Module 4 “Out of this World ” Lesson 1 11 страница
| Module 3 Lessons 10 CLIL History | Schoo l: | ||||||||||||
| Date: | Teacher name: | ||||||||||||
| CLASS: | Number present: | absent: | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 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; 10.4.2 - 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: То introduce the topic: to listen and read for specific information Read out the dates in the list. Ss guess what events the dates refer to. Accept all suitable answers. Play the recording. Ss listen and follow the text in their books and find out what happened in these years. Check Ss’answers around the class. Answer Key 1769 - James Waff invented the steam engine. 1783 - Claude de Jouffroy built the first steamboat. 1804 - Richard Trevithick constructed the first steampowered train. 1903 - Orville and Wilbur Wright built the first aeroplane. 1961 - Yuri Gagarin became the first man in space. 1969 - Neil Armstrong walked on the Moon 2Aim: to read for specific information . Ask Ss to read the text again and complete the sentences. Check Ss' answers. Answer Key 1 canoes 2 carts and wagons 3 Railways 4 Became cheaper 5 Into space
• Give Ss time to look up the meanings of the words in the Check these words box in their dictionaries or look them up in the Word List Suggested Answer Key log (n): a large piece of wood
domesticated (adj): tamed breakthrough (n): a leap forward in technology construct (v): to make, to build the Industrial Revolution (n): the rapid development of industry in Britain in the late 18th and 19th centuries, through the introduction of machinery • Play the video for Ss and elicit their comments at the end. 3Aim To prepare a presentation on the history of space travel • Explain the task and give Ss time to collect information from the Internet or from other resources and prepare a presentation on the history of space travel. Ask various Ss to give their presentations to the class. • Suggested Answer Key Hi everyone. I'm Danny Jones. Imagine you're commuting to work. It's 8 o'clock on a Monday morning. You look out of the window and what do you see? Streets? Traffic? No, you look out and you see the Earth below you. This is the journey to work in the future and it all started over seventy years ago. The first animals to go into space were fruit flies and a rhesus monkey in the 1940s. In 1957. Russia launched Sputnik I. the first satellite, and. later, a dog called Laika. In 1961. the Russian Yuri Gagarin became the first man in space. The Americans launched a spaceship in 1966 which landed safely on the Moon. Apollo 11 landed there in 1969 along with the first man to walk on the Moon. In 1986. the Space Shuttle Challenger exploded and seven astronauts died. In the same year the Mir Space Station began construction. It stayed in space until 2001. In 2000, the International Space Station (ISS) welcomed a permanent crew and astronauts have been living there ever since. They say that space is the final frontier, but what do you think? Right, lets get into groups of three. Talk about what impressed you most about our journey into space. ... OK, let's share our thoughts.... Does anyone have any questions?... Thank you very much for listening. | Ex.1, p.44
Ex. 2, p.44
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: Culture spot | ||||||||||
| 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 3 Lessons 12 Progress Check | 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; 10.3.7 - 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; 10.4.4 - 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; 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;
10.6.8 - use a variety of future active and passive and future continuous forms 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. (T/F statements) Ss read the text and mark the statements T or F according to the information in the text. Check Ss' answers. Answer key 1F 2T
2Aim: 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 1C2 A 3 В • Play the video for Ss and elicit their comments at the end. 3.Aim: To consolidate everyday English from the module Explain the task. Allow Ss time to complete the task. Check Ss’ answers Answer Key 1 2I don’t feel like that
4.Aim: To consolidate vocabulary from the module Explain the task. Ss complete the task. Check Ss’ answers. Answer key 1limit 2 boot 3 spent 4 experience 5 light
5 Aim To practise prepositional phrases • Explain the task.
• Ss complete the task. Check Ss’ answers Answer key 1by 2for 3on 4in 5with 6Aim To consolidate future tenses • Explain the task. • Ss complete the task. Check Ss' answers Answer Key 1will pass 2is going to be 3leaves 4won't have cooked 5will you be doing 6is meeting
7 Aim Ask Ss to read the statements. Play the recording. Ss listen and mark the statements correctly. Check Ss' answers. Answer key 1F 2T 3T 4T 5F 6T 8Aim • 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. Suggested Answer Key ‘Six of Crows' by Leigh Bardugo is the first book in the series of the same name. It’s a gripping adventure-fantasy novel which tells the story of Kaz Brekker, a street-smart genius. The story begins when Kaz is offered a fortune that will make him rich. But first he has to break into a military base and rescue a hostage with magical powers. He chooses five of the city's strangest criminals to help him. Then, all he has to do is complete the mission - and sun/ive. | Ex.1, p.45
Ex. 2, p.45
Ex.3, p.45
Ex.4, p.45
Ex.5, p.45
Ex.6, p.42
Ex. 7, p.46
Ex.8,p46
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples. |
| Home-task: writing p.46 | ||||||||||
| 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’] | ||||||||||||
Do you fancy
To write a book review
| Module 3 Lessons 12 Summative Assessment for Module 3 | 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; 10.3.7 - 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; 10.4.4 - 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; 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; 10.6.8 - use a variety of future active and passive and future continuous forms 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 according the rasks |
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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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