Unit 2: Investigate and report on animal world: bats, eagles, bees and dolphins

lesson 16

Teacher name: Sidakova A.

Date: 07.10.2024

Grade: 11

Number present: 7

absent:0

Lesson title

Grammar: Impersonal sentences

Learning objectives

11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

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

Lesson objectives

Learners will be able to:

• Listen and read for specific information

• Read for cohesion and coherence

Values ​​and its purpose:

Low and Order

"Victim in the life of a child"

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions

Answers:

S tudents own answer

Formative Assessment

Good job!

Assessment criteria

- write an informal email following the model text and using relevant vocabulary

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:24

To introduce key vocabulary related to bats; to listen for confirmation

• Direct students to the picture and read out the list of body parts. Give students time to complete the labels.

• Play the recording. Students listen and check.

Ex: 2 P:24

To read for specific information (T/F)

• Ask students to work in pairs and read the sentences and decide which ones they think are true and tick them.

• Play the recording. Students listen and read the text and check their answers.

Ex: 3 P:25

To read for cohesion and coherence (missing sentences)

• Explain the task. Give students time to complete the gaps choosing from the sentences.

• Check students’ answers around the class.

Ex: 4 P:25

To consolidate information in a text and read for cohesion and coherence (missing words)

• Explain the task and give students time to read through the text and complete the gaps using the words in the list referring back to the main article if necessary.

• Check students’ answers.

Ex: 5 P:25

To present impersonal sentences

• Present impersonal structures and ask students to find examples in the text.

• Refer students to the Grammar Reference section for more information.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the picture. Use the words in the list to label the body parts

Answers:

1 ear

2 foot

3 tail

4 nose

5 knee

6 eye

7 elbow

8 wrist

9 thumb

10 finger

Students discuss in pairs. Tick the correct answers. Then read the text to check if your answers were correct

Answers:

1 ✓ 2 ✓ 5 ✓

Students read the text again and fill in the gaps with the sentences. One sentences is extra

Answers:

1D

2F

3A

4C

5B

Students complete the text

Answers:

1 mammal

2 wingspan

3 eyesight

4 echolocation

5 chiropterologists

6 sounds

7 pollination

8 pest

9 tendons

10 gravity

Descriptor:

- label the body parts

Total: 1 point

Descriptor:

- tick the correct answers

Total: 1 point

Descriptor:

- fill in the gaps

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

FAST FINISHERS

You may ask fast finishers to make sentences using words from the glossary.

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

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

Poster