Module 4 “Out of this World ” Lesson 9
| LESSON: Module 6 Lesson 9 | The theme: | |||||
| Date: | Teacher’s name: | |||||
| CLASS: Number present: Number absent: | ||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 10.1.7 - develop and sustain a consistent argument when speaking or writing; 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; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding; 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; 10.5.6 - 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; 10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics; 10.6.11 - use a variety of reported statements and question 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; 10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics | |||||
| Lesson objectives | All learners will be able to: analyse a rubric, to analyse a model, to decide on an appropriate title, to practise parts of speech, to practise error correction, to plan an article, to write an article;
Most learners will be able to: plan an article, to write an article; Some learners will be able to: practise peer correction | |||||
| Vocabulary | Adjectives, compound adjectives, comparatives, intensifies | |||||
| Assessment criteria | Learners have met the learning objectives if they can: analyse a rubric, a model, decide on an appropriate title, practise parts of speech, error correction, plan an article, write an article, practise peer correction | |||||
| Value links | Explore the themes of “Out of this World” | |||||
| Cross - curricular links | “ Out of this World ” | |||||
| ICT skills | Working with URLs | |||||
| Plan | ||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | Teacher’s Notes | |||
| BEGINNING THE LESSON |
To develop research skills To introduce the topic • Read out the question and elicit answers from Ss around the class. • Play the recording. Ss follow in their books to find out if their answers were correct. Answer Key Crescent, full and gibbous are phases of the moon. Waxing is when the moon seems to be getting bigger each night, and waning is when the moon seems to be getting smaller each night. | |||||
| PRESENTATION AND PRACTICE | 2 To read for specific information • Give Ss time to read the text again and complete the sentences. • Check Ss’ answers. Answer Key 1 source of light 2 reflects light 3 the Earth and the Sun 4 revolves on its axis • Refer Ss to the Check these words box and explain/ elicit the meanings of the words or ask Ss to use their dictionaries to look them up. Suggested Answer Key source of light (phr): sth that emits light star (n): one of the bright lights we can see in the sky at night that emits its own light planet (n): an object in space that does not emit light and orbits a star reflect (v): to bounce of a surface satellite (n): an object that orbits a planet revolve (v): to turn slowly around and around
axis (n): the imaginary line on which a planet rotates orbit (v): to go around a star or planet in an approximate circle face (v): to look in a particular direction approximately (adv): about; roughly amount (n): a quantity surface (n): the top part of sth phase (n): a stage; a period of time progressive sequence (phr): a series of changes new moon (n): the stage when we cannot see the Moon from Earth crescent moon (n): the stage when the Moon looks very thin from Earth half moon (n): the stage when the Moon looks like half a disc from Earth gibbous moon (n): the stage when the Moon looks like an almost complete disc from Earth full moon (n): the stage when the Moon looks like a disc from Earth light up (phr v): to shine light on sth waxing moon (phr): a moon that seems larger than the previous night waning moon (phr): a moon that seems smaller than the previous night • Choose two Ss to read the example. • Ss do the task in closed pairs. • Monitor the activity around the class. Suggested Answer Key A: The Sun is a light source because it is a star. Why does the Moon’s appearance change? B: Because we can see different amounts of reflected light on its surface. What are the phases of the Moon? A: They are the new, the crescent, the gibbous and the full moon. When can’t we see the Moon? B: When it’s a new moon. What is a waxing moon? A: When the moon seems to be getting bigger. What is a waning moon? etc • In groups, Ss research either in class or for HW. • Give Ss time to prepare their presentations. • Have each group make their presentation to the class. | |||||
| ENDING THE LESSON | Check Ss' answers. | |||||
| 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 Health and safety check ICT links | ||||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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