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Module 3 Earth and our place on it
City life – country life |
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Learning objectives that this lesson is contributing to |
9.6.1.1- use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, use topic related vocabulary Most learners will be able to: Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module, Some learners will be able to: Listen and read for gist, read for specific information, use vocabulary about city life and country life in different exercises |
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Assessment criteria |
Learners have met the learning objective if they can: talk about city life and country life |
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Value links |
Explore the themes of city life and country life |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Sports and exercising |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
What’s in this module? Read the title of the module Earth and our place on it and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding. |
Answer Key a mind map.35 Do you use mind maps to help you remember new vocabulary? Do you think they are useful? Why (not)? a compass (p. 31) where might you see this? Do you know how to read a compass? rivers (p. 37) Have you ever travelled on a river? When? What was it like? |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Vocabulary 1 To present vocabulary related to city life and country life Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. 2 To practise new vocabulary Draw Ss’ attention to the pictures (A-F) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class. |
Suggested answer key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To identify compound nouns. Elicit the compound nouns from Ex.1 from Ss around the class Car park, shopping mall, department store 4. To personalize the topic Ask various Ss around the class to use the words given to describe the places where they live. |
Suggested answer key: I live in a city. There are skyscrapers, shops but there aren’t any fields, woods or farms. I live in a town. There are shops, squares, parks and block of flats but there aren’t any factories or skyscrapers. I live in the country. There are fields, woods and a river but there aren’t any shopping malls or skyscrapers. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss discuss in groups the differences of city and country life. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 2 Earth and our place on it Reading 3A Silk through Sauran |
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Learning objectives that this lesson is contributing to |
9.2.5.1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.9.1- recognise inconsistencies in argument in extended texts on a range of general and curricular topics 9.4.3.1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics; 9.5.2.1- write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, talk about the place they live in Some learners will be able to: Listen and read for gist, read for specific information, talk about differences in city life and country life, write a blog entry |
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Assessment criteria |
Learners have met the learning objective if they can: talk about life in the city and in the country |
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Value links |
Explore the themes of city life and country life |
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Cross – curricular links |
Geography and History of Kazakhstan |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “City life/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To introduce the topic and topic-related vocabulary and stimulate interest in the text Ask Ss to look at the title and key words t. Ask various Ss to say what the text is about. Play the recording. Ss listen and read the text and check. |
Answer Key The text is about the ancient city of Sauran which was on the Silk Road, an old trade route from ancient times. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2.To read for specific information. Allow Ss to read the text again and mark the statements. Check Ss’ answers and elicit the corrections for the false statements. |
Answer Key
Refer Ss to the word list to look up the words in the Check these words list. Play the video for Ss and elicit their comments. Read out the Did you know? box. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3. To consolidate information in the text. Give Ss time to use the phrases in Ex.1 to write sentences about Sauran. Elicit sentences from Ss around the class. |
Suggested answers. It was a cosmopolitan centre of trade. It had high city walls and a network of underground canals so it’s likely the inhabitants were quite advanced. Sauran survived attacks and siege but it was slowly abandoned as traders increasingly used sea routes instead of the Silk Road. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4.To read for specific information Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class. |
Suggested answers: I think it would be quite nice to live there and have access to goods from all over the world from the traders that passed through. It would be a privileged lifestyle for those times. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss share the information they know about the Silk Road. |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 3 Earth and our place on it M6da |
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Learning objectives that this lesson is contributing to |
9.4.5.1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics; 9.3.2.1- ask complex questions to get information on a range of general and curricular topics; 9.1.6.1- organise and present information clearly to others; 9.3.6.1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 9.5.6.1- write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Use topic related vocabulary to talk about locations. Most learners will be able to: Use topic related vocabulary to talk about locations, organise and present information clearly to others; Some learners will be able to: Use appropriate subject-specific vocabulary and syntax to talk about locations, ask complex questions to get information |
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Assessment criteria |
Learners have met the learning objective if they can: talk about the places they live in |
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Value links |
Explore the themes of native towns |
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Cross – curricular links |
Geography and History of Kazakhstan |
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ICT skills |
Using videos& pictures |
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Previous learning |
Vocabulary “ City/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
Revision of vocabulary “City/ country life” |
Let Ss work with the set of pictures and describe them using topic related vocabulary. Ss may work in groups, pairs or individually. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Vocabulary 1 To present vocabulary related to locations. Go through the list of words with Ss and elicit/explain their meanings. Ss complete the task. Check Ss' answers by asking various Ss to read the completed texts aloud. |
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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2 To form -ing/ed adjectives
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Suggested answer key 1.bored 2.fascinating 3.surprised 4. shocked 5. confusing 6. interesting
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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3. To present and practice compass points. Explain the task and elicit the LI equivalents. If there is a map in the classroom, use it to explain the compass points. (Ss'own answers) Ss make sentences. Ask various Ss around the class to read out their sentences. |
Suggested Answer Key Astana is in the north of Kazakhstan. Semey is in the east of Kazakhstan. Almaty is in the south-east of Kazakhstan. Kyzylorda is in the south of Kazakhstan. Leninsk is in the south-west of Kazakhstan. Atyrau is in the west of Kazakhstan. Uralsk is in the north-west of Kazakhstan |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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4. To personalize the topic. To talk about the place you live Explain the task. Ss complete the task. Check Ss' answers around the class. Ask various Ss around the class to use the words given to describe the places where they live. |
Suggested answer key: A: Where do you live? В: I live in Astana. A: Where is Astana located? B: It is in the north of Kazakhstan. A: What can someone do there? B: It has a lot of attractions and shops you can visit. A: What is it like there? B: It is clean, safe and not very crowded. A: What is the nightlife like? B: The nightlife is exciting with a lot of restaurants and nightclubs. It is a great place to live and to visit. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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5. To complete a paragraph about the place you live
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Suggested answer: Kauser lives in Astana. It’s a lively city. It’s located in the north of Kazakhstan. There are lots of attractions and shops. It is a clean and safe place to live with an exciting nightlife. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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ENDING THE LESSON |
Ss discuss in groups the similarities and differences of their native towns. |
Reflection
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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Module 3 Earth and our place on it
LESSON: Module 3 Lesson 4 Earth and our place on it Use of English 3b Modals of deduction. |
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Learning objectives that this lesson is contributing to |
9.6.1.13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Use Modals in exercises for different functions Most learners will be able to: Use Modals in exercises for different functions, show the knowledge of different forms of the modal verbs Some learners will be able to: Use a variety of modal forms for different functions and in different exercises, work with the tasks on modals independently |
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Assessment criteria |
Learners have met the learning objective if they can use Modals correctly in different types of exercises |
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Value links |
Explore the themes of language functions |
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Cross – curricular links |
Languages |
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ICT skills |
Using videos& pictures |
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Previous learning |
Vocabulary “ City/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1.To revise Modal verbs and identify their uses
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Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To practise the modals Explain the task and give Ss time to complete it. Then check Ss’ answers around the class. |
Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Give Ss time to complete the sentences. Check Ss' answers around the class.
3.could 4.were able to 4. To practise modals 1.Give Ss time to complete the task and then check their answers. |
Answer Key
should buy tickets in advance 10 didn't have to leave so early |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Answer Key
Past modals: was able to, had to, couldn't |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Answer Key
5 have to 6 should |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
5. To consolidate the rules on modals and modals of deduction. |
Ask various Ss around the class to make up sentences on the situations on the pictures using the modals. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 5 Earth and our place on it Skills 3c What a strange place to live |
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CLASS: 9 |
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Learning objectives that this lesson is contributing to |
9.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 9.2.5.1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 9.4.5.1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics; 9.2.6.1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres; 9.2.3.1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.3.2.1- ask complex questions to get information on a range of general and curricular topics; 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics; 9.6.8.1- use a variety of future forms, including some passives, on a range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, learn phrasal verbs with break Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with break, describe the unusual places to live in Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with break, create and present an unusual house |
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Assessment criteria |
Learners have met the learning objective if they can: create and present an unusual house |
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Value links |
Explore the themes of unusual places to live in |
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Cross – curricular links |
Literature, Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “ City/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To introduce the topic and predict the contents of the text
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Suggested Answer Key In the first picture, I can see a house in a tree. I think it would be interesting living up there. You would be able to see everything around you.
In the second picture, I can see a house built into a rock. I think it would be nice living there. It would be cool in the summer and warm in the winter. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for specific information
Check Ss' answers Monitor the activity around the class and then ask some pairs to report back to the class. |
Answer Key
4 They chat and tell stories.
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Refer Ss to the Word List to look up the words in the Check these words box. 3 To consolidate and personalise information in a text Allow Ss some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class. |
Suggested Answer Key I would like to stay in the fairy chimneys because I would like to see what it is like living inside houses made millions of years ago by nature./l would like to stay in the tree houses because I would like to see what it is like to live in a house SO metres above the ground. These houses are very different to mine because my house is not made of rock or high in the air. I live in a flat on the first floor in a street with other blocks of flats. I don't have to worry about wild animals or the weather. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 То brainstorm for vocabulary
5.To listen for specific information Play the recording. Ss listen and match the people to their homes. Elicit answers from Ss around the class. |
6 To present and practise phrasal verbs with break Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers. Answer Key 1 down 2 into 3 out 7 To practise prepositions
Answer Key 1 in 2 on 3 of 4 of 8 To design an unusual home Allow Ss some time to complete the task in pairs or small groups and then ask various Ss to present their house to the class. Alternatively, assign as HW and check Ss' answers in the next lesson. Have Ss vote for the most unusual house. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON
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9 To describe the projects |
Explain the task. Tell Ss to work in small groups and think of unusual places where they can build their unusual houses Ask various Ss to present their ideas. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 6 Earth and our place on it Everyday English 3d Talking about places |
School: |
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Teacher’s name: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.2.6.1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.4.5.1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.6.1.13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topicsж 9.3.8.1- recount extended stories and events on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, learn phrases to express regret Most learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, make up own dialogue |
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Assessment criteria |
Learners have met the learning objective if they can: express regret and use the situational language with the correct intonation in the dialogues |
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Value links |
Explore the themes of wonderful places of the world |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “City/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To practise pronunciation of situational language; to identify phrases which express/ask for opinions |
Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary. Then elicit which of the items ask for an opinion or express a positive/negative opinion and ask Ss to mark them accordingly. Check Ss’ answers. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To listen and read for specific information
Play the recording. Ss listen and follow the dialogue in their books and check if their guesses were correct. Read out the questions. |
Answer Key The dialogue is about two friends talking about a holiday one of them had. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3. To learn synonymous phrases and consolidate situational language through translation
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Answer Key I'd like to hear all about it. - So, tell me everything. I bet it is really nice there. - It must be a lovely place. We enjoyed ourselves so much that we would like to go on holiday there again. - We had such a wonderful time that we want to go again next year. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 To practise role-playing Explain the situation and ask Ss to work in pairs and act out a dialogue. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task. |
Suggested Answer Key A: Hi, Maria. How was your holiday? You went to Turkey, didn’t you? B: No, we didn't. We went to Greece and it was great, thanks. A: So, tell me everything! Where did you stay? B: We stayed on a great little island called Santorini. A: That's in the Aegean, isn’t it? B: Yes, it is. A: It must be a lovely place! B: It is. The weather was fantastic and it was a very scenic place where we could really enjoy the beauty of nature. A: That’s nice |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5 To pronounce sounds correctly Play the recording with pauses for Ss to repeat chorally and/or individually. |
2 thorough 3 laugh |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
6.To present/practise if only1 past perfect Read out the theory. Give Ss time to complete the task, then check Ss' answers. b) To match adjectives to feelings Read out the pairs of adjectives and explain/ elicit their meanings or ask Ss to look them up in their dictionaries. Play the recording and elicit which adjective best describes each speaker’s feelings. Check Ss’ answers Play the recording again with pauses for Ss to repeat chorally and/or individually. |
Answer Key 1 ➘ 2 ➚ 3 ➘ 4 ➚ 1 a 2 a 3 b 4 a |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 7 Earth and our place on it Across cultures 3e Rivers of the world |
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CLASS: 9 |
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absent: |
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Learning objectives that this lesson is contributing to |
9.2.6.1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.4.5.1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.4.3.1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics; 9.3.8.1- recount extended stories and events on a range of general and curricular topics 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.6.1- write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9.6.7.1- use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two rivers Some learners will be able to: Listen and read for gist, read for specific information, present two rivers, write about a river of Kazakhstan or the world |
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Assessment criteria |
Learners have met the learning objective if they can: present and write about the river |
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Value links |
Explore the themes of rivers of different regions of the world |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “City/ country life” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To introduce the topic; to listen and read for specific information Direct Ss’ attention to the pictures and elicit what rivers they show and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out. |
Answer Key The River Thames and the Esil River. The River Thames is in London and the Esil River is in Astana. The Esil River is longer. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for specific information Read the questions aloud one at a time and ask Ss to read the texts again and answer them. Check Ss’ answers |
Answer key.
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4.River Thames - stroll along Southbank, go on a river cruise, go on a speedboat tour; Esil River - walking or jogging along the banks, taking a boat trip, go swimming, go ice skating, and ice fishing; Other activities jet ski, water ski, rowing boat, fishing, etc. |
Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To complete a table and present two rivers Ask Ss to copy the table into their notebooks. Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the rivers to the class. |
Suggested Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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4 To write a short text about the river
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Explain the task and ask Ss to work in small groups and collect information from the Internet about any in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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ENDING THE LESSON |
Speak about other famous rivers |
Reflection
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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Module 3 Earth and our place on it
LESSON: Module 3 Lesson 8 Earth and our place on it Across the curriculum 3f Types of mountains |
School: |
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Teacher’s name: |
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CLASS: 9 |
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absent: |
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Learning objectives that this lesson is contributing to |
9.1.3.1- respect differing points of view; 9.3.2.1- ask complex questions to get information on a range of general and curricular topics; 9.4.5.1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres; 9.6.4.1- use a wide variety of determiners and pre-determiner structures on a range of familiar general and curricular topics; 9.6.1.1- use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.1.6.1- organise and present information clearly to others; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue |
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Assessment criteria |
Learners have met the learning objective if they can: present a monologue |
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Value links |
Explore the themes of geographical objects around the world |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Rivers of the world |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 То introduce the topic and talk about the importance of mountains Initiate a discussion about why mountains are important and encourage a wide range of answers. Make sure all the examples are covered. Elicit various answers from Ss around the class. |
Suggested Answer Key Mountains are important because they are the source of all fresh water. They ore a naturol barrier and offer protection from the weather and invasion. They are also home to many different types of animals and plants. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for cohesion and coherence Give Ss time to read the text and think of an appropriate word to fill each gap in the text. Then play the recording for Ss to listen and check their answers. |
Answer Key
Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To consolidate new vocabulary Give Ss time to complete the phrases with the words in the list and then give them time to use them in sentences about different types of mountains. Elicit answers from Ss around the class. |
Answer Key 1. against 2. fold 3.against 4. rock |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 To prepare a monologue; to consolidate information from a text |
Explain the task and divide Ss into small groups and give them time to research online about mountain formation and collect more information. Ask them to draw diagrams that show how the types of mountains in the text are formed. Then ask various groups to present the three types of mountains to the class. Alternatively, assign as HW and ask Ss to present the types of mountains in the next lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss present their monoluges. |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 9 Earth and our place on it Writing 3g Do you like living in the city or in the country? |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.4.3.1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics; 9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.5.3.1- write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an article about the place they live in |
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Assessment criteria |
Learners have met the learning objective if they can: write an article about the place they live in |
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Value links |
Explore the themes of native places |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Mountains of the world |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To read for specific information Ask Ss to read the article and then elicit answer to the question. |
Answer Key The first paragraph is about where they live and why. The second paragraph is about what it is like there. The third paragraph is about how they feel about living there. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To present and classify new vocabulary Explain the task. Write the headings Positive/ Negative on the board and then elicit which words/ phrases go under which headings from Ss around the class. Ask various Ss around the class to use some of them to describe their town/village. |
Answer Key Positive: excellent public transport system, fast pace of life, everything close at hand, good chance of getting a job, cheap shops, lots of restaurants and clubs, relaxed pace of life, safe, peaceful life, helpful neighbours, dean air, beautiful views, never feel bored, hustle and bustle Negative: crowded, noisy streets, traffic noise, polluted, fast pace of life, unfriendly people, feel isolated, hustle and bustle Suggested Answer Key My town has got an excellent public transport system and everything is close at hand. There are lots of restaurants and clubs and I never feel bored. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To complete an article Ss do the task. Check Ss' answers around the class. |
Suggested Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4. To write an article about the place where you live |
Explain the task and give Ss time to write their articles using the plan to help them. Remind Ss to use the article in Ex. 1 as a model and to use appropriate adjectives. Remind Ss to check their piece of writing and edit it. Check Ss' answers. Alternatively, assign the ask as HW and check Ss' answers in the next lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss present their writings. |
Reflection
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 10 Earth and our place on it Writing 3g Do you like living in the city or in the country? Project work |
School: |
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Teacher’s name: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.5.3.1- write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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use a variety of compound adjectives and adjectives as participles to describe different places of living Most learners will be able to: use a variety of compound adjectives and adjectives as participles to describe different places of living, plan and write the work with little support Some learners will be able to: plan, write, edit and present the project with no support on a related topic |
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Assessment criteria |
Learners have met the learning objective if they can: present the project about living in the city and in the country |
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Value links |
Explore the themes of native places |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Cities, rivers and mountains of the world |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
Brainstorm the Ss’ ideas about living in the city and in the country. Ss describe their preferences and give reasons. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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1 To read for specific information Ask Ss to surf the Net, if there is access to it in the class, or read the articles and then discuss the main peculiarities of living in the city and in the country. Organize the groups of 3-4 students to make groups for project work. Work out the rules and requirements for project work. |
Think about criteria of assessing the project and presentation, Provide Ss with stationary and agree on the timing. Groups compete in originality, accuracy in Grammar and Vocabulary, contents and collaboration. The listeners assess their classmates’ work according to descriptors they have worked out. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss present their projects |
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 3 Earth and our place on it
LESSON: Module 3 Lesson 11 Earth and our place on it Summative assessment for Unit 3 Edutainment 3 |
School: |
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Learning objectives that this lesson is contributing to |
9.2.3.1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.1.3.1- respect differing points of view; 9.3.6.1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz |
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Assessment criteria |
Learners have met the learning objective if they can: discuss the values |
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Value links |
Explore the themes of respect for the environment |
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Cross – curricular links |
Global problems |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
City and country life |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
Summative assessment for Unit 3 (20 min) |
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1 To express and analyze opinions
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Suggested Answer Key A: I think item 5 is the truest definition of what it meons to respect the environment because respecting the environment is about doing what is best for the planet not what is best for us. B: But really, doing what is best for the planet is best for us because it is our home. A: Yes, that's true. I also agree with number 2 because cycling to work will reduce pollution which will help the environment. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2.To discuss the importance of respecting the environment Have Ss discuss the importance of respecting the environment in pairs and then ask some pairs to share their answers with the class |
Suggested Answer Key A: I think it is important to respect the environment because it makes the world a better place to live when there is less pollution and litter everywhere. В: I agree. But it is also important to respect the environment so our planet will be a safe place to live for future generations. A: Yes. I think we need to become more aware of how our actions affect the environment and make better decisions. B: You're right. If we don’t the planet will be an awful place to live and eventually we will kill all the animals and plants and then we will die too. A: That’s right. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3. To create a poster Ask Ss to work in small groups and create a poster to persuade people to respect the environment for Environment Day. |
Ask various groups to present their posters to the class and then display them around the classroom |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4. To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. • Check Ss’ answers |
Answer Key IF 3 F ST 7 F
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class. |
6. Song To complete a song Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and answer the question. Play the recording. Ss listen and read and check if their answers were correct. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON
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7. To discuss the main message of the song and express an opinion |
Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class. Play the video and elicit Ss’ comments at the end. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 1 Charities and Conflicts Vocabulary Social problems |
School: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.2.5.1 - recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 9.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics; 9.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, use topic related vocabulary Most learners will be able to: Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module, Some learners will be able to: Listen and read for gist, read for specific information, use vocabulary about charities and conflicts in different exercises |
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Assessment criteria |
Learners have met the learning objective if they can: talk about charities and conflicts |
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Value links |
Explore the themes of charity |
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Cross – curricular links |
Volunteering |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “Earth and our place on it” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
What’s in this module? Read the title of the module Charities and Conflicts and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding. |
Answer Key emergency services (p.48) What number do you dial for the emergency services in your country? How many emergency services do you have? Have you ever needed to call them? a quotation (p. 52) Do you know any famous quotations? Why is it important to know what famous people have said? |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Vocabulary 1 To present vocabulary related to social problems Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. 2 To practise new vocabulary Draw Ss’ attention to the pictures (1-8) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class. Ss listen and identify which social problem each person feels is the most serious. |
Answer Key
Sophie - war Richard - famine Mary -homelessness |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To personalize the topic Elicit answers to the questions in the rubric from various Ss around the class. |
Suggested Answer Key I think poverty and famine are the most serious problems because these are two basic needs. We need to make sure everyone has enough to eat and a decent place to live so that people will have better lives. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss discuss in groups the social problems of modern world |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 2 Charities and Conflicts Reading 4A Going the extra mile to help |
School: |
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Teacher’s name: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics; 9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.4.1.1- understand the main points in extended texts on a range of unfamiliar general and curricular topics; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, talk about the social problems and charities Some learners will be able to: Listen and read for gist, read for specific information, talk about the social problems and charities, write a blog entry |
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Assessment criteria |
Learners have met the learning objective if they can: talk about the social problems and charities in the world |
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Value links |
Explore the themes of the social problems and charities |
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Cross – curricular links |
Volunteering |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “Social problems” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To introduce the topic and topic-related vocabulary and stimulate interest in the text |
То produce the topic through a quotation Direct Ss' attention to the quote and explain/elicit the meaning of any unknown words. Then elicit what Ss think it means.
Suggested Answer Key Its message is for people to believe in themselves and feel confident enough to try new things. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2. To predict the content of the text and listen and read for gist Direct Ss' attention to the picture and the title of the text. Elicit how the quote may be related to the text. Play the recording. Ss listen and follow the text in their books to find out. |
Answer Key The quote is from Katie Spot/. The text is about how she rowed solo across the Atlantic and raised money and awareness for a charity and hopes that her achievement will encourage others. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3.To read for specific information. Allow Ss to read the text again and mark the statements. Check Ss’ answers and elicit the corrections for the false statements. |
Answer Key 1.F 2.T 3.F 4.F 5.F 6.T Refer Ss to the word list to look up the words in the Check these words list. Play the video for Ss and elicit their comments. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4. To consolidate information in the text. Read for key information (matching headings) Go through the headings and explain/elicit the meaning of any unknown words. Then give Ss time to read the text again and match the headings to the entries. Check Ss' answers. |
Answer Key Katie - 1, Rowing for Water, 2, Girl Raises Record Amount for Charity Chris - A, Reaching the Sky for Others, S, Mountain Adventure Luke - 3, Crossing the Channel for Charity |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5.To read for specific information |
Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss share the information they know about the countries of Africa and South America. |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 3 Charities and Conflicts Use of English 4b Conditionals |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.6.9.1 - use appropriately an increased 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; 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Use Conditionals in grammar exercises Most learners will be able to: Use Conditionals in grammar exercises, show the knowledge of different forms of the verbs in Conditional sentences Some learners will be able to: Use a variety of verb forms in different grammar exercises, work with the tasks on conditionals independently |
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Assessment criteria |
Learners have met the learning objective if they can use conditionals correctly in different types of exercises |
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Value links |
Explore the themes of language functions |
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Cross – curricular links |
Languages |
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ICT skills |
Using videos& pictures |
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Previous learning |
Vocabulary “ Charities” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1.To revise verb forms in different tenses and identify their uses |
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To present/revise conditionals |
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3.To practise conditionals
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Suggested Answer Key
B: If the factory closes down, 300 people will lose their jobs.
sick.
B: If someone gives her a job, she won't be homeless |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4. To practise conditionals
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Answer Key
Elicit what type of conditional each sentence is and whether it needs a comma or not. Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5.To practise conditionals with if /unless
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Check Ss' answers Answer key 1.if 2. unless 3.if 4.if |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
5. To consolidate the rules on conditionals |
Ask various Ss around the class to make up sentences on the situations on the pictures using the conditionals |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 4 Charities and Conflicts Use of English 4b Wishes |
School: |
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Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.6.9.1 - use appropriately an increased 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; 9.6.17.1 - use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Use Conditionals in grammar exercises Most learners will be able to: Use Conditionals in grammar exercises, show the knowledge of different forms of the verbs in Conditional sentences Some learners will be able to: Use a variety of verb forms in different grammar exercises, work with the tasks on conditionals independently |
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Assessment criteria |
Learners have met the learning objective if they can use Conditionals correctly in different types of exercises |
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Value links |
Explore the themes of language functions |
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Cross – curricular links |
Languages |
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ICT skills |
Using videos& pictures |
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Previous learning |
Vocabulary “ Charities” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1.To revise Conditionals and identify their uses
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Ask Ss to read the sentences in the cards and match
the sentences in L1 to their English equivalents. Read out the Note.
Check Ss' answers. Ss may check the answers in pairs, groups. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To practise conditionals
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Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3. To present wishes
Go through the theory table with Ss. Elicit that we introduce wishes with If only/l wish. Direct Ss' attention to the verb forms in each sentence. Ask: What tenses do we use to make a wish for the present? (past simple) What tense do we use to express regret about sth in the past? (past perfect)
Ask for Ss' equivalent structures in their LI, if any |
Answer Key past simple (wish in the present) past perfect (regret for the past) |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4. To practise wishes
Read the example. Ss work in pairs to do the task. Check Ss' answers. |
Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Explain the task and give Ss time to complete it. Check Ss' answers around the class. |
Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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5. To practise wishes and conditionals using personal examples |
Explain the task and read out the example. Ask Ss to complete the task in open pairs.
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
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ENDING THE LESSON
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6. To consolidate the rules on conditionals
|
Ask various Ss around the class to make up conditional sentences . |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book
|
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 5 Charities and Conflicts Skills 4c The Borgen Project |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 9.3.6.1 - link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 9.2.3.1 - understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, describe the various types of charities Some learners will be able to: Listen and read for gist, read for specific information, describe the various types of charities, present the Borgen Project |
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Assessment criteria |
Learners have met the learning objective if they can: talk about charities and the Borgen project |
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Value links |
Explore the themes of charities |
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Cross – curricular links |
Social problems |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “ Social problems” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
Draw Ss' attention to the questions in the rubric and the list. Initiate a class discussion about charities and elicit how many, if any Ss know about and what kind of help they give. |
Suggested Answer Key Oxfam is a charity that sells clothes, books, toys and other things in shops to raise money to help people in poor countries. Doctors without Borders gives medicine and medical help to people in poor countries. Water Aid is a charity that helps people get access to dean drinking water. Shelter is a charity that helps homeless people. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2. To introduce the topic of the text; to listen and read for gist Elicit what, if anything, Ss know about The Borgen Project. Ask Ss to read the first sentence of each paragraph and then elicit answers to the questions in the rubric from Ss around the class. Play the recording. Ss listen and follow the text in their books to find out. Allow Ss some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class. |
Suggested answer
The Borgen project is a non- profit organization set up by Gint Borgen that works to reduce extreme poverty. It supports projects such as digging wells, building medical centres and vaccinating babies and children. It also campaigns for sustainable development. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3.To read for specific information Ask Ss to read the questions (1-3) and the possible answers, and then give them time to read the text again and answer them. Check Ss' answers. Then, give Ss time to look up the meaning of the words in bold in the text using their dictionaries as necessary. |
Answer Key
IB 2 В ЗА Suggested Answer Key realise (v) = to come to know come up with (phr v) = to think of support (v) - fo help financially shining (adj) = being brilliant at sth prosperous (adj) = rich/wealthy Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON
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9 To discuss Gint Borgen’s personality |
Explain the task. Tell Ss to work in small groups and think of their attitude to this person. Ask various Ss to present their ideas. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 6 Charities and Conflicts Skills 4c The Borgen Project; SA4 |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.4.8.1 - use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding 9.6.6.1 - use relative, demonstrative,
indefinite, quantitative pronouns and a variety of reflexive
pronoun structures 9.2.2.1 - understand most specific information in unsupported extended talk on a wide range of general and curricular topics; 9.5.1.1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9.5.7.1 - use independently appropriate layout at text level on a growing range of general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for specific information, discuss ideas about charity projects. do the tasks of SA Most learners will be able to: Listen and read for specific information, describe the projects of Borgen’s organization Some learners will be able to: Listen and read for specific information, use independently appropriate layout at text level, write coherently at text level |
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Assessment criteria |
Learners have met the learning objective if they can: describe the ideas of the Borgen project |
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Value links |
Explore the themes of charity projects |
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Cross – curricular links |
Charities and social problems |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “ Social problems” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
Summative assessment for Unit 4 (20 min) |
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2 To consolidate information in a text and new vocabulary Explain the task and give Ss time to consider their answers using words from the Check these words box. Elicit answers from Ss around the class. |
Suggested Answer Key I was impressed that Clint Borden went to work in a refugee camp to help people before he went to university. I was impressed that he set up his non-profit organisation only using his wage from his job. I was impressed that the Borgen Project supports projects such as digging wells, building medical shelters and vaccinating children and babies. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3. To practise pronouns and consolidate information in a text Explain the task and give Ss time to complete it. Check Ss' answers around the class. |
Answer Key 1. someone 3 those, who 2. himself 4 themselves |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 To practise forming verbs from nouns/adjectives Read out the theory and explain the task. Direct Ss' attention to the words in the list. Ss complete the task. Check Ss' answers around the class. |
Answer Key
3.specialises |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5.To listen for specific information Explain the task and ask Ss to read the list of volunteer jobs (A-E). Play the recording. Ss listen and match the speakers to the volunteer jobs. Check Ss' answers. |
Answer Key
1C 2 1 3D 4 A 5B |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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6.To write an email
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Explain the task. Tell Ss to refer to the text again and make notes if necessary and then use their notes to write an email. Give Ss time to complete their emails and then ask various Ss around the class to read their email aloud to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
9 To discuss some charity ideas |
Explain the task. Tell Ss to work in small groups and think of some charity ideas. Ask various Ss to present their ideas. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 7 Charities and Conflicts Everyday English 4d Calling the emergency services |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.6.10.1 - use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics; 9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.3.1.1 - use formal and informal registers in their talk on a range of general and curricular topics; 9.6.9.1 - use appropriately an increased 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; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, learn phrases to call the emergency services Most learners will be able to: Listen and read for gist, read for specific information, learn phrases to call the emergency services, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn phrases to call the emergency services, make up own dialogue |
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Assessment criteria |
Learners have met the learning objective if they can: use the situational language with the correct intonation in the dialogues |
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Value links |
Explore the themes of emergency calls |
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Cross – curricular links |
Language functions |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Vocabulary “Everyday English” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 То present emergency services Read out the services 1 -4 and the emergencies A-D and explain/elicit the meaning of any unknown words. Read out the example. Ss match the items. Check Ss' answers. |
Answer Key A 4 8 3 C 2 D 1 I'd call the fire service if there was a house fire. I'd call the police if there was a burglary. I'd call an ambulance if someone was having a heart attack |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To listen and read for specific information Play the recording. Ss listen and follow the dialogue in their books and find out which emergency service the call is to. |
Answer Key The fire service |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To act out a dialogue |
Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs. Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 To practise reported speech Explain the task. Remind Ss that reported speech is the exact meaning of what someone said, but not the exact words and we do not use quotations. Allow Ss some time to complete the task in their notebooks. Check Ss' answers. |
Answer Key The operator asked fenny which service she wanted, jenny asked for the fire brigade. The operator asked which number she was calling from and jenny said 01253-862-4783. The operator asked jenny to stay on the line. Then the Tire service came on the line and asked jenny where the fire was. jenny told the fire service that the fire was in the kitchen. The fire service asked for the address, jenny told them it was 12 Fenton Crescent off the high street in Blackburn. The fire service told jenny that the fire and rescue service was on its way and to get out of the house and close the doors behind her. They told her not to go back inside until a firefighter told her it wos safe, jenny agreed and said she was leaving then. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5. To pronounce sounds correctly
Model the sounds Play the recording. Ss listen and tick the correct boxes. Play the recording again with pauses for Ss to repeat chorally or individually
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6.To practice role playing.
Explain the situation and ask Ss to work in pairs and act out a dialogue.
Remind Ss to use phrases from the dialogue to help them complete the task.
To help Ss draw the diagram on the board and elicit appropriate phrases Ss should use. Write them on the board, Ss can refer to the diagram while doing the task.
Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Make up your dialogue. |
Reflection
|
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 8 Charities and Conflicts Across cultures 4e Volunteering |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.5.1.1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.4.1 - use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two organizations Some learners will be able to: Listen and read for gist, read for specific information, present two organizations, write about volunteering organizations |
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Assessment criteria |
Learners have met the learning objective if they can: present and write about the volunteering organizations |
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Value links |
Explore the theme of volunteering |
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Cross – curricular links |
Charities |
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ICT skills |
Using videos& pictures, working with URLs |
||||||
Previous learning |
Vocabulary “Social problems and charities” |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To introduce the topic; to listen and read for specific information |
Direct Ss’ attention to the pictures and the title and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for specific information Read the statements aloud one at a time and ask Ss to read the texts again and mark them. Check Ss’ answers |
Answer key. 1.F 2.T 3.T 4.F 5.T Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To complete a poster and present a place and an organization from the text |
Ask Ss to work in small groups. Give Ss time to read the texts again and then complete the poster. Ask various Ss to use the posters to present them to the class. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4 To write a short text about the places of wildlife in our country Explain the task and ask Ss to work in small groups and collect information from the Internet about any place in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. |
Suggested Answer Key At Sanctuary and Wildlife Park in Port Elizabeth, Cape Town, most of the animals have been saved from the illegal wildlife trade or have been abused. Students and volunteers who want to help the animals can stay from two weeks to a year. Volunteers collect and prepare food, feed the animals and dean the enclosures. They can also collect data on wildlife. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Speak about other famous sanctuaries of the world |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 9 Charities and Conflicts Across the curriculum 4f UNESCO Everyone has the right to an education |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.1.1- understand the main points in extended texts on a range of unfamiliar general and curricular topics; 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.6.1.1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.6.7.1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics; 9.3.1.1 - use formal and informal registers in their talk on a range of general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
||||||
Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue |
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Assessment criteria |
Learners have met the learning objective if they can: present a monologue |
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Value links |
Explore the theme of international organizations around the world |
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Cross – curricular links |
Modern History |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Volunteering organizations |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 То introduce the topic and talk about the importance of fighting for people’s rights Initiate a discussion about why fighting for people’s rights is important and encourage a wide range of answers. Make sure all the examples are covered. Elicit various answers from Ss around the class. Read the title aloud and elicit what Ss think it means and what, if anything, they know about UNESCO. Elicit a variety of questions from Ss around the class and write the three best ones on the board |
Suggested Answer Key It's an international organisation connected to the United Nations. I think it protects historic sites and helps to solve social problems. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for gist and specific information Play the recording. Ss listen and follow the text in their books and see if their questions are answered. |
Answer Key
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Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments. Give Ss time to read the text again and answer the questions. |
Check Ss' answers. Answer Key
A It has founded and funded many cultural projects and helped protect historic monuments and natural habitats. S For UNESCO, the key to human development is education. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To prepare a monologue; to consolidate information from a text |
Explain the task and divide Ss into small groups and give them time to research online about volunteering organizations and collect more information. Direct Ss to the Internet, to look at the website given and/or any other websites or sources of information to find out more information about what UNESCO does. Ss can also find videos on YouTube. Give Ss time to collect information and write their presentations, using the present perfect active or passive forms. Ask various Ss around the class to present their information to the rest of the class. Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss present their monologues. |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 10 Charities and Conflicts Writing 4g John’s blog |
School: |
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Teacher’s name: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.1.1- understand the main points in extended texts on a range of unfamiliar general and curricular topics; 9.4.7.1 - recognise typical features at word, sentence and text level in a wide range of written genres; 9.5.1.1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy 9.5.7.1 - use independently appropriate layout at text level on a growing range of general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write a blog entry about volunteering |
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Assessment criteria |
Learners have met the learning objective if they can: write a blog entry about volunteering |
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Value links |
Explore the theme of volunteering |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Volunteering organizations |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1 To read for specific information Ask Ss to read the blog entry and then elicit answer to the question. |
Answer Key John is going to Madagascar during his summer holidays. He's going to volunteer at the Marine Research programme with Volunteer the World. He's going to collect data, assess the risks to sea creatures and help to map the sea bed and monitor populations of fish, dolphins and whales. He is very excited and can't wait for the summer holidays to come. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To read for structure Ask Ss to identify the function of each paragraph. Check Ss' answers around the class. |
Answer Key describe his duties- paragraph В express his feelings and ask readers to leave a comment- paragraph C greet the readers and introduce the topic of his blog- paragraph A Refer Ss to the Word List to look up the words in the Check these words box. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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3 To consolidate the information from the text to express an opinion
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4. To write a blog comment Tell Ss to use the advert, the plan and the blog entry in Ex. 1 as a model to help them complete the task. Remind them to use the phrases from the Useful Language box. Give Ss time to write their blog comment and then check Ss' answers. Alternatively, assign the task as HW and check Ss answers in the next lesson |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss present their writings. |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 11 Charities and Conflicts Summative assessment for Term 2 |
School: |
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Teacher’s name: |
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absent: |
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Learning objectives that this lesson is contributing to |
9.3.5.1 -interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; |
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Lesson objectives |
All learners will be able to: |
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use some target vocabulary successfully in tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully in tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in tasks, read effectively for gist and identify all specific information |
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Assessment criteria |
Learners have met the learning objective if they can: present the project about living in the city and in the country |
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Value links |
Explore the themes of native places |
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Cross – curricular links |
Geography |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Cities, rivers and mountains of the world |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
To revise the grammar and vocabulary points of the Module |
Brainstorming in groups or in pairs |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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To test knowledge learnt in this module/to do a quiz.
Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. |
To consolidate vocabulary learnt in the module/to write a quiz
Explain the task and give Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class. Students work individually at the SAT2 task Teacher monitors the work |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
Ss give feedback on their written task |
Reflection |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
Module 4 Charities and Conflicts
LESSON: Module 4 Lesson 12 Charities and Conflicts Edutainment 4 |
School: |
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Date: |
Teacher’s name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
9.1.3.1- respect differing points of view; 9.1.4.1- evaluate and respond constructively to feedback from others; 9.1.5.1- use feedback to set personal learning objectives; 9.3.5.1 -interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics; 9.3.6.1 - link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson objectives |
All learners will be able to: |
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Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz |
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Assessment criteria |
Learners have met the learning objective if they can: discuss the values |
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Value links |
Explore the theme of social problems and volunteering |
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Cross – curricular links |
Global problems |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Social problems |
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Plan |
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Planned timings |
Teacher’s activities |
Pupil’s activities |
Marks |
Resources |
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BEGINNING THE LESSON |
1.To understand a quotation and express an opinion.
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Suggested Answer Key I think it means that when we do a good deed it builds our character and it inspires others to do good things, too |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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2 To discuss the value of helping one another Ask Ss to read the list of quotes and discuss in pairs what they mean and which quotes they agree/disagree with. Monitor the activity around the class and then elicit answers from Ss around the class. |
3 To test and consolidate information learnt in the module Give Ss time to read the quiz and mark the statements as true or false. Tell Ss that they may look back through the module for the information if necessary. Check Ss' answers around the class. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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4.To predict the content of a song Read through the words in the list and explain/elicit their meanings and elicit Ss' guesses as to what the song is about. Play the recording. Ss listen and follow the song in their books and check if their guesses were correct. |
Answer Key The song is about people who are less fortunate than we are. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5. To discuss the content of a song Elicit the suggestions/message in the song and ask various Ss around the class to share their opinions with the rest of the class about whether they agree or not and why. |
Answer Key The song's message is that we should share what we have with people who don't have enough money and food. Suggested Answer Key I agree. I think we should all help other people and try to make everyone's lives better. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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5. To consolidate vocabulary learnt in the module in a quiz |
Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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6. To complete a song |
Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and answer the question. Play the recording. Ss listen and read and check if their answers were correct. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |
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ENDING THE LESSON |
7. To discuss the main message of the song and express an opinion |
Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class. Play the video and elicit Ss’ comments at the end. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Whiteboard Pupils Book |