Назар аударыңыз. Бұл материалды сайт қолданушысы жариялаған. Егер материал сіздің авторлық құқығыңызды бұзса, осында жазыңыз. Біз ең жылдам уақытта материалды сайттан өшіреміз
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Action 10 ҚМЖ 1 term
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 1 Introductory lessons |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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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 |
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Value links |
1 Science and scientific phenomena |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
1 Science and scientific phenomena |
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Plan |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 5 min.
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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.
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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
2D 4 G 6 1 8 В
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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) |
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30 min |
To personalise the task
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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” |
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To revise extreme sports
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Answer Key 7 white-water rafting
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T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
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To revise vocabulary related to entertainment
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T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
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Give Ss time to complete the sentences in pairs and then check Ss' answers.
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Answer Key 1 account 4 login 7 interface 2 engine
3 community 6 sign up
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T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
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Aim To revise vocabulary related to the weather
Give Ss time to complete the task and then elicit
Answer Key 1 breeze 3 storm 2 tornado 4 sunny spells
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Aim To revise vocabulary related to health issues
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T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
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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.
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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
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T praise active Ss with phrases such as: “Good job! Well done!” “One more time, please” |
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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!
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Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 2
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about animals and their habitats, the steppe |
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Value links |
1 Science and scientific phenomena |
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Cross - curricular links |
1 Science and scientific phenomena |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
1 Science and scientific phenomena |
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Plan |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Team work 10 min.
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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 |
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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
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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30 min |
To match scientists to their
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Answer Key
won the Nobel Prize twice.
was at the centre of the universe.
organisation EcoCenter.
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To introduce new vocabulary and match scientists to their fields of study
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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
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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.
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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!
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Module 1 Science and scientific phenomena
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 4
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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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. |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
1 Science and scientific phenomena |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
1 Science and scientific phenomena |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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Suggested Answer Key
life |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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30 min |
To read for cohesion and coherence
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Answer Key 1C 2 A 3 F 4 D 5 В
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To consolidate new vocabulary
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To consolidate new vocabulary
Check Ss' answers. |
Answer Key 1 roam 2 impressive
3 excavating 4 alterations
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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.
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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. |
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Whiteboard Pupils Book stickers |
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 5
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about natural disasters and write an email |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
1 Science and scientific phenomena |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
1 Science and scientific phenomena |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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30 min |
To present/revise past modals of speculation and deduction
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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)
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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Aim To practise past modals of speculation and deduction
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Answer Key
must have stolen |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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
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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.
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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
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End of the lesson. 10 min. Reflection
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“I know/want to know/knew” method. T gives cards. And explains the instructions.
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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.
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Cards |
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 6
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
1 Science and scientific phenomena |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
1 Science and scientific phenomena |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 min
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Organization moment: 1.Greeting. 2. Organization moment. Sing a song “A family” T shows the video of the song.
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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 |
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Answer Key
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
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To
express an opinion Ask various Ss around the class to share their opinions with the rest of the class following the example.
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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.
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To predict the content of a Text
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Suggested Answer Key
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book
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To read
for specific information
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Answer Key ID 2 В ЗА
Play the video for Ss and elicit their comments. |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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End of the lesson. 10 min. Reflection
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“I know/want to know/knew” method. T gives cards. And explains the instructions.
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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.
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Cards |
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 7
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: compare buildings and write about buildings |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
||||||
Cross - curricular links |
1 Science and scientific phenomena |
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ICT skills |
Using videos& pictures, working with URLs |
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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
|
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30 min |
(Aim) To consolidate new vocabulary through antonyms
|
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
Answer Key |
To
practise forming negative verbs
Answer Key
|
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
|
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: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, 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. |
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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 |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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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
|
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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
Answer Key
6 [Aim To present/revise
active/passive
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
|
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|
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
Suggested Answer Key
|
To
practise the passive
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
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: |
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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. |
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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
|
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
|
||||||||||||
|
coherence; to listen and read for confirmation
Answer Key
з To consolidate new vocabulary
Answer Key
|
Suggested Answer Key
To write about an invention
(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
|
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
Check Ss' answers. Answer Key
|
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
|
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
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
Answer Key 7 misuse 3 rematch 5 refund |
Further
Practice - Quiz [Aim] 110.1.61 To consolidate information in the module
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
|
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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
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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
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
Answer Key
Answer Key
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Answer Key
To practise connectors Give Ss time to complete the task and then check Ss' answers. Answer Key 7 but 3 and 5 While
Writing
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
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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.
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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 |
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Date: |
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absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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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 |
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Value links |
Natural Disasters |
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Cross - curricular links |
Natural Disasters |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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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.
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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
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Vocabulary
1 disasters To present vocabulary for natural
To introduce new vocabulary; To match vocabulary to pictures
Answer Key
b) To discuss feelings related to natural disasters
Suggested Answer Key
Answer Key Extract 1 - D Extract 2 - В |
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
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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.
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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
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Module 2 Natural Disasters
LESSON: Module 2 Lesson 2
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about animals and their habitats, the steppe |
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Value links |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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30 min |
Vocabulary & Reading
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Answer Key 7 UNDERSEA 5 CLOSED DOWN
FORCE |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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
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
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
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Answer Key 1C 2 A 3 F 4 E 5 D
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b) To listen for confirmation
Play the recording. Ss listen and check their answers.
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
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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.
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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
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Module 2 Natural Disasters
LESSON: Module 2 Lesson 3
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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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. |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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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.
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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
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Answer Key swamp-like 4-month-old hard-working world-famous |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To practise compound adjectives
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.
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To present/revise (to) infinitive/ -ing forms
Answer Key
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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To practise (to) infinitive/-/ng forms
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Answer Key
b reading (fail to remember)
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
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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.
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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 |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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30 min |
To present disasters
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Answer Key
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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b) To match disasters to headlines
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
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
Answer Key
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about natural disasters and write an email |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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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
|
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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.
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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
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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
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.
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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!
Answer Key IF 2 T 3 T 4 F 5 F To discuss solutions to help people affected by a flood
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
|
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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: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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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)
Answer Key The text is a leaflet. Its purpose it to educate. Suggested Answer Key
b) [Aim]
To
listen and read for specific
information
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To listen and read for specific information
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
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
|
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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
|
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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
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: compare buildings and write about buildings |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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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.
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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
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To consolidate information in a listening task Ask various Ss to tell the class what they have learnt about earthquake safety.
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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
|
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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
After a hurricane
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
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School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, 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. |
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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 |
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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
|
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30 min |
To introduce the topic and predict the content of the text Writing
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Answer Key
first-person narrative |
Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
|
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|
To analyse a model story
Answer Key
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. |
з To put events in a story in order
Answer Key A3 Cl E 2 G 6 В 7 D 5 F 4 H 8
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: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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: |
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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. |
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Assessment criteria |
Learners have met the learning objective if they can: write an essay offering solutions to a problem |
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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
|
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30 min |
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
|
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|
To practise using adjectives and adverbs
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.
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
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: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about values |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
||||||||||||||||||||||||||
ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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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
|
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30 min |
To listen and read for gist
|
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
Check Ss' answers. Ask Ss to justify their answers
Answer Key
lake/north, most of city below sea level
begging for help, suffering from looting
food, pumped last of water
To consolidate new vocabulary
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
Give Ss time to complete the task, then check Ss' answers. Answer Key
|
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
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
|
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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: |
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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 |
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Lesson objectives |
All learners will be able to: |
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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 |
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Assessment criteria |
Learners have met the learning objective if they can: speak about values |
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Value links |
Solutions to global issues, natural disasters and global citizenships |
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Cross - curricular links |
Global issues |
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ICT skills |
Using videos& pictures, working with URLs |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Warming-up Whole class 5 мин.
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Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.
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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
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30 min |
To introduce the topic and read for specific information Elicit what Ss know about tsunamis.
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Suggested Answer Key I know that tsunamis are huge waves that can cause terrible damage to coastal areas.
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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Suggested Answer Key
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
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Answer Key
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
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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
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Feedback: “The praise” method “Good job! Well done!” |
Student’s Book CD disk
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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.
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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
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Module 2 Natural Disasters
LESSON: Module 2 Lesson 12
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School: |
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Date: |
Teacher name: |
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Number present: |
absent: |
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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 |
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Lesson objectives |
All learners will be able to: |
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use some language from the module to express views and pose some relevant activity accurately |
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Most learners will be able to: |
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use a range of language from the module to express views and pose a range of relevant activity accurately |
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Some learners will be able to: |
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use a wide range of language from the module to express views and pose a range of relevant activity accurately |
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Previous learning |
Natural Disasters |
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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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
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30 min |
To present and practise phrasal verbs with back, call and carry
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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
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To practise prepositional phrases
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
Note:
To
form compound adjectives
Answer Key |
To
revise vocabulary from the module Give Ss time to complete the task and then check Ss' answers.
consolidate information in
the
Quiz Mark the sentences T (true) or F (false). Correct the false sentences.
Answer Key
and underwater volcanoes cause them.) T
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Feedback: “The praise” method “Good job! Well done!” |
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Extra
Activity To create a quiz
For Suggested Answer Key see p. 31(T) To read for specific information
Answer Key
the gases and acids will destroy his camera ... (para 2)
size of cars, so for most of the time he was sheltering behind a large boulder! (para 4)
precautions because this is a job where safety is a priority, (para 5)
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)
Answer Key 1C 2D 3 E 4 F 5 A
Answer Key
Answer Key 1 into 2 with 3 off 4 away 5 to
Answer Key IE 2 C 3 В 4 D 5 A
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Feedback: “The praise” method “Good job! Well done!” |
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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.
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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 |