss’ answers. Suggested Answer Key
5 main, well-developed
4.Aim: To practice adjectives related to review. Explain the task. Give Ss time to complete it. Check Ss’answers around the class Answer key 1 character 2 ending 3 plot/storytime
5.Aim: to practise the language of recommending a book Give Ss time to read the paragraphs and complete them, then check Ss' answers around the class. Answer Key 1 you are looking for 2 thoroughly recommend 3 won't disappoint 4 make sure 5 couldn't put it down 6 In my opinion 7 well worth reading 8 this book's for you To write a recommendation Explain the task. Give Ss time to complete it. Check Ss' answers around the class. Suggested Answer Key 'Ender's Game' is the best book I have read so far this year. It is well worth reading and I thoroughly recommend it. 6 Aim To analyse a rubric and prepare for a writing task Ask Ss to read the rubric and then underline the key words. Give Ss time to answer the questions and then check Ss’ answers. Answer Key Key words: school English magazine, book reviews, describing the plot, giving comments and why you recommend it (120-180 words) 1 I have to write a book review for readers of the school English magazine. 2 I will use present tenses. 3 I will write about ‘Ender's Game’. Para 1 - name, type, author of book Para 2 - setting, main points of plot Para 3 - comments about character, plot, etc Para 4-my recommendation 7Aim To write a review Give Ss time to complete the task using the Useful Language box and their answers from Exs 5b & 6. Remind Ss to follow the plan, and use the Checklist Check Ss' answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson. | Ex.1, p.42
Ex. 2, p.42
Ex. 3, p.42
Ex.4, p.28
Ex. 5, p.42
Ex.6, p.43
Ex. 7, p.42
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: WB&GB 3E | ||||||||||||||||||||||||
| 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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