Short term plan "Clauses of purpose" 11th grade

Movie magic

School named after K.Satbayev

Date:

08.05

08.05

04.05

Teacher’s name: Abdullayeva Zhuldyz

Grade:

11a

11б

11в

Number present:

absent:

Checked up:

Lesson objectives

• To develop communicative competence.

• To develop four main skills.

Language objective

• Clauses of purpose

Previous learning

Learners know general information about modal verb need in general. They know how to compare and contrast, ask personal questions and state obligations.

Success criteria

Learners can talk about travel. (75-90%)

Value links

Value of Mangilik El, Respect, Support, Trust. Value of friendship. Learners will work individually showing respect and being polite with each other.

Cross curricular links

Lesson is connected with social geography.

ICT skills

CD player, CD, Grammar pictures and cards etc.

Intercultural awareness

Accept diversity of other cultures

Pastoral Care

To develop leadership skills

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard Everyday classroom precautions

Procedure of the lesson

Planned timings

Beginning

(2–3 minutes)

Planned activities

Warm-up – Back Writing
This is a good activity for restless younger classes.

Procedure

• Put students into teams (no more than eight or so in each team) and get each team to line up facing the board.

• The student at the front of each team needs chalk or a board pen. Show a word or a picture to all the students who are at the back of each line. Use a word you've studied in class, that all the students should know.

• The students at the back of the line should ‘write' each letter of the word with their finger, on the back of the student in front of them in the line. The students pass the letters down the line by doing the same and ‘writing' the letters in turn on the back of the student in front of them.

• The student at the front of the line writes the letters on the board to make the word. The first team with the word written correctly on the board wins.

A few words of warning with this activity; it's a good idea to start with short words and short lines of students as it can take a while to pass the letters down the line. Also if your students aren't used to this type of ‘touchy' activity you may want to change the game to students whispering the letters rather than writing on backs.

First published 2008

https://www.teachingenglish.org.uk/article/happy-graph

Middle

(6-13 min)

(13-21 min)

(21-30 min)

(31-36 min)

Exercise 1a – Read and listen

Work in pairs. Discuss why you think people enjoy watching films so much.

Exercise 1b

Read the text quickly and choose the best title.

Exercise 1c

Put these phrases into the correct places in the text. Then listen and check.

Exercise 1d

Read the text again and answer the questions.

Discussion box

1. Do you go to the cinema often, and if so, does it help you feel good?

2. Do you think film therapy will be popular? Why / Why not?

GRAMMAR – Clauses of purpose: to / in order to / so as to

These structures express purpose and answer the question why something is done.

To

We use 'to + verb' to say why we do something.

 Examples: I'm going to Ireland to visit my family.

 I went to the post office to buy some stamps.

In order to

So as to

We can also use 'in order to' or 'so as to'.

 Examples: I'm going to Ireland in order to visit my family.

  I went to the post office so as to buy some stamps.

Note

1-  'in order to' and 'so as to' are more common before stative verbs like:

 be, have, know, appear, seem, understand, etc.

Example: she left work early in order to be at home with the children.

 2-  Before a negative infinitive, we normally use 'so as' or 'in order'.

 Example: I am leaving now so as not to be late.

    (not: I am leaving now not to be late).

3-  Do not use 'for' before the infinitive of purpose.

Example: I phoned Jenny to invite her to dinner.

       (not: I phoned Jenny for invite her to dinner).

So that

This structure is also frequently used to talk about purpose.

It is normally followed by modal such as can or will.

Example: I am saving money so that I can buy a new car.

Exercise 1a

Look at the examples. Then complete the rule.

Exercise 1b

Match the questions with the answers. Add not to the answers where it is needed. Then rewrite the question and answer as one sentence.

GRAMMAR – Result clauses with so / such (that)

So...That

It expresses a cause and effect.

Grammar:
So + adjective/adverb + that
I was so sleepy that I couldn't keep my eyes open.

Subject Exercises:

So...That / Such...That Exercise
So vs Such vs Such A
So vs Such vs Such A 2

Similar Exercises:

As...As / Such...that
So...that / Such...as

Examples

Cause: It was too windy.
Effect: We couldn't go sailing.

It was so windy that we couldn't go sailing.
(windy- adjective)

Cause: My sister is very shy.
Effect: She hides behind my mother when there are strangers around.

My sister is so shy that she hides behind my mother when there are strangers around.
(shy- adjective)

Cause: The dress was wonderfully designed.
Effect: I couldn't take my eyes off it.

The dress was so wonderfully designed that I couldn't take my eyes off it.
(wonderfully- adverb)

Such...That

Also expresses a cause and effect.

Grammar:
such + (adjective) + NOUN + that

Examples

Cause: It was a great movie.
Effect: I watched it several times.

It's such a great movie that I've watched it several times.
(great-adjective, movie-noun)


Cause: She is a very charming woman.
Effect: Everybody stares at her.

She is such a charming woman that everybody stares at her.
(charming-adjective, woman-noun)

Note: such a very charming... "very" is dropped.


Attention
So...that is used with quantifiers (many, much, few, little) even if there is a noun.

I have so many friends that I never get bored.
He has so much money that he can buy whatever he wants.

Exercise 3a

Complete the sentences with the phrases in the box. Use the text to help you.

Exercise 3b

Complete the rule. Write so or such.

Exercise 3c

Join the 2 sentences to make one. Use so and such.

Exercise 3d

Make sentences that are true for you, using the phrases in the box. Compare sentences with a partner.

SB p.102-103

End

(36-40)

• Teacher asks to choose a famous billionaire and to do some internet research on him/ her for homework.

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the text.

I can understand: all / most of / some of the text when I read it.

I can say: all / most of / some of the words in the texts.

Hometask: composition

Pictures of new words, evaluation worksheet

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

• More support can be given at the start and in middle of lesson by providing less-able learners with new vocabulary in a word list so they can read examples of words seen or heard.

• Learners, who are less confident at answering the questions, can be given templates of how to answer to one or another questions.

• Monitor how much vocabulary learners can remember from the texts.

• Monitor learners as they reorder events from the text. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Make sure learners have sufficient time to answer questions.

• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

• More-able learners can be encouraged to use the full range of language from the text when they practise retelling.

Reflection

Where the lesson objectives/ learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

• Monitor groups of learners as they agree on and practise answering questions according to the text. Do they take turns to speak?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?