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Action 10 ҚМЖ 1 term КСП Action 10
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Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 1

Introductory lessons

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 - organise and present information clearly to others;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Value links

1 Science and scientific phenomena

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

5 min.


To introduce the topic

Ask Ss to look at the pictures and then imagine they are there on the steppe. Ask various Ss to describe to the class what they can see and feel using their imagination.


Give Ss time to complete the task and then check Ss' answers. Elicit more jobs from Ss (e.g. teacher, actor, secretary, violinist, tour guide, etc).

Answer Key

  1. H 3 E 5 A 7 C 9 F

2D 4 G 6 1 8 В


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Vocabulary: Jobs (video game tester, flight attendant, secret shopper, sales assistant, camp counsellor, police officer, dog walker, storm chaser, sports coach); Extreme Sports (street luge, speed skiing, windsurfing, mountain biking, paragliding, motocross, white-water rafting, rock climbing); Entertainment (audience, scene, scenery, lighting, performance, curtain, stage, props, fame, icon); The Internet (user-friendly interface, search engine, email account, login name, profile, browse, sign up, tight-knit community); The Weather (snow, blizzard, breeze, hail, sleet, rain, tornado, flood, shower, drizzle, wind, gale, storm, temperature, boiling hot, chilly, sunny spells, freezing cold); Health Issues (eye strain, hearing loss, thumb arthritis, swelling, itchy rash, skin infection, shoulder strain, upset stomach, immune system, insomnia, watery eyes, travel sickness); Appearance & Character (middle-aged, old, teenager, plump, well-built, overweight, skinny, medium, neck, beard, moustache, hair, curly, wavy, pierced, straight, wrinkles, freckles, tattoo, eyebrows, patient, generous, outgoing, blonde) Grammar: Present and past tenses (revision)

30 min

To personalise the task

  • Give Ss time to complete the task.

  • Ask various Ss to tell the class. Ss should justify their answers.


Suggested Answer Key

I'd like to be a teacher because I love children.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”


To revise extreme sports

  • Give Ss time to write the correct extreme sport under each picture and then check Ss' answers.

  • Elicit more extreme sports from Ss (e.g. kite surfing, sky diving, etc).


Answer Key

7 white-water rafting

  1. speed skiing

  2. street luge

  3. mountain biking


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”


To revise vocabulary related to

entertainment

  • Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

  • Give Ss time to complete the sentences in pairs and then check Ss' answers around the class.

  1. performance 9 scene

  2. lighting 10 props

  3. stage

  4. curtain


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”


  1. To revise vocabulary related to the Internet

  • Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

Give Ss time to complete the sentences in pairs and then check Ss' answers.


Answer Key

1 account

4 login

7 interface

2 engine

  1. profile

  2. 8 browse

3 community

6 sign up


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”


Aim To revise vocabulary related to the

weather

  • Elicit various words related to weather (e.g. hot, cold, freezing cold, etc). Ask Ss to describe weather conditions in their country. (In my country, summers are hot.)

Give Ss time to complete the task and then elicit


Answer Key

1 breeze 3 storm

2 tornado 4 sunny spells


Aim To revise vocabulary related to health

issues

  • Go through the list of words and explain/elicit the meaning of any that Ss are unsure of.

  • Give Ss time to complete the sentences in pairs and then check Ss' answers around the class.

Answer Key

1 immune

5

strain

9

insomnia

2 swelling

6

shoulder

10

infection

3 sickness

7

loss

11

upset

4 watery

8

rash

12

thumb


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”



Aim) To revise vocabulary for appearance & character

Give Ss time to complete the task and then elicit answers from Ss around the class. Ask Ss to justify their answers.

Answer Key

1 plump (refers to weight)

2 medium (refers to build)

3 neck (part of body)

4 pierced (ears, nose)

5 eyebrows (part of face, rest of words are special characteristics)

6 blonde (refers to hair)

As an extension ask various Ss to present themselves to the class.

Suggested Answer Key

I'm Laura and I'm 20 years old. I'm tall and slim with long, straight, brown hair and blue eyes. I'm patient and outgoing, but I can be stubborn at times.


To revise present and past tenses

Refer Ss to the Grammar Reference section to revise use of tenses.

Explain the task and give Ss time to complete

it.

Check Ss' answers and elicit their reasons for their choice of tenses used.

9 (Aim To identify appropriate responses to everyday English expressions

Explain the task.

Allow Ss some time to complete it.

Check Ss' answers.

As an extension ask pairs of Ss to act out the exchanges.

Answer Key

7 b 3 b

2 a 4 b 5 b 7 b 9 b

6 a 8 b 10 a


T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”


End of the lesson.


Reflection



10 min.

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!





Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 - organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs;

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist and for specific information

Most learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases

Some learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Assessment criteria

Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Value links

1 Science and scientific phenomena

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

10 min.


Organization moment:

1.Greeting.

Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the letters

3 teams: 1.A 2. B 3. C

I wish….” method helps to start the lesson with telling supporting words to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

CD player

Microphone

cards


To introduce the topic

Module Objectives

Read the title of the module Science & scientific phenomena and ask Ss to suggest what they think the module will be about (the module is about famous scientists, genetics, DNA and jobs related to science). Go through the objectives list to stimulate Ss' interest in the module.


Vocabulary

To introduce new vocabulary

Direct Ss' attention to the words in the list and give Ss time to use them to complete the phrases.

Answer Key

  1. invented 4 argued

  2. discovered 5 founded


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


30 min

To match scientists to their

  1. Ask Ss to match the scientists A-E to their achievements 1-5.

  2. Play the recording. Ss listen and check their answers.

  3. Elicit sentences from Ss around the class.


Answer Key

  1. В Albert Einstein developed the theory of relativity.

  2. E Tim Berners-Lee invented the World Wide Web.

  3. D Marie Curie discovered radioactivity and

won the Nobel Prize twice.

  1. A Nicolaus Copernicus argued that the Sun

was at the centre of the universe.

  1. C Kaisha Atakhanova founded the environmental

organisation EcoCenter.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To introduce new vocabulary and

match scientists to their fields of study

  1. Elicit what each field of study deals with. S may use their dictionaries if necessary. The elicit which scientist is related to which field.

  2. Ss may have to look up the answers on the Internet.

  3. Check Ss' answers on the board.


Answer Key

Nicolaus Copernicus is related to astronomy.

Albert Einstein is related to physics.

Kaisha Atakhanova is related to biology.

Marie Curie is related to physics & chemistry.

Tim Berners-Lee is related to computer science.

Play the video for Ss and elicit their comments




End of the lesson.



Reflection





Individual work:

5 min.

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.


Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “Sport”,

-can identify types of sport

-describe sport - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!










Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 3

Use of English 1b

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

0.1.6 - organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs;

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

5 min.


Organization moment:

1.Greeting.

Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the number

3 teams: 1. First team 2. Second team 3. Third team

I wish….” method helps to start the lesson with telling supporting words to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

CD player

Microphone

cards

30 min

OVER TO YOU! Ask Ss to work in pairs or small groups and discuss the questions.

Ask Ss to close their books, then elicit answer from various Ss around the class.

Then ask Ss to share their answers/opinion with the class.

Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given.

Elicit Ss' guesses as to what the article is about.


Suggested Answer Key

I think the article is about genetic engineering.

Ask Ss to look at the picture and read the title. Then elicit what the picture depicts and how this may be related to the title of the article.

Play the recording. Ss listen and read the text to check their answers.

Suggested Answer Key

The picture shows an eraser erasing part of a genetic code. This could refer to genetic engineering and the ability to remove faulty genes which cause diseases and which could possibly lead to a world without disease.

To read for specific information

Ask Ss to read the sentences 1-8.

Then give Ss time to read the text and mark the sentences according to what they read.

Check Ss' answers around the class.

Answer Key

IT 3 T 5 T 7 DS

2 F 4 T 6 T 8 DS

Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

Play the video for Ss and elicit their comments.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To consolidate vocabulary in a text

Give Ss time to complete the sentences using

Answer Key

7 inherited

  1. made

  2. determines

  3. characteristics 7 brought

  4. debate 8 cells

  5. prevent


To consolidate new vocabulary (collocations)

  • Read the words/phrases in the lists and give Ss time to match them to make collocations.

  • Elicit answers from various Ss around the class.

Answer Key

Id 2 e 3 b 4 f 5 c 6 a

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise collocations

  • Give Ss time to use the collocations from Ex. 4a to complete the sentences.

  • Check Ss' answers.

7 inherit diseases 4

2 gene editing 5

3 live longer 6

faulty genes

Genetically-modified food Designer babies\

To present/revise comparison of adverbs


  • Ask Ss to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

  • Refer Ss to the Grammar Reference section for details.

  • Then elicit further examples from the text. Suggested Answer Key

Adverbs with the same form as the adjectives take -er in the comparative form and -est in the superlative form. Adverbs ending in -ly take more in the comparative form and the most in the superlative form.

Examples in the text: the fastest, more quickly, longer, more specifically


Suggested Answer Key

I think Tim Berners-Lee has had the biggest impac on our lives because we use the World Wide Wei every day. It has given people access to all sorts о information and, as we all know, information i. power.

Another famous scientist is Alexander Graham Bell He invented the telephone and the metal detector The telephone changed the way people communicati and allowed people to communicate over loni distances.

) (Aim) To introduce key vocabulary from a text and predict the topic of the text



To practise comparative and superlative forms of adverbs

  • Explain the task and give Ss time to complete it.

  • Check Ss' answers.

Answer Key

1

more loudly

4

the worst

7 the be:

2

the fastest

5

earlier

8 more

3

better

6

less

carefui


  • the words in the list.

  • Check Ss' answers around the class.

Speaking & Writing


To personalise the topic

Ask Ss to talk in pairs and tell their partner wh characteristics they share with other members their family.

Suggested Answer Key

I have the same colour hair as my sister and same colour eyes as my brother.

give a short summary of a text

  • Give Ss time to read the text again and me notes and then use their notes to write short summary of the text.

  • Ask various Ss to read their summary to 1 class.

Suggested Answer Key

Our genes contain the characteristics we hi inherited from our parents. We have trillions of о in our bodies. Cells have chromosomes (23 from i mum and 23 from our dad). Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei are faulty and we can get diseases. Gene editing c prevent this from happening. There is a lot ofdebi about genetic engineering on humans, but it со, end some diseases.




To expand the topic and write a short quiz

Ask Ss to research on the Internet and find c information about people related to genetic

Ask Ss to write a quiz and then swap their q with their partner for him/her to try to comple


Suggested Answer Key

7 What is Sir Cyril Astley Clarke known for? ( work on prevention of Rh disease in newbi babies)

2 Who is known as the father of modern genetii (Gregor Mendel)

3 Who first discovered DNA and when? (Friedr, Meischer in 1869)

4 Who isolated its molecular structure? (Jan Watson and Francis Crick)

5 Who came up with the term 'double helix' for t shape of the structure of DNA? (James Watsor

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.



Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk




Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 - organise and present information clearly to others;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


  • Ask Ss to read the definition and the newspaper headline and then elicit an answer to the question in the rubric.

  • Give Ss time to read the text and find out if their guesses were correct.

Suggested Answer Key

  1. think DNA can help bring extinct animals back to

life

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


30 min

To read for cohesion and coherence

  • Explain the task and give Ss time to complete it by matching the sentences to the gaps.

  • Check Ss' answers.


Answer Key

1C 2 A 3 F 4 D 5 В

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To consolidate new vocabulary

  • Explain the task. Give Ss time to complete the task.

  • Check Ss' answers around the class.


Answer Key

1 became

4

walk

7 conduct

2 bring

5

break

8 run

3 make

6

hatch



Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To consolidate new vocabulary

  • Explain the task. Give Ss time to complete the task using the words from the Check these words box.

Check Ss' answers.

Answer Key

1 roam

2 impressive

3 excavating

4 alterations


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.



Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.





Whiteboard

Pupils Book

stickers







































Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria

Learners have met the learning objective if they can: speak about natural disasters and write an email

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

Grammar

To present/revise past modals of

speculation and deduction

  • Explain the task and ask Ss to read the theory.

  • Refer Ss to the Grammar Reference section at the back of their books for more details.

  • Elicit an example from the text and what it expresses.

Answer Key

Jack and his team must have been amazed because it suggested that DNA lasts a lot longer than originally believed, (refers to a deduction)


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Aim To practise past modals of speculation and deduction

  • Explain the task.

  • Give Ss time to complete it.

  • Check Ss' answers.

  1. 4 must have gone

Answer Key

  1. may/might/could have had 3 can't have read

must have stolen

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Listening

Ask Ss to read the questions and answer choices.

Then play the recording and ask Ss to complete the task by choosing the correct answers according to what they hear.

Check Ss' answers.

Answer Key

1 A 2 В 3 C 4 В


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



text; to develop critical thinking skills

Ask Ss to work in pairs and talk about what information they found the most interesting in the text.

Monitor the activity around the class, then ask some pairs to report back to the class.

Suggested Answer Key

What I found most interesting is that they have found dinosaur DNA. I am also fascinated by the fact that birds are the distant relatives of dinosaurs and that they can be used to possibly bring dinosaurs back to life in one way or another.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



b) (Aim To express your opinion on the topic; to develop critical thinking skills

Read the rubric aloud and give Ss three minutes to think about their answers and write a short paragraph.

Ask various Ss around the class to read out their paragraph to the class.


Suggested Answer Key

I don't think it is such a good idea to interfere with nature and natural events in time. I think dinosaurs should remain extinct. I don't think it would be safe for us or for these species to exist out of their time. However, I think that other species that became extinct in an unnatural way due to man's activities, such as hunting or destroying their habitats, should be brought back because they may still play an important role in the ecosystem.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.

10 min.

Reflection


I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

I know/want to know/knew” method.


Cards

































Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

listen and read for gist, pronounce the /oo/ sound

Most learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue

Some learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization

Assessment criteria

Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 min


Organization moment:

1.Greeting.

2. Organization moment.

Sing a song “A family”

T shows the video of the song.


Ss sing a song together.

Ss look at their book the text of the song.

The aim: helps to feel the importance of having family .

Efficiency:when they sing a song some words remembers easily in their mind.

Feedback:

T shows thumbs up to Ss.

It means that they can sing very good! And motivate Ss to study a new theme.

Cd 5R2

30 min

Vocabulary & Reading

  1. a) [Aim] To present new vocabulary

  • Direct Ss' attention to the list of jobs and the topics.

  • Then give Ss time to match the jobs (1-8) to the topics (a-h) and tell their partner.

  • Check Ss' answers.


Answer Key

  1. e 3 f 5 b 7 c

  2. h 4 a 6 g 8 d

A physicist studies matter and energy.

A geneticist studies the inherited characteristics of living things.

A mathematician studies numbers, shapes and space. An astronomer studies planets, the universe and space. A chemist studies the characteristics of substances and how they react.

A biologist studies all natural life.

A psychologist studies the human mind and the way it works.

A geologist studies the Earth's surface.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To express an opinion

Ask various Ss around the class to share their opinions with the rest of the class following the example.


Suggested Answer Key

think being an astronomer is the most interesting because there is so much we don't know about planets, the universe and space and finding out more about them would be very exciting and interesting.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To predict the content of a

Text

  • Ask Ss to read the subtitles in the text and elicit whether Ss think they are true or not.

  • Play the recording. Ss listen and read and find out.


Suggested Answer Key

  1. think none of the sentences are true because the title of the text is 'myth-busters'.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To read for specific information

  • Ask Ss to read the questions and answer choices.

  • Then give them time to read the text and choose their answers according to what they read.

  • Check Ss' answers.


Answer Key

ID 2 В ЗА

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

Play the video for Ss and elicit their comments.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.

10 min.

Reflection


I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

I know/want to know/knew” method.


Cards


Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

listen and read for gist, for specific information

Most learners will be able to:

listen and read for gist, read for specific information, compare buildings

Some learners will be able to:

listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building

Assessment criteria

Learners have met the learning objective if they can: compare buildings and write about buildings

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

(Aim) To consolidate new vocabulary through antonyms

  • Read out the words in the list and ask Ss to look up their meanings in their dictionaries if necessary. Then give Ss time to complete the task.

  • Check Ss' answe

Answer Key

definitely * possibly dishonest * honest awful * excellent miss *■ hit

unknown * famou passed * failed luckily * unfortunately eventually * immediately occasionally * constantly


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Aim To consolidate new vocabulary

  • Explain the task and give Ss time to complete the task in pairs.

  • Check answers around the class.

Answer Key

  1. struggles 3 come 5 breathe

  2. observing 4 vote

To practise forming negative verbs

  • Read the table aloud to Ss and explain any points they are unsure of providing extra examples if necessary.

  • Give Ss time to complete the task.

  • Check Ss' answers.

Answer Key

  1. misheard 3 unlocked 5 misbehaved

  2. disappeared 4 recharge

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To consolidate information in a

text; to develop critical thinking skills


Explain the task, give Ss time to consider their answers and then ask various Ss to tell the class.

Suggested Answer Key

I think the most convincing myth is the one about an apple falling on Newton's head because it is believable. It could have happened and it may have been Newton himself who started the myth.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To narrate a story

  • Explain the task and give Ss time to form their narrative.

  • Then ask various Ss around the clas narrate the story to the rest of the clas:

Suggested Answer Key

One day, Newton was sitting under an apple tree it garden. He was thinking about the forces of no when an apple fell from the tree and hit him on head. This made him think about why the apple down and he came up with the theory of gravity.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Writing To write about a myth


Explain the task and give Ss time to research the Internet for a similar myth and then write short paragraph about it.

Ask various Ss to read their paragraph to tl class.


Suggested Answer Key

There are a number of myths surrounding Galilei but the most famous one is about how he prove the theory that gravitational acceleration is equi for heavy and light objects. According to the mytf he went to the top of the Leaning Tower of Pisi with two cannonballs of different weights. He thei dropped them to prove that heavy objects do not fal faster than light ones to his students below However, this is not quite true. He was in Pisa, but he performed a number of different experiments. He rolled balls down long wooden ramps and made pendulums of different weights. He dropped objects, but he didn't drop them off the Leaning Tower.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk












Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist, read for specific information

Most learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world

Some learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria

Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

Writing

1 (Aim) To analyse a rubric

Ask Ss to read the rubric and pay attention to the key words in bold.

Give Ss time to answer the questions and then check

Ss' answers.

Answer Key

1 an article

2 my teacher

3 a famous scientist

4 120-180

5 when and where he/she was born, his/her achievements, when he/she died

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To read a model article and match

paragraphs to content

Give Ss time to read the model and match the contents (1-4) to each paragraph (A-D).

Check Ss' answers.

Answer Key

IB 2 С ЗА 4 D

з a) (Aim To identify and use techniques for beginning and ending an article

Elicit which techniques the writer has used in the model and the give Ss time to rewrite the beginning and ending using different techniques.

Ask various Ss to read out their beginnings and endings to the class.

Answer Key

Beginning: addressing the reader directly Ending: using a short quotation

Suggested Answer Key

Beginning: Many people think of Albert Einstein when the topic of genius is mentioned, (making a statement)

Ending: Einstein changed the way we see the world. Wouldn't you agree that makes him a genius? (addressing the reader directly)

4 (Aim) To present and identify connectors

Ask Ss to read the examples in the box and then elicit which ones are used in the article.

Answer Key

while, and, because, despite

  1. (Aim) To practise connectors

  • Explain the task and give Ss time to complete it.

  • Check Ss' answers.

Answer Key

  1. while/but 3 and 5 because

  2. Despite 4 While

6 [Aim To present/revise active/passive
sentences (present simple/past simple)


  • Ask Ss to read the examples and then elicit how a passive sentence differs from an active one and when we use 'by' or 'with'.Shape1

    7


  • Then elicit the passive sentences in the article.

Answer Key

An active sentence emphasises the person who does the action while a passive sentence emphasises the action.

We use 'by' + agent to say who or what carries out the action. We use 'with' + instrument/material/ ingredient to say what the agent used.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Examples in the model:

It was published in 1905 and he was soon offered important university positions.

In 1921 Einstein became world famous because he was awarded the Nobel Prize for Physics.

Aim) To practise changing active sentences to passive sentences

  • Explain the task. Give Ss time to complete it.

  • Check Ss' answers.

Suggested Answer Key

  1. Penicillin was discovered by Alexander Fleming in 1928.

  2. Physics is taught to our class on Tuesdays by Mr Roberts.

  3. A helicopter was designed by Leonardo da Vinci in the 15th century.

  4. The laboratory door is kept closed at all times.

5/ A ll Anna's files were lost when her laptop crashed.

To practise the passive

  • Ask Ss to read the text and then g time to rewrite it using the passive.

  • Ask various Ss to read out the para check Ss' answers.

Suggested Answer Key

Thomas Alva Edison is usually recognised by the inventor of the light bulb, but types of were developed by other inventors before Ec first electric light was invented by Humph re] the beginning of the 19th century and a light demonstrated by Joseph Swan at one of his I 1879 around the same time as Edison. A com created by Edison and Swan in 1883. It v\ Edison-Swan United.

To write an article

  • Give Ss time to complete the task i plan.

  • Remind Ss to use appropriate begim ending techniques and connectors.

  • Check Ss' answers.

  • Alternatively, assign the task as HW a Ss' answers in the next lesson.

Suggested Answer Key Nicola Tesla

Have you heard of Nicola Tesla? Well, son thought of him as a 'mad scientist', bu\ actually one of the greatest inventors in hi Tesla was born in the Austrian Empire in 1, child, he was very interested in physics ai talent for engineering. Despite not gradual university, he was an excellent student. After moving to the USA in 1884, Tesla и an electrical engineer for the Edison Comp short time. He later started his own com) developed the AC electrical system and ; coil, which are still used today. Throug career, Tesla discovered, designed and c ideas for a number of important in including the AC dynamo and the inductio He was also a pioneer in the discovery c remote control and electric power transmis Despite his early success, Tesla died poor His value in science history was mostly l until 1960 when an 51 unit, which are measure magnetic fields, was named in hii Today his work is recognised and his legacy

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.

10 min.

Reflection






I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

I know/want to know/knew” method.


Cards

































Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

read for gist, read for specific information

Most learners will be able to:

read for gist, read for specific information and write an essay following the plan given

Some learners will be able to:

read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Assessment criteria

Learners have met the learning objective if they can: write an essay offering solutions to a problem

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

Тo read for gist

  • Read the rubric aloud. Elicit answers to the question in the rubric.

  • Give Ss time to read through the text and find out.

Suggested Answer Key

I know a man called Tim Berners-Lee invented the World Wide Web.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



  1. To read for cohesion and

coherence; to listen and read for confirmation

  • Give Ss time to read the text again and complete each gap with an appropriate word.

  • Play the recording. Ss listen, read and check their answers.

Answer Key

  1. to 3 never 5 with 7 went 9 by

  2. ago 4 was 6 which/that 8 but 10 of

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

з To consolidate new vocabulary

  • Explain the task and give Ss time to complete it.

  • Check Ss' answers around the class.

Answer Key

1 source

4 study

7 history

2 do

5 known

8 important

3 media

6 famous




  1. To consolidate information in a text; to develop critical thinking skills

  • Ask Ss to read the questions and give them time to consider their answers.

  • Have Ss discuss the questions in pairs or ask individual Ss to share their answers with the class.

Suggested Answer Key

  1. The Internet is popular because it is the go-to source for information.

  2. I use the Internet for shopping and social media as well as for looking up information to help me with my homework.

  3. I think the Internet will change our lives in the future in many ways. Firstly, everyone will be online all the time; we won't have to look for Wi-Fi hotspots or use broadband. I think some people will live online using virtual reality and disconnect from the real world. I also think it will be very difficult to keep any information private.

To write about an invention

  • Explain the task and give Ss time to research online to find out information about an invention or development that came from their country and write a paragraph about it including all the points in the rubric.

  • Ask various Ss to share their answers with the class.

(Ss' own answers)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.

10 min.

Reflection







I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

I know/want to know/knew” method.



Cards





Module 1 1 Science and scientific phenomena


LESSON: Module 1 Lesson 10


School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

30 min

Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


To introduce

  • Read the rubric aloud and go through the traits in the list.

  • Elicit which ones we can inherit from our parents from Ss around the class.

  • Give Ss time to read the text and check.

Answer Key

straight hair, gender, intelligence, eye colour, blood type

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Aim To consolidate new vocabulary through synonyms

Direct Ss to the underlined words in the text and ask Ss to match them to their synonyms in the list using their dictionaries if necessary.

Check Ss' answers.

Answer Key

entirely - completely easily = without difficulty quickly = rapidly remarkably = surprisingly

part of speech: adverbs

4 (Aim; To consolidate new vocabulary through antonyms

Direct Ss to the bold words in the text and ask Ss to match them to their antonyms in the list using their dictionaries if necessary.

Check Ss' answers.

Answer Key

alike different natural * man-made

native * foreign unique * common

part of speech: adjectives

To answer comprehension questions on a text

  1. Ask Ss to read the questions (1-4) and give Ss time to read the text again and answer them.

Check Ss' answers.

Answer Key

  1. They share inherited traits from their parents.

  2. gender, hair colour, skin colour, ear shape, blood group and inherited diseases

  3. Weight depends on diet, lifestyle and environmental factors.

  4. Less than 1% of our DNA makes us look different from other people.

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

To consolidate information from a text

Initiate a class discussion and elicit what various Ss learnt from the text.

Suggested Answer Key

I learnt that people are different as inherited traits are what distinguish one person from another. Some characteristics like gender and hair colour are genetically passed down from our parents while others like weight and language depend on environmental factors. I also learned that all people may look different but in reality nearly all human DNA is identical and only less than 1 % of our DNA makes us look different from other people.

|?1 (Aim'

Elicit a variety of answers from Ss around the class.

Suggested Answer Key

If I could change my appearance then I would like to be a little bit taller. I would also like to have darker skin, a smaller nose and lighter eyes.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk










Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 11


School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

To present and practise phrasal verbs

with bring and come

  • Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.

  • Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 up 3 up 5 across

2 out 4 about 6 down

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise prepositional phrases

  • Explain the task and give Ss time to complete it and then check Ss' answers.

  • Ask Ss to start a Prepositions section in their notebooks and use it to list words that go with prepositions in alphabetical order.

  • Ask Ss to revise this section regularly as this will help them use the English language in a natural way.

Answer Key

7 in 2 as 3 for 4 to 5 to

Aim, To consolidate words which are often confused

Explain the task, give Ss time to complete it and then check Ss' answers.

Answer Key

7 invented 3 conducting 5 breath

2 studying 4 Astrologers 6 clear

To form negative verbs

  • Read the theory box and the examples aloud and then explain the task.

  • Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 misuse 3 rematch 5 refund

2 disappearance 4 miscount

Further Practice - Quiz

[Aim] 110.1.61 To consolidate information in the module

  • Make photocopies of the quiz.

  • Give Ss time to complete the quiz, looking back through the module if necessary.

  • Check Ss' answers.


Quiz

Mark the sentences T (true) or F (false). Correct the false sentences.

1 Marie Curie won the Nobel Prize 3 times

2 DNA is made up of 46 chromosomes.

3 Faulty genes can lead to serious illnesses

4 A cloned Pyrenean ibex lived for 7 days

5 Scientists found dinosaur DNA in a

broken bone.

6 Some scientists believe birds are related

to dinosaurs.

7 Einstein won a Nobel Prize at the end of

the 20th century.

8 The human brain weighs around Vh kilos

9 Isaac Newton developed the theory of

relativity.

Answer Key

7 F (She won it twice.)

2 F (Each cell in our body has 46 chromosomes.)

3 T

4 F (It lived for seven minutes.)

5 T

6 T

7 F (He won it in 1921.)

8 T

9 F (Albert Einstein developed the theory of

relativity. Isaac Newton developed the theory of gravity.)

Extra Activity

To create a quiz

Ask Ss to read through Module 1 and write a quiz of their own.

Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss to go through the module and compile their quizzes.

Ask Ss to exchange their quizzes, do them, and then check their answers.

Suggested Answer Key

1 Nicolaus Copernicus was a physicist. (F - He was an astronomer.)

2 Marie Curie was a biologist. (F - She was a chemist and physicist.)

3 DNA stands for deoxyribose nucleic acid. (T)

4 Hans Larsson did genetic experiments with birds.

(T)

5 И/e use 100% of our brains. (T)

6 Einstein wasn't good at French. (T)

7 Einstein moved to America in 1921. (F - He moved there in 1932.)

8 Humphrey Davy invented the first electric light. (T)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk































Module 1 Science and scientific phenomena


LESSON: Module 1 Lesson 12


School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning

1 Science and scientific phenomena

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes

30 min

Reading

1 [Aim] To read for specific information

Ask Ss to read the questions (1-4) and the possible answers.

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

Check Ss' answers.

Answer Key

ID 2 C 3 C 4 D

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Listening

To listen for specific information

Ask Ss to read the headings (A-G).

Play the recording. Ss listen and match them to the speakers accordingly.

Check Ss' answers.

Answer Key

1C 2 В ЗА 4 D 5 E

  • Explain the task.

  • Ss complete the task.

Check Ss' answers

discovery 5 passed 9 struggling

ancestors 6 myth 10 psychologist

select 7 prevent

debate 8 observed Aim) To consolidate grammar from the module

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

  1. worse 3 earlier

  2. more carefully 4 more healthily

  1. To consolidate grammar from the module

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

  1. must have gone

  2. may/might/could have fallen

  3. can't have been

  4. can't have done

  1. To practise sentence transformations

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

  1. The experiment was considered a great success.

  2. Dr Harrison was given an award by the government in 2009.

  3. Sir Isaac Newton's house is visited by a lot of tourists.

  4. More time is needed by the research team to finish the experiment.

  5. Dinosaur DNA was found in a broken bone by the palaeontologists.

To practise connectors

Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 but 3 and 5 While

2 Despite 4 because

Writing

  • Explain the task and give Ss time to plan and complete their work and then check Ss' answers.

  • Alternatively assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

Marie Curie

There aren't many people who haven't heard of Marie Curie. She was a famous physicist and chemist.

Curie was born on 7 November, 1867, in Warsaw, Poland. Her family was quite poor so she had to attend public school, but she was an excellent student. She became a governess when she left school to help pay for her sister's education. A few years later, she left for Paris and went to university, where she earned degrees in physics and maths.

In 1895, she married Pierre Curie. Together they discovered polonium and radium, and Marie developed a theory about radioactivity. They won the Nobel Prize in Physics in 1903. Eight years later, Marie Curie won the Nobel Prize in Chemistry on her own. She died on 4 July, 1934, from exposure to radiation. Marie Curie was a scientific pioneer. She was the first person to win two Nobel Prizes and the first woman to become a professor at the University of Paris. She is also an inspiration to young women who are interested in science all over the world.

Check your Progress

Ask Ss to assess their own performance in the unit by ticking the boxes according to how competent they feel for each of the listed activities.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Module 2 Natural Disasters


LESSON: Module 2 Lesson 1

Introductory lessons

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Value links

Natural Disasters

Cross - curricular links

Natural Disasters

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

30 min

Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes



Vocabulary


1

disasters

To present vocabulary for natural


  • Play the recording with pauses for Ss to repeat chorally and/or individually.

  • Check Ss' pronunciation and intonation.

To introduce new vocabulary; To

match vocabulary to pictures

  • Give Ss time to complete the sentences in pairs.

  • Check Ss' answers.

Answer Key

  1. burnt 3 caused 5 hit

  2. rescued 4 erupted

  • Ask Ss to look at the pictures A-E and then match the disasters in Ex. 1 to them.

  • Check Ss' answers.


b) To discuss feelings related to natural disasters

  • Ask Ss to talk in pairs about what they know about the disasters and how they made them feel and how they think the people involved felt.

  • Monitor the activity around the class and then ask some pairs to share their answers with the rest of the class.

Suggested Answer Key

  1. heard about the earthquake and tsunami in 2011. I felt very sad for the people who died and the survivors who lost their loved ones and their homes. I think the people in Japan also felt very sad.

  1. To listen for gist

  • Explain the task and play the recording.

  • Ss listen and match the extracts to two of t pictures.

  • Check Ss' answers.

Answer Key

Extract 1 - D Extract 2 - В

  • Play the video for Ss and elicit their comment

OVER TO YOU!

To personalise the topic

Ask Ss to close their books, then elicit answ( from various Ss around the class.

Suggested Answer Key

In 2017, 1.2 million acres of land in Portugal wt burnt because of forest fires.

33 men were trapped in a mine in Chile.

Hurricane Katrina caused terrible flooding in Nt Orleans and lots of people died.

In 2010, a volcano in Iceland erupted.

There was a terrible earthquake and a tsunami Japan in 2011 and thousands of people died.

Background information

The Atacama Desert is in Chile in South America to the west of the Andes Mountains. It covers a 1000-km strip of land along the Pacific coast. It is said to be the driest place in the world.

New Orleans is a large city in the state of Louisiana, in the south of the USA. It has a population of 1.2 million people and covers 9,726 square km. It is famous for its jazz music, its cuisine and its festivals, especially Mardi Gras. Iceland is an island country in the North Atlantic Ocean. It is part of Europe and the capital city is Reykjavik. It has a population of about 330,000 people. It is famous for its volcanoes and glaciers. Japan is an island country in East Asia in the Pacific Ocean. It is also known as the Land of the Rising Sun. The capital city is Tokyo and the population is 127 million people.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


















Module 2 Natural Disasters


LESSON: Module 2 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist and for specific information

Most learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases

Some learners will be able to:

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Assessment criteria

Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Value links


Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

Vocabulary & Reading

  1. a) fl) To present vocabulary related to disasters

  • Elicit/Explain the meaning of the words/ phrases in the list.

  • Explain the task and give Ss time to read and fill in the headlines.

  • Play the recording. Ss listen and check.

  • Check Ss' answers around the class. Elicit L1 translations for the headlines.

Answer Key

7 UNDERSEA 5 CLOSED DOWN

  1. STRIKES 6 EVACUATED

  2. WASHES AWAY 7 RUNNING WATER

FORCE

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To activate vocabulary

Refer Ss to the headlines and elicit answers from various Ss around the class.

Suggested Answer Key

In March 2011, an undersea earthquake struck off the coast of Japan. Soon after, a 10-metre tsunami followed which washed away many houses and cars. The force of the Japan quake was so big that it

Speaking & Writing

To consolidate information in a text

  • Play the recording. Ss listen and read the text again.

  • Explain the situation and ask Ss think about the questions in the rubric.

  • Give Ss time to write a few sentences using the headlines in Ex. 1a to help them.

  • Have Ss tell their partners and then ask some Ss to share their answers with the class.

Suggested Answer Key

It was about a quarter to three and I was shopping. As I was crossing the street, the ground suddenly began to shake. I froze on the spot as I saw office workers running out of their buildings and watched as the buildings shook violently. People were screaming and crying. To make matters worse, authorities announced a tsunami was heading our way and ordered people to run to high ground. There were frantic people everywhere running up the hills. Once up on the hill, we watched as a 10-metre-high tsunami crashed into the coast. It washed away houses, cars and buildings.

moved the island by about 2.4 metres. Many nuclear power stations in the areas where the quake struck had to be closed down. Haifa million Japanese people evacuated their houses and almost 1.4 million in total were without running water.

(Aim To stimulate interest in the topic and read for specific information

Read the rubric aloud and elicit questions from Ss around the class.

Give Ss time to read the text and try to answer their questions.

Check Ss' answers around the class.

Suggested Answer Key

1 How strong was the earthquake? (It was a magnitude 9 quake.)

2 How many people died? (Over 15,000 people died.)

3 How far inland did the tsunami reach? (It reached 10 km inland.)

9 (Aim To write a short article

  • Explain the task and give Ss time to write a short article or assign the task as HW.

  • Check Ss' answers by asking various Ss to read out their articles to the class.

Suggested Answer Key

On 11th March, 2011, an undersea earthquake hit near the northeastern coast of Japan. It was the most powerful earthquake in Japan's history and it triggered a devastating tsunami. Thousands of people died and the coast of Japan was destroyed. Roads, buildings and entire villages were swept away. The power of the 9 magnitude earthquake literally shook the Earth because the planet moved on its axis. The effect of this is that every day is now shorter by 1.8 milliseconds. It was a devastating tragedy that will take the country many years to recover from.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



  1. То read for cohesion and coherence

  • Explain the task and give Ss time to complete it.

  • Remind them to look at the key words before and after the gaps that will help them find the missing sentences.

Answer Key

1C 2 A 3 F 4 E 5 D

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.


b)

To listen for confirmation


Play the recording. Ss listen and check their answers.

  1. To consolidate new vocabulary

  • Explain the task to Ss and give them time to complete it. Ss work in pairs.

  • Check Ss' answers around the class.

Answer Key

triggered: started

partial: incomplete

frantic: panicked & frightened

hurled: violently threw

stranded: unable to leave

swamp-like: very wet

crumbled: broken into small pieces

rubble: pieces of bricks, stones & other materials

clinging to: holding on tightly

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk






Module 2 Natural Disasters


LESSON: Module 2 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

30 min

Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes



  1. To revise compound adjectives

  • Elicit how compound adjectives are formed (A compound adjective is formed when two or more adjectives are joined together to modify the same noun.)

  • Then give Ss time to find four examples in the text.

  • Refer Ss to the Grammar Reference section for more details.

Answer Key

swamp-like 4-month-old

hard-working world-famous

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise compound adjectives

  • Explain the task and give Ss time to complete it.

  • Check Ss' answers. Elicit sentences from various Ss around the class.

Suggested Answer Key

After the flood, many areas had a swamp-lit appearance.

Tom is a hard-working man.

Jane took her 4-month-old baby to the docU George Clooney is a world-famous actor.


To present/revise (to) infinitive/ -ing forms

  • Explain/Elicit that the infinitive is the ba: of all verbs. Explain/Elicit that we can use or without the preposition to. Say then w the board: / want to play football. I ca football. Explain/Elicit that we use to-inf after certain verbs such as would like, love, want, expect, hope, offer, promise, decide and after be + adjective and wit and enough. Explain/Elicit that we usi infinitive without to with modal verbs must, should, etc) and after the verbs le make.

  • Explain/Elicit that the -ing form is the form that ends in -ing. Say then write or board: Swimming is fun. Explain/Elicit tha can use the -ing form as a noun. Say then \ on the board: / like running. Explain/Elicit we use the -ing form with the verbs like, I hate, dislike, enjoy, prefer.

  • Explain the task and give Ss time to comp it.

  • Ask Ss to check their answers in the Gram/ Reference section.

Answer Key

  1. driving 3 getting 5 repairing

  2. to buy 4 leave 6 rescuing

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise (to) infinitive/-/ng forms

  • Explain the task and give Ss time to comple it.

  • Check Ss' answers. Then ask various Ss to t( the class how the sentences' meanings differ.


Answer Key

  1. a to stand (remember

b reading (fail to remember)

  1. a to buy (paused) b working (ceased)

  2. a not moving (disappointment) b to inform (remorse)

  3. a to stay (attempt) b using (experiment)

  4. a to put (intention)

b going (has the meaning)

For Exs 8 8,9 see p. 22(T)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk
















Module 2 Natural Disasters


LESSON: Module 1 Lesson 4

Use of English 1b

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To present disasters

  • Di rect Ss' attention to the disasters in the list.

  • Play the recording. Ss listen and repeat chorally and/or individually.

  • Go through the list of disasters and elicit which ones are natural and which ones are influenced by man.

  • Then elicit which disasters are shown in the pictures.

Answer Key

1 influenced by man

7

natural

2 natural

8

influenced by man

3 natural

9

natural

4 influenced by man

10

natural

5 influenced by man

11

influenced by man

6 influenced by man

12

natural

Picture 1 - war

Picture 3 - flood

Picture 2 - rail accident

Picture 4 - earthquake


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



b) To match disasters to headlines

  • Give Ss time to complete the task.

  • Check Ss' answers. Ask Ss to give justifications.

Answer Key

A 1 (train)

В 10 (tremors)

C 8 (oil spill, coast)

D 6 (aircraft)

E 4 (blast, chemical plant)

F 7 (hurricane)

G 3 (rising river waters)

H 2 (side of mountain collapses)

2 a) To listen for gist

Play the recording. Ss listen and match the descriptions to the pictures

To prepare a news report

  • Explain the task. If necessary, assign it as HW. You can photocopy the script for Ex. 8 for Ss to use as a model but Ss' reports should be shorter.

  • Ss work in pairs and prepare their news reports.

  • Ask various Ss to read their reports to the class.

Answer Key

A 1 В 3 C 4 D 2

To describe a picture

Ss work in pairs and choose a picture to describe to their partner.

Monitor the activity around the class and then ask various Ss to describe the pictures.

Suggested Answer Key

In picture 1, I can see five soldiers. They are wearing army clothes. They are all wearing gloves and hats. Four of them are looking through binoculars and one person is writing on a piece of paper. There is a vehicle behind them. I think it is a tank.

In picture 2, there is a large train engine. It is black with a red front with the letters 'SP' in white. It has come off the tracks, but it hasn't fallen over. There are two men by the side of the tracks. I think they are discussing what to do.

In picture 3, there are a number of people walking along a raised walkway which runs along a flooded street. The people are wearing boots and pulling small suitcases along so I think they are being evacuated from a flooded town. Along the side of the street there are shops, but they are partly under the water.

In picture 4, there is a rescue worker and a search and rescue dog. They are in a collapsed building. I can see broken concrete walls. The dog is looking into an area which has collapsed and maybe it can smell a person trapped there. The man is wearing safety gear. He is wearing blue coveralls and a hard hat with a light on it.

з (Aim To read for gist

Ask Ss to read through the text quickly and then elicit what it is about from Ss around the class. Answer Key

The text is about floods in Kazakhstan.

Suggested Answer Key

Between 30th August and 16th September, 2017, a massive hurricane caused catastrophic damage in the Caribbean and the Florida Keys. Hurricane Irma was a Category 5 hurricane and one of the most destructive in US history. Winds of 295 kmph swept through the Atlantic causing widespread damage and considerable loss of life. The president said everything possible will be done to help survivors rebuild their communities.

To read for cohesion and coherence

  • Explain the task and give Ss time to complete it.

  • Remind them to look at the key words before and after the gaps that will help them find the missing sentences.

Answer Key

  1. D 2 A 3 В 4 F SC

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.



Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk






































Module 2 Natural Disasters


LESSON: Module 2 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

0.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.1.5 - use feedback to set personal learning objectives;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics;

10.6.17 - use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria

Learners have met the learning objective if they can: speak about natural disasters and write an email

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To consolidate new vocabulary

Explain the task and give Ss time to complete it.

Check Ss' answers and then ask various Ss to use the phrases to talk about flooding in Kazakhstan.


Answer Key

1 moving 5 flood

2 heavy 6 higher

3 emergency 7 power

4 recurring 8 public

Suggested Answer Key

Heavy rain and extreme weather causes recurring floods in Kazakhstan. Flood damage and moving floodwaters have affected residential areas, power lines and public buildings

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



a) (Aim To practise prepositions & prepositional phrases

Explain the task and give Ss time to complete it.

Check Ss' answers.

Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges.

Suggested Answer Key

A: You'll never guess what's happened! Violent tremors have hit the capital city.

B: Oh no! That's terrible!

A: Did you see the news? There's been an oil spill off the coast.

B: That's so depressing.

A: Have you heard? There was a dangerous blast at a chemical plant.

B: Really? How horrible!

A: Guess what happened! Some buildings downtown were damaged by a hurricane.

В: I don't believe it.

A: Look at this! Rising river waters have closed roads.

B: It's awful, isn't it?

A: Did you hear about the side of a mountain that collapsed onto some homes?

B: Oh no! That's awful!

Listening

information


Explain the task and ask Ss to read the sentences 1-5 and underline the key words.

Elicit what the radio news report will be about (a train crash and a flood). Play the recording. Ss listen and tick the sentences as true or false.

Check Ss' answers. You can play the recording again with pauses for Ss to check their answers.

Answer Key

IF 2 T 3 T 4 F 5 F

Answer Key

  1. to 2 to 3 from 4 for 5 with

  1. To practise prepositional phrases

Ask various Ss to use the phrases in Ex. 6a to talk about the natural disasters in Ex. 1a.

Suggested Answer Key

The war led to a huge loss of life.

People who live close to snowy mountains are more likely to experience avalanches.

The shutters protect their home from storm damage. Wars and natural disasters are responsible for a huge loss of life.

They dealt with the livestock by moving them to higher ground during the flood.


  1. To role-play giving and reacting to bad

news

Explain the task and ask two Ss to act out the example exchange.

Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges.

Suggested Answer Key

A: You'll never guess what's happened! Violent tremors have hit the capital city.

B: Oh no! That's terrible!

A: Did you see the news? There's been an oil spill off the coast.

B: That's so depressing.

A: Have you heard? There was a dangerous blast at a chemical plant.

B: Really? How horrible!

A: Guess what happened! Some buildings downtown were damaged by a hurricane.

В: I don't believe it.

A: Look at this! Rising river waters have closed roads.

B: It's awful, isn't it?

A: Did you hear about the side of a mountain that collapsed onto some homes?

B: Oh no! That's awful!

  • To listen to for specific information Explain the task and ask Ss to read the sentences 1-5 and underline the key words.

  • Elicit what the radio news report will be about (a train crash and a flood). Play the recording. Ss listen and tick the sentences as true or false.

  • Check Ss' answers. You can play the recording again with pauses for Ss to check their answers.

Answer Key

IF 2 T 3 T 4 F 5 F

To discuss solutions to help people affected by a flood

  • Explain the task and divide the class into small groups.

  • Give Ss time to discuss solutions to a flood from the perspective of the emergency services.

  • Monitor the activity around the class and then ask some groups to share their ideas with the class.

Suggested Answer Key

A: I would call out the coast guard to rescue people from their homes where the streets are flooded.

B: Good idea. I think we should also take food and fresh water to people who are safe but unable to leave their homes due to the floodwaters.

C: Yes, I agree. Also, we should set up a rescue centre for people who have been made homeless, as well as a shelter where they can sleep and get a hot meal.

For Ex. 9 see p. 24(T)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk





















Module 2 Natural Disasters


LESSON: Module 2 Lesson 6

Everyday English 1d

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

0.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.1.5 - use feedback to set personal learning objectives;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics;

10.6.17 - use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist, pronounce the /oo/ sound

Most learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue

Some learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization

Assessment criteria

Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To talk about floods/share a

personal experience

Give Ss time to think about their answers to the questions and then ask various Ss to share their answers/personal experiences with the class. (Ss' own answers)

  1. a) [Aim To identify a text type

  • Direct Ss' attention to the text and elicit what type it is and its purpose.

  • Ask various Ss to tell the class.

Answer Key

The text is a leaflet. Its purpose it to educate.

Suggested Answer Key

  1. have (not) seen a similar one before.

b) [Aim] To listen and read for specific information

  • Ask Ss to guess which actions people should do and when in a flood.

  • Play the recording. Ss listen and read the text and find out if their guesses were correct.

To listen and read for specific information

  • Ask Ss to guess which actions people should do and when in a flood.

  • Play the recording. Ss listen and read the text and find out if their guesses were correct.

Answer Key

You should turn off the electricity supply before a flood. You should wear protective clothing and move to higher ground during a flood. You should not walk through moving water or drive in flooded areas during a flood.

Explain the task and give Ss time to complete it by thinking of an appropriate word for each gap

Remind them to look at the key words before and after the gaps that will help them.

Answer Key

1 where 5 from 9 out

2 as 6 to 10 to

3 your 7 what 11 before

4 off 8 can 12 it


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

Play the video for Ss and elicit their comments

To consolidate vocabulary and

information in a text

Explain the task and give Ss time to read the sentences and look through the text again to find the words/phrases to complete them.

Check Ss' answers.

Answer Key

1 emergency kit

2 protective clothing

3 electricity and water supplies

4 flood barriers/defences

5 floodwaters

6 flood updates

7 high ground

8 electrical equipment

Listening & Speaking

information


Ask Ss to read the questions and the answer choices.

Play the recording. Ss listen and choose their answers according to what they hear.

Check Ss' answers around the class.

Answer Key

1C 2 8 3 В 4 A 5 C 6 В

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk








Module 2 Natural Disasters


LESSON: Module 2 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

0.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.1.5 - use feedback to set personal learning objectives;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics;

10.6.17 - use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist, for specific information

Most learners will be able to:

listen and read for gist, read for specific information, compare buildings

Some learners will be able to:

listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building

Assessment criteria

Learners have met the learning objective if they can: compare buildings and write about buildings

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To consolidate information in a listening task

Ask various Ss to tell the class what they have learnt about earthquake safety.


Suggested Answer Key

I learnt that it's important to have an emergency supply kit with bottled water, tinned food, a first aid kit, a torch and a battery-powered radio. I also learnt that you should write down your contact names and numbers. Not only that, it's much safer to stay inside the house and go under a table or stand in a doorway away from heavy furniture than to go outside. I also learnt that if you happen to be outside when the earthquake happens, you should try to stay in an open place away from trees and buildings.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



Speaking

Aim] To role-play making suggestions and agreeing/disagreeing

Explain the task and ask two Ss to act out the example exchange.

Ss work in pairs and use the Useful Language in the box and the earthquake safety tips in Ex. 5 to make exchanges.

Suggested Answer Key ... you should stay inside the house and go under a table or stand in a doorway away from heavy furniture rather than to go outside.

B: That sounds great. If you are outside, though, you should try to stay in an open place away from trees and buildings.

Writing

Explain the task and give Ss time to look for information on the Internet about ways to prevent damage in a natural disaster.

Ss may work individually or in small groups and then use their information to prepare a leaflet similar to the one in

Ex. 2.

Ask various Ss to present their leaflet to the class.

Suggested Answer Key

Always be prepared

Have a torch with batteries handy.

Have a battery-operated radio available.

Have a first-aid kit handy.

Before a hurricane

Use storm shutters or board all windows securely.

Protect outward doors.

Check that oil and gas stoves are in working order; replenish stock of fuel.

Store all garden tools and furniture inside if possible.

During a hurricane

  • If you are evacuating, leave early so that not stranded by flooded roads, fallen tree and traffic jams. Make sure you have enoi in your vehicle.

  • If there is a lull after the ‘eye' of the sti passed, stay in place, except to make em repairs. The wind may return suddenly w. greater strength.

  • Rely ONLY on official bulletins from radic do not use the telephone.

After a hurricane

  • Assist in search and rescue.

  • Seek medical attention for persons injuret

  • Clean up debris and do temporary repairs.

  • Report damage to the authorities.

Assist in road clearance.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk
















Module 2 Natural Disasters


LESSON: Module 2 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

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, prepare a poster on how to make a positive change to the world

Some learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria

Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To introduce the topic and predict the content of the text

Writing

  1. [Aim) To analyse a rubric

  • Ask Ss to read through the rubric and look at the key words in bold and answer the questions.

  • Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned.

  • Check Ss' answers around the class.

Answer Key

  1. a story

  2. readers of a travel magazine

  3. about a nasty holiday experience

  4. between 120-180 words

first-person narrative

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To analyse a model story

  • Ask Ss to read the Writing Tip.

  • Read the rubric aloud, give Ss time to read the model story and answer the questions.

  • Check Ss' answers.

Answer Key

  1. The writer sets the scene by introducing the main characters (himself and his friend James), saying where and when they were (travelling across the USA during a summer holiday), and what they were doing (taking a journey on a steam train).

BACKGROUND INFORMATION

The Bahamas is a country made up of 29 islands. It is located in the Atlantic Ocean to the southeast of the USA off the coast of Florida. The capital city is Nassau and the population is around 330,000 people. It is a popular tourist destination.

Miami is a large city in the state of Florida in the southeast United States. The population is 5.5 million people and the city is an important commercial, entertainment and cultural centre.

The Gulf of Mexico is an ocean basin surrounded on three sides by land between Mexico, the USA and Cuba. It is around 1,300 kilometres across and the deepest part is 4,384 metres. It is an important ecosystem and was badly damaged by the Deepwater Horizon oil spill in 2010.

The Mississippi River is the biggest river system in the USA. It is 3,730 km long and crosses 10 states. The Mississippi River Delta drains into the Gulf of Mexico.

Lake Pontchartrain is not actually a lake, it is an estuary in southeast Louisiana. It is 1,600 km2 in area and averages 3 to 4 metres in depth.

  1. The climax event is when the train started rocking dangerously from side to side and people started screaming.

  2. In the end, the train slowed down and pulled into the next station.

  3. The characters felt relieved that no one was injured.

з To put events in a story in order

  • Explain the task to Ss and give them time to re-read the text and complete the task.

  • In pairs, have Ss compare their answers.

  • Check Ss' answers around the class.

Answer Key

A3 Cl E 2 G 6

В 7 D 5 F 4 H 8

  1. To identify adjectives in a story

  • Ss do the task.

  • Check Ss' answers.

Answer Key

terrifying 2 smooth 3 screechin

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk






Module 2 Natural Disasters


LESSON: Module 2 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

read for gist, read for specific information

Most learners will be able to:

read for gist, read for specific information and write an essay following the plan given

Some learners will be able to:

read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Assessment criteria

Learners have met the learning objective if they can: write an essay offering solutions to a problem

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

  1. To identify adverbs in a story

Elicit the adverbs in the story that describe the verbs in the list from Ss around the class.


Answer Key

1.slowly

3 dangerously

5 anxiously

2. frantically

4 quickly

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise using adjectives and adverbs

  • Explain the task. Elicit which of the words in the list are adjectives/adverbs.

  • Explain that we use intensifiers (usu adverbs) to emphasise adjectives. Intensifiers include: really, quite, completely, extremely, absolutely, incredibly, etc.

  • Ss do the task. Check Ss' answers.

Answer Key

1 deafening (adv), violently (adv).

2 absolutely (adv), massive (adj), rapidly (adv)

3 Dark (adj), heavy (adj)

4 carefully (adv)

Answer Key

A 3 a huge wave hit the jeep В 1 the characters put their surfboards in theJ C 4 the emergency services rescued them D 2 they went to the beach, there were < clouds and the wind was strong

10 fAim) To write a story

Explain the task and give Ss time to write t story using the plan and their answers to E> Then ask various Ss to read their stories alou

Remind Ss to use a variety of adjectives adverbs.

Alternatively, assign the task as HW and ch Ss' answers in the next lesson.

Answer Key

Adverb used as an intensifier: absolutely

Other intensifiers: amazingly, entirely, remarkably,

totally

To practise using linkers that show sequence of events

Explain the task to Ss and give them time to complete it.

Check answers around the class.

Answer Key

1 As soon as 4 Suddenly

2 Eventually 5 and

3 While 6 Before

To understand how to set the scene

Ask Ss to read through the Study Skills box.

Ask Ss to say how the writer sets the scene in the story

in Ex. 2. (who = my friend James and I, where = travel across the USA, when = summer)

Explain the task and give Ss time to complete it.

Check Ss' answers around the class.

Suggested Answer Key

Steve could never expect his weekend trip would end like this. Last Saturday afternoon, Steve and his friends were enjoying themselves in their sailing boat. Suddenly, the sky went dark and the wind began to blow hard. Huge waves hit their boat and Steve and his friends felt frightened.

  1. due! To predict the content of a stc and practise sequence of events; to listen foi sequence of events

  • Direct Ss' attention to the pictures and s what each one shows and ask Ss to decid which order they go.

  • Play the recording. Ss listen and check.

Answer Key

A 3 a huge wave hit the jeep В 1 the characters put their surfboards in theJ C 4 the emergency services rescued them D 2 they went to the beach, there were < clouds and the wind was strong

  1. To write a story

  • Explain the task and give Ss time to write t story using the plan and their answers to E> Then ask various Ss to read their stories alou

  • Remind Ss to use a variety of adjectives adverbs.

Alternatively, assign the task as HW and ch Ss' answers in the next lesson.

Suggested Answer Key

A Nasty Experience

It was a lovely sunny day in August. Jim and three friends decided to go surfing at a sandy be that they knew about 20 miles away.

After they had loaded their surfboards in the bad Jim's jeep, they clambered inside and set off hapf. At first, the sun was shining brightly but by the ti they got to the beach, dark clouds began to app in the sky. The wind started blowing hard and sea was full of big white waves. Excited rather tl disappointed by the change in the weather, Jim dn onto the beach and parked on the sand.

The four friends were about to get out of the ji and get their surfing gear when, all of a sudden huge wave smashed against the side of the vehi and overturned it. They knew they had to get ( quickly before another wave struck. Harry manat to open a door. "This way, hurry!" he shout Unluckily, Max's seatbelt was stuck. The bt screamed frantically as they tried to release hi Eventually, they managed, but not before the jt was half full of water!

Jim phoned the emergency services and before lo they were towing the jeep out of the wat Everyone sighed with relief. It had been a na: experience but at least they were safe.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.

Reflection

Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.

Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


Module 2 Natural Disasters


LESSON: Module 2 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To listen and read for gist

  • Ask Ss to look at the picture and answer the question.

  • Play the recording. Ss listen and follow the text in their books.

  • Ss check their answers.

Answer Key

Hurricane Katrina has seriously affected New Orleans. A lot of people lost their homes and many others lost their lives.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To read for key information

  • Go through the subheadings A-G and elicit/ explain any unknown words. Give Ss time to do the task.

Check Ss' answers. Ask Ss to justify their answers


Answer Key

  1. E birth of storm - storm formed

  2. В gathering strength - became stronger

  3. A surrounded/water - river on two sides,

lake/north, most of city below sea level

  1. G awful situation - left city/temporary shelters,

begging for help, suffering from looting

  1. F help at last - eventually, moved into, get

food, pumped last of water

  1. D moving on - slow recovery

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

To consolidate new vocabulary

  • Ask Ss to read the text again and give them time to match the words accordingly.

  • Check Ss' answers.


evacuating: sending people to a place of safety

under threat: in danger

came ashore: moved from the sea to land

smashed: broke

the elderly: old people

begging: asking anxiously

looting: stealing

cope: manage

  1. To consolidate new vocabulary

Give Ss time to complete the task, then check Ss' answers.

Answer Key

1

tropical

5 level

9

struggle

2

declare

6 shelters

10

pump

3

eye

7 rise

11

lose

4

threat

8 beg

12

recovery


To personalise a situation


Explain the task and ask various Ss to use the phrases in Ex. 4 to narrate their experience to the class.

Suggested Answer Key

We heard about the tropical storm, but when the mayor declared a state of emergency, we knew we had to evacuate the city. The city is below sea level and the risk of flooding is too great. When the eye of the storm missed the city, some people relaxed and thought it would be OK. We didn't. We thought it would be best to leave and stay in temporary shelter until the danger passed. We watched the scenes on television and saw the waters rise. People were begging for help and struggling to cope. We stayed away until the army had pumped the water out of the city. After that we went back to help rebuild the city, including our own house.

To describe a national disaster; to compare and contrast disasters

  • Explain the task and ask Ss to work in small groups and look up information on the Internet.

  • Ask various Ss to compare their disaster with the New Orleans disaster.

  • Check Ss' answers.

Suggested Answer Key

In April, 2017, terrible floods happened in the areas of Akmola, Aktobe, East Kazakhstan, Zhambyl, Karaganda, Kostanay and North Kazakhstan.

7,115 people were evacuated and at least 70 people had to be rescued from flood water. Around 1,500 homes have been damaged, as well as some public buildings including a school.

The disaster is different to that of New Orleans because it was on a much smaller scale. Fewer people were affected and there was less damage.

For Background Information see p. 28(T)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.



Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk





















Module 2 Natural Disasters


LESSON: Module 2 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To introduce the topic and read for specific information

Elicit what Ss know about tsunamis.


Suggested Answer Key

I know that tsunamis are huge waves that can cause

terrible damage to coastal areas.


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



  • Ask Ss to write down three questions they would like to ask on the topic.

  • Play the recording. Ss listen and follow the text in their books and see if they can answer the questions.


Suggested Answer Key

  1. Why do they happen ? (They are usually caused by an undersea earthquake.)

  2. Why is there sometimes more than one at a time? (There are often other waves following a tsunami because of the ripple effect.)

How destructive can a tsunami get? (It can cause the loss of life, flatten buildings and trees and destroy whole ecosystems.)

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



  1. To read for key information

  • Ask Ss to read the subheadings A-G and then give them time to read the text and complete the task.

  • Check Ss' answers. Ask Ss to justify their answers.

Answer Key

  1. G undersea/underwater

  2. E move suddenly

  3. В the water ripples

  4. C wave moves, hit shore/strong and fast tide

  5. F slowly get smaller

  6. D powerful force, loss of life

  • Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

  • Play the video for Ss and elicit their comments.

з To read for key information

Give Ss time to complete the task and then check Ss' answers.

Extra Activity Suggested Answer Key from p. 32(T) Suggested Answer Key

  1. Eyjafjallajdkull erupted in 2011. (F - 2010)

  2. Forest fires destroyed 1.2 million acres of land in Spain in 2017. (F - Portugal)

  3. Floods happen often in Kazakhstan. (T)

  4. The River Ishim is in Astana. (T)

  5. New Orleans has recovered from Hurricane Katrina. (F - It's making a slow recovery.)


6 You can drive in a flooded area. (F - You car swept away.)

7 Hurricane Katrina had winds of over 270 krr:

(T)

8 A tsunami has only one wave. (F - There are of’ other waves behind it that can be just as big.)

Answer Key

1 volcanic eruption 4 shore, inland, p:

2 tectonic plates 5 flatten

3 pebble, scale

Give Ss time to prepare their answers anc their partners.

Check Ss' answers by asking various pairs tc the class.

Suggested Answer Key

I have learnt what causes a tsunami.

Not all tsunamis are giant waves, some are sr tides.

An undersea earthquake usually happens on a h line.

I didn't know there were underwater volcanoes


Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


End of the lesson.



Reflection





Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.


Ss use their stickers to write about today’s lesson. Commentaries, wishes.



Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk


































Module 2 Natural Disasters


LESSON: Module 2 Lesson 12

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning

Natural Disasters

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.


Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.


Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Envelop with shapes


30 min

To present and practise phrasal verbs with back, call and carry

  • Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.

  • Give Ss time to complete the task and then check Ss' answers.

Answer Key

away 3 on 5 off

out 4 up 6 out

Feedback:

The praise” method

Good job!

Well done!”

Student’s Book

CD disk



To practise prepositional phrases

  • Explain the task and give Ss time to complete it and then check Ss' answers.

  • Ask Ss to start a Prepositions Section in their notebooks and use it to list words that go with prepositions in alphabetical order.

  • Ask Ss to revise this section regularly as this will help them use the English language in a natural way.

Answer Key

1 at 2 to 3 in 4 in 5 for

To consolidate words which are often confused

Explain the task and give Ss time to complete it and then check Ss' answers.

Answer Key

  1. stay 3 blocked 5 reached

  2. shake 4 rose

Note:

  • keep sb alive

  • rise - rose - risen: intransitive verb - doesn't take an object, raise - raised - raised: transitive verb - takes an object; (raise your hand) arise - arose - arisen (for problems, difficulties, etc.)

  • arrive in a big city, arrive at a small area (village)

To form compound adjectives

  • Read the theory box and the examples aloud and then explain the task.

  • Give Ss time to complete the task.

  • Check Ss' answers.

Answer Key

  1. never- 3 thought- 5 man-

  2. well- 4 thirty-

To revise vocabulary from the module

Give Ss time to complete the task and then check Ss' answers.

Answer Key

1 tectonic

6

emergency

2 barrier

7

environmental

3 nuclear

8

sea

4 volcanic

9

take

5 relief

10

struck


Further Practice - Quiz

consolidate information in the

  • Make photocopies of the quiz.

  • Give Ss time to complete the quiz, looking back through the module if necessary.

  • Check Ss' answers.

Quiz

Mark the sentences T (true) or F (false). Correct the false sentences.

  1. The tsunami in Japan was caused by a magnitude 7 earthquake.

  2. The dam in Astana was built in 2010.

  3. A baby boy became famous after surviving the earthquake in Japan.

  4. Hurricane Katrina hit New Orleans in 2005.

  5. Mudslides in Kazakhstan can happen after high temperatures.

  6. Lake Pontchartrain is in the north of New Orleans.

  7. Floods cause tsunamis.

  8. Hurricane Katrina started as a tropical storm.

Answer Key

  1. F (magnitude 9)

  1. T

  2. F (baby girl)

  3. T

  4. T

  5. T

  6. F (Undersea earthquakes, undersea landslides

and underwater volcanoes cause them.)

T


Feedback:

The praise” method

Good job!

Well done!”



Extra Activity

To create a quiz

  • Ask Ss to read through Module 2 and write a quiz of their own.

  • Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss to go through the module and compile their quizzes.

  • Ask Ss to exchange their quizzes, do them, and then check their answers.

For Suggested Answer Key see p. 31(T)

To read for specific information

  • Give Ss time to read the text again and complete the task.

  • Check Ss' answers. Ask Ss to justify their answers.

Answer Key

  1. A He can't stay this dose for too long because

the gases and acids will destroy his camera ... (para 2)

  1. C It takes a lot of patience ... (para 3)

  2. D ...the volcano was throwing out rocks the

size of cars, so for most of the time he was sheltering behind a large boulder! (para 4)

  1. В ... but that doesn't stop him from taking

precautions because this is a job where safety is a priority, (para 5)

  1. D As Martin admits, "One has to know when

it's safe to come near and when it is a matter of survival to stay away ..." (para 5)

Listening

2 To listen for specific information (multiple matching)

  • Ask Ss to read the headings A-F.

  • Play the recording. Ss listen and match them to the speakers accordingly.

  • Check Ss' answers.

Answer Key

1C 2D 3 E 4 F 5 A

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

  1. burst 7 declared

  2. ensure 8 avoided

  3. encountered 9 struck

  1. To consolidate grammar from the module

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

  1. to keep 3 moving 5 Having

  2. to crawl 4 to volunteer 6 to bring

  1. To consolidate prepositional phrases from the module

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

1 into 2 with 3 off 4 away 5 to

  1. To match exchanges

  • Explain the task.

  • Ss complete the task.

  • Check Ss' answers.

Answer Key

IE 2 C 3 В 4 D 5 A

  1. To practise word formation

.

Answer Key


1 tropical

3 recovery 5 residential

2 powerful

4 aftershocks


Feedback:

The praise” method

Good job!

Well done!”


End of the lesson.



Reflection

Individual work:

10 min.

Comments” method is used to find out was the lesson clear or not. Use the stickers.



Ss use their stickers to write about today’s lesson. Commentaries, wishes.

Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using simple sentence.

Differentiation:«Conclusion» method is used to finish the lesson.



Feedback:

The praise” method

Good job!

Well done!”

Whiteboard

Pupils Book

stickers


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