LESSON: Module 1 Lesson 9

Transitive/Intransitive verbs

School:

Date:

Teacher’ s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar 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

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

11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.1.4 - evaluate and respond constructively to feedback from others

11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar 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

11.1.1 - 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

11.5.1 - plan, write, edit and proofread work at text level independently 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

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

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

11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics

11.6.15 - use a growing variety of more complex conjunctions to express condition concession. and contrast on a wide range of general and curricular topics

11.1.4 - evaluate and respond constructively to feedback from others

11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional uses and textual reference on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

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

Most learners will be able to:

use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text;

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information of the text;

Assessment criteria

Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.

ICT skills

Using videos& pictures, working with URLs

Previous learning

Dealing with culture shock

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

Ex. 5 p. 15 a) To present transitive and intransitive verbs

• Write the sentence Please make some tea on the board and ask Ss to identify the verb. Explain that the verb make is transitive and that its object is some tea. Without an object, the verb make doesn’t make sense. • Then write the sentence The girl smiled on the board and ask Ss to identify the verb. Explain that the verb smiled is intransitive and it doesn’t need an object for the sentence to make sense.

• Elicit more examples of transitive and intransitive verbs from the Ss (e.g. transitive verbs: see, bake, play, bring, etc. Intransitive verbs: cry, swim, fly, jump, etc.) • Ask Ss to look at the underlined verbs in the text on p. 14 and say which ones are transitive and which are intransitive. • Refer Ss to the Grammar Reference section for more information. • Allow Ss time to complete the task. • Check Ss’ answers.

Answer Key

Transitive verbs (need an object): understand, find, scheduling, made, know, have

Intransitive verbs (don’t need an object): read,arrived, apologised, started, closed, studying,working, faded

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. 15 b) To practise transitive and intransitive verbs

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

Answer Key

1 answered – T 2 will be sleeping 3 left – I 4 will cost – T– I 5 have ever heard – T

• 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. 6 p. 15 a) To prepare for a listening task

• Ask Ss to look up the words/phrases in the Word List or in their dictionaries. • Check Ss’ answers.

Answer Key

euphoria (n): an intense feeling of happiness frustration (n): the feeling of being annoyed because you are unable to achieve what you want adjustment (n): change, adaptation, familiarisation acceptance (n): approval

Suggested Answer Key

I think these words represent the stages of culture shock.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

b) To listen for specific information (T/F statements)

• Ask Ss to read the sentences and underline the key words. Explain that this will help them to do the task. • Play the recording twice and remind Ss to pay attention to the underlined words as they listen. • Ss listen and complete the task. • Check Ss’ answers.

Answer Key

1 F (… follows a predictable pattern in most cases) 2 F (… all of the stages are equally important) 3 T 4 F (You start noticing things you don’t like about how people behave, or the social norms which are in place... What’s more, you have yet to find your feet in this new place) 5 T 6 F (It takes about 6 months to a year to reach this stage, in some cases even a little longer.) 7 T 8 T

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

c) To listen for specific information (note taking)

• Explain the task and play the recording again. • Give Ss time to take notes and monitor the class while Ss discuss with a partner using their notes as a guide. • Elicit answers around the class.

Suggested Answer Key

A: I think the best way to deal with culture shock is to have patience and be tolerant of others.

B: I agree.I also think that it helps if you read up on the culture of the place you are visiting before you go.

A: Definitely, that way you know what to expect. It’s also important to accept a place for what it is and not always compare it to your home country.

B: Yes, you should try to stay open to new ideas and perspectives while you’re in a different place.

A: And if you get homesick you can always combine some elements of your own culture into your life abroad.For example,celebrating a national holiday of your home country, or eating foods from home.

B: That’s a good idea. After all, adapting to a new country is a gradual process.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ex. 7 p. 15 To identify situational language for making contact • Explain the task and give Ss time to replace the phrases. • Check Ss’ answers.

Suggested Answer Key

1 Which subjects do you prefer?

2 I’m particularly interested in…

3 have you thought about what you’re going to do...

4 I haven’t made up my mind.

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. 15 To act out a dialogue based on a model

• Explain the task and remind Ss to use the language box and the model dialogue to help them. • Write this diagram on the board for Ss to follow. • Give Ss time to act out their dialogues in pairs. • Monitor activity around the class and then ask some pairs to act out their dialogue in front of the class.

Suggested Answer Key

A: Hi. I’m Eric. I think you’re in my English class.

B: Hi. My name’s Nathan.Where do you come from?

A: I was born in Bratislava,Slovakia.And you?

B: I come from Almaty, Kazakhstan. Which school subjects do you find most interesting?

A: English and History.And you?

B: I’m keen on Science and Geography.

A: So,what do you plan on doing next year?

B: I’m not sure. I hope to go to university abroad, perhaps in America.

A: Wow, that sounds really exciting! I’d like to go to university too, but somewhere closer to home.

B: That sounds good too, there are some great universities in Europe. A Introduce yourself. Say B is in your class. Say where you are from and ask B where he/she is from. Reply.Ask B about his/her studies. Ask B what he/she plans on doing when they finish school. Express interest in B’s plans and talk about your own plans. B Introduce yourself.Ask A where he/she is from. Reply.Ask A about his/her studies. Reply. Express uncertainty and talk about your possible future plans. Express interest in A’s plans.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

Ask various Ss to present their work to the class.

Suggested Answer Key

How to deal with culture shock • Do some research before you go. It is important that you know what to expect. • Use the tools available to you; there are loads of map, transportation and translation apps that can make your life much easier. • Always give yourself plenty of time to do things; even the simplest of tasks can become complicated when you’re in an unfamiliar place. • Be patient and allow yourself to adapt gradually – you’re not going to assimilate into an entirely new culture overnight! • Try to learn some of the language – even just a few words or phrases will be helpful and will show the locals that you’re making an effort. • Be tolerant of other people and their way of life – even if something seems strange to you, keep an open mind and don’t make judgments. • Accept things as they are and don’t try to change them.Avoid constantly comparing things to home. • Be open to trying new things and meeting new people. • Combine the best parts of the different cultures that you experience. For example, just because you’re living in a foreign country doesn’t mean you can’t still celebrate your homeland’s important national holidays.

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.