Module 4 “Out of this World ”                Lesson 10

LESSON: Module 6 Lesson 10

The theme: CLIL  

Date:

Teacher’s name:

Class:                                                  Number present:                 Number absent:

 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

All learners will be able to:

listen and read for specific information (complete sentences), to discuss the content of a text

Most learners will be able to:

research, make notes and present a sculpture, to listen and read for specific information

Some learners will be able to:

research, make notes and present an art gallery in Kazakhstan

Verbs ((depict, resist, convey, pour, cool, harden, gather)

Nouns (stone, metal, wood, butter, ice, material, quality, hillside, carving, casting, mould, modelling, clay, assembling)

 Adjectives (long-lasting, temporary, realistic, abstract)

Phrasal Verbs (chip away, melt down)

Learners have met the learning objective if they can: listen and read for specific information (complete sentences), discuss the content of a text, research, make notes and present a sculpture, listen and read for specific information, research, make notes and present an art gallery in Kazakhstan

Explore the themes of “Out of this World”

 “ Out of this World ”

Using Video, working with URLs

Plan

Planned activities

 1 To listen and read for specific

information

• Read out the question and elicit answers from Ss.

• Play the recording. Ss follow in their books to find out if their answers were correct.

Answer Key

The summer solstice is around 21st June and is the longest day with the most daylight. It is connected to Stonehenge because people believe it was built to celebrate the summer solstice.

• Play the video for Ss and elicit their comments at the end.

 To research and report on a topic

Ss can do research either in class or for HW.

Give Ss time to share what they have learnt with the rest of the class.

Suggested Answer Key

In Kazakhstan, we don’t usually celebrate the summer or winter solstice, but we have a big celebration on the spring equinox. It is called Nauryz and takes place on 21st March each year. It is our New Year. People dress up in nice clothes and visit their friends and relatives. They sing and dance and eat a special dish called nauryz-koje.

Ss discuss in groups the activities they did at the lesson.

Additional information

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Health and safety check

ICT links

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 6 Lesson 1 1

The theme: CLIL  

Date:

Teacher’s name:

Class:                                                  Number present:                 Number absent:

 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

All learners will be able to:

listen and read for specific information (complete sentences), to discuss the content of a text

Most learners will be able to:

research, make notes and present a sculpture, to listen and read for specific information

Some learners will be able to:

research, make notes and present an art gallery in Kazakhstan

Verbs ((depict, resist, convey, pour, cool, harden, gather)

Nouns (stone, metal, wood, butter, ice, material, quality, hillside, carving, casting, mould, modelling, clay, assembling)

 Adjectives (long-lasting, temporary, realistic, abstract)

Phrasal Verbs (chip away, melt down)

Learners have met the learning objective if they can: listen and read for specific information (complete sentences), discuss the content of a text, research, make notes and present a sculpture, listen and read for specific information, research, make notes and present an art gallery in Kazakhstan

Explore the themes of “Out of this World”

 “ Out of this World ”

Using Video, working with URLs

Plan

Planned activities

 Background information Tornado Alley is the name for the area where tornadoes often happen. It include Texas, Oklahoma, Kansas and Nebraska in United States although the area is not clear

1                                      To read for specific information (multiple

choice)

• Ask Ss to read the questions 1-5 and the answer choices.

• Give Ss time to read the text and choose the correct answer for each question.

• Check Ss’ answers and ask them to give justifications for their choices.

Answer Key

1 В (When I first agreed to go on a tornado

chasing tour in Tornado Alley with my friend Jonas, I wasn’t sure what to expect.)

2 В (they showed us the radar, radios, satellite

images and GPS systems they had to help them find the best storms... we set out excitedly, each of us with a screen in front of our seat so that we could see the radar and maps.)

3 D (On that occasion we were disappointed, but

as dusk fell, we witnessed the most incredible lightning storm! Late into the evening, bolt after bolt of lightning lit up the sky over the landscape. It was magical.)

4 C (Eric explained how a tornado forms ... I had

never been particularly interested in weather before, but Eric’s face lit up when he talked about tornadoes and he just made it all so fascinating and easy to understand.)

5 C (It’s obvious that Larry and Eric love what they

do and really want others to enjoy their tours. Despite the fact that we got incredibly close to the storms, I never felt in danger.)

 To answer comprehension questions

on 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.

Answer Key

1 The writer saw a super-cell storm, a lightning storm and three tornadoes on the tour. He was disappointed that the super-cell storm did not produce any tornadoes, but he was excited by the lightning storm. He was very excited by the tornadoes.

2 When two different kinds of air meet with different temperatures and water content then a tornado can form. The winds from different directions form a funnel; which spins faster and faster until it hits the ground and forms a tornado.

• Play the video for Ss and elicit their comments at the end.

Answer Key

from the Marvel comics.

The story continues the big screen adventures of Thor from the first ‘Thor’ film and ‘The Avengers’.

It is a blockbuster film filled with fantastic action and amazing special effects, but what makes this film more enjoyable than other films of its genre is that it has an interesting and gripping plot and plenty of funny moments. Also, the acting is very good.

This is a highly entertaining film that is well worth seeing. If you are a fan of Marvel comics and their heroes then this film will not disappoint you.

Competences

Ask Ss to assess their own performance in the module by using ticks according to how competent they feel for each of the listed activities.

№ To write a review

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.

⁵ ^ To listen for specific information

• Ask Ss to read the gapped text.

• Play the recording. Ss listen and fill in the missing information. Ask Ss to identify what each gap asks for (noun, adjective, number, etc)

• Check Ss’ answers on the board.

• Check Ss’ answers. Answer Key

1 asked me it/whether

2 said there were

To consolidate grammar from the module

• Explain the task.

• Ss complete the task.

№ To consolidate vocabulary from the module

• Explain the task.

• Ss complete the task.

• Check Ss’ answers.

Answer Key

Ss discuss in groups the activities they did at the lesson.

Additional information

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Health and safety check

ICT links

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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