LESSON: Module 2 Lesson 10

Progress Check

Unique underwater areatures

School:

Date:

Teacher name:

CLASS: 11

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics

11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics

11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics

11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics

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

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

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics

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

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

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

Lesson objectives

All learners will be able to:

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

Most learners will be able to:

use most target vocabulary successfully in 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 gist and identify all specific information

ICT skills

Using videos& pictures, working with URLs

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

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warming-up

Team work

10 min.

Organization moment :

1.Greeting.

T give them different shapes and ask them to divide into 3groups.

I-circle

II -square

III–triangle

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By wishing each other they feel better and feel the support of others.

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!”

Envelop with shapes

25 min

SB Ex. 1 p. 33 To read for specific information

• Ask Ss to read the questions 1-5 and the possible answers and give them time to read the text and choose the correct answers. • Check Ss’ answers around the class and ask Ss to justify their answers with examples from the text.

Answer Key

1 B para A: …many people still believe they only exist in children’s stories)

2 A (para B: …they have survived from ancient times with only very small changes in their body structure and function)

3 C (para C: …which helps them to avoid being swept away by strong currents.)

4 B (para D: …are the only creatures in the animal kingdom where the male, not the female, becomes pregnant and gives birth to babies!)

5 D (para E: …the most endangered seahorse in the world is the Knysna seahorse…)

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

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 2 p. 33 To revise everyday English expressions

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

Answer Key

1 a 2 b 3 a

Ex. 3 p. 34 To listen for specific information

• Explain the task and ask Ss to read the statements 1-5. • Play the recording. Ss listen and mark the statements accordingly. • Check Ss’ answers.

Answer Key

1 F 2 F 3 T 4 T 5 F

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 4 p. 34 To revise using reported speech

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

Answer Key

1 Ruslan said that Gulya had seen a bear in the wild. 2 Nurasyl asked me if I knew anything about bees. 3 She explained that she was watching a documentary at 9pm the night before/the previous night.

4 The ranger wondered where the eagle’s nest was. 5 He promised (me) he would call me the next/following day.

Ex. 5 p. 34 To revise cleft sentences

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

Answer Key

1 What 2 who 3 me 4 it

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 6 p. 34 To consolidate vocabulary from the module

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

Answer Key

1 mate 2 hatched 3 detect 4 carnivores 5 breed 6 spot 7 hooked 8 full-grown 9 dived 10 soar

Ex. 7 p. 34 To write an opinion essay

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

Suggested Answer Key

Some people think that it is beneficial for every person to have a pet. In my opinion, everyone should have a pet as long as they are able to look after it properly. To start with, studies suggest that having a pet can reduce stress and loneliness.For example, for people who live alone – especially older people who spend a lot of time at home – having a dog or cat can provide some much-needed company. Furthermore, there are many animals that desperately need a home.There is a great number of abandoned animals, such as cats and dogs that live on the streets or in animal shelters. On the other hand,having a pet is a big responsibility and I am not sure it is right for everyone.For instance, if a person lives in a small flat and they are at work all day,it is not fair to have a dog that will be stuck inside all day.Animals need free space to run and play. All in all, I believe that having a pet is usually a very positive experience for both the animal and its owner. However, some people are not well suited to having a pet because of lifestyle factors such as working hours and living conditions. Competences Ask Ss to assess their own performance in the module by using ticks according to how competent they feel for each of the listed activities. Ss can use this feedback to set personal learning objectives.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ending the lesson

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

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!

Whiteboard

Pupils Book

Poster.