LESSON: Module 2 Lesson 3-4

Vocabulary

Specific features of animals

Environmental problems

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

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

11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics

11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics

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

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

11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

All learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with support;

Most learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with some support;

Some learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics without support;

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

Previous learning

Protection of golden eagles

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. 24 To consolidate vocabulary from a text

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

Answer Key

1 prey 2 diet 3 carnivores 4 differentiate 5 soar

Ex. 2 p. 24 To consolidate vocabulary from a text

• Give Ss time to complete the task. • Check Ss’ answers.

Answer Key

1 hatch 2 give 3 breeds 4 lay

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 3 p. 24 To practise prepositional phrases

• Give Ss time to complete the task. • Check Ss’ answers.

Answer Key

1 on 2 in 3 in 4 into 5 for

Ex. 4 p. 24 To present topic related vocabulary

• Explain the task and give Ss time to complete it. Remind Ss to check the unfamiliar words in their dictionaries. • Check Ss’ answers around the class.

Answer Key

1 mammals 2 wings 3 fur 4 legs 5 antennae 6 sting 7 blowhole 8 openings 9 fins 10 tails

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 5 p. 24 a) To present new vocabulary for types of animals Ask various Ss to read out the definitions for the different types of animals. Explain any unknown words.

b) To categorise new vocabulary

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

Answer Key

mammals: monkey,whale, seal, jaguar, kangaroo, bear, mouse, squirrel reptiles: crocodile, iguana, chameleon amphibians: frog, toad fish: tuna, salmon rodents: mouse, squirrel birds: eagle, parrot insects: fly, beetle, butterfly

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. 25 To present new vocabulary for environmental problems

• Direct Ss’ attention to the pictures and give Ss time to match the problems to them. • Check Ss’ answers.

Answer Key

A 3 B 6 C 1 D 2 E 5 F 4 G 8 H 7

Ex. 7 p. 25 To practise new vocabulary

• Explain the task and read out the example. • Give Ss time to match the problems and solutions and then talk about it in pairs following the example. • Monitor the activity around the class.

Answer Key

1 g 2 f 3 e 4 a 5 c 6 b 7 d

Suggested Answer Key

A: How can we solve the problem of endangered animals?

B: We can stop hunting them.

A: How can we solve the problem of polluted beaches?

B: We can clean up the coastline.

A: How can we solve the problem of energy waste?

B: We can turn off lights when we don't need them.

A: How can we solve the problem of air pollution?

B: We can use public transport.

A: How can we solve the problem of global water shortage?

B: We can use taps carefully.

A: How can we solve the problem of landfills full of rubbish?

B: We can recycle rubbish.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 8 p. 25 To learn/practise phrasal verbs

• Give Ss time to choose the correct particle. • Ask Ss to check their answers in Appendix I. • Check Ss’ answers.

Answer Key

1 out 2 about 3 up 4 up 5 round

Ex. 9 p. 25 To learn/practise prepositional phrases

• Give Ss time to choose the correct preposition. • Ask Ss to check their answers in Appendix II at the back of their books. Answer Key 1 at 3 from 5 in 2 from 4 on, from

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.