LESSON: Module 1 Lesson 7

Use of English

Degrees of certainty

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

11.6.8 - use a wide variety of future forms, including future perfect forms 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

11.6.2 - 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 11.1.6 - organize and present information clearly to others

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

Lesson objectives

All learners will be able to:

use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics using phrasal verbs with support;

Most learners will be able to:

use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics using phrasal verbs with some support;

Some learners will be able to:

use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics using phrasal verbs without support;

ICT skills

Using videos& pictures, working with URLs

Assessment criteria

Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning

Present, Past Future Tenses

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. 4 p. 13 a) To present phrases expressing degrees of certainty • Draw a line on the board with 0% at one end, 100% at the other end and 50% in the middle.

Next to it write a list: I’m positive, I’m almost certain,it’s possible,it’s unlikely,there’s no way, I doubt, I suppose, I’m fairly sure, I wouldn’t be surprised if, there’s not much chance. Elicit from Ss where on the line each of the words belong. Explain the phrases if required. Refer Ss to the Grammar Reference section for more information. • Direct Ss’attention to the box in Ex.4a and explain the task. Give them time to put the words in order. • Check Ss’ answers. Answer Key

A 1 C 2 E 3 G 9 I 8 B 10 D 7 F 6 H 5 J 4

Ex. 4 p. 13 b) To practise phrases expressing degrees of certainty

• Explain the task and give Ss time to replace the words in bold. • Check Ss’ answers.

Answer Key

1 H 3 C 5 G 7 F 9 J 2 D 4 B 6 E 8 A 10 I

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

c) To consolidate phrases expressing degrees of certainty; to make predictions about the future.

• Explain the task and give Ss time to think about or write their ideas. • Ask various Ss to tell the class.

Suggested Answer Key

Next year,I will probably have to study a lot because I will be preparing for exams. I want to work part time, but there is not much chance that I’ll have enough time. In the future, I’m fairly sure I’ll go to university, as long as I do well in my exams. It’s possible that I’ll study abroad; that’s something that I really hope to do, so if an opportunity comes up, I’m almost certain I will take it. I think I’d like to become a chemist, but I might change my mind over the course of my studies.

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. 13 a) To present adjective complements

• Direct Ss’ attention to the theory box and read the theory and the examples. • Remind Ss that adjectives describe or modify a noun and that they are followed by different structures. Elicit what the adjectives are followed by in each sentence in the theory box.

• Elicit more examples from the Ss (e.g. She was very pleased that she was elected class president./I was surprised to see her at the party./I wasn’t sure how they would react, etc). • Refer Ss to the Grammar Reference section for more information. • Ask Ss to read through the text in Ex. 1a again and find examples of adjective complements. • Check Ss’ answers.

Answer Key

Adjective + that + noun phrase: I feel certain that before the year is out … (paragraph 3) Adjective + to-infinitive: I feel absolutely ecstatic to see … (paragraph 1); It’s been incredible to practise … (paragraph 3); where better to hone my skills … (paragraph 3)

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

b) To practise adjective complements

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

Answer Key

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

Ex. 6 p. 13 a) To identify determiners (articles, demonstratives and quantifiers) and their uses

• Explain to Ss that determiners are words that modify nouns and give them context. Write different types on the board: indefinite article, definite article, demonstratives, quantifiers, possessive adjectives. • Elicit examples from Ss (e.g. indefinite article = a/an; definite article = the; demonstratives = this/these, that/those; quantifiers = some/any/ a lot of/many/much/(a) few/(a) little/all/none/ both/either/neither/every/each, etc.; possessive adjectives = my, your, his, et c).

• Explain that determiners can have a generic use (e.g. John, Julie and a few other friends came to the party./A woman was rescued from the avalanche.), they can be used in appositions (Tom, their oldest child, studies at university. Mr Jones,the music teacher, comes from the USA.), or they are used for textual reference, i.e. to refer to a noun/phrase already mentioned (Online shoppers are responsible for their actions.They told us not to give our personal details but we know this already).

• Refer Ss to the Grammar Reference section for more information. • Direct Ss’ attention to the underlined words in Ex. 1a and give them time to complete the task. • Check Ss’ answers.

Answer Key

the – definite article – appositional use this – demonstrative – generic use that – demonstrative – textual reference a – indefinite article – appositional use that – demonstrative – generic use a few – quantifier – generic use some – quantifier – generic use From p. 13(T)

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book

Poster.

b) To practise determiners

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

Answer Key

1 A lot of 2 Both 3 the other one 4 a few 5 another 6 these

Ex. 7 p. 13 To consolidate the grammar and vocabulary of the unit and develop research skills by writing and speaking about buildings in the future/to develop research skills

• Explain the task and give Ss time to complete it. • Check Ss’ answers. • Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

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. ICT

Suggested Answer Key

I think that buildings in the future will be a lot more unusual and innovative than they are today.They will also be extremely practical and environmentallyfriendly. For example, farms will be built into skyscrapers, to save space in over-populated cities and countries.The walls will be made of glass so that sunlight can shine onto the crops. These “farms” will be more like chemistry labs than the conventional farms or gardens of today. We will be able to grow anything at any time of year because the temperature and conditions inside the building will be very carefully regulated. Because of vertical farms, we will all be eating local produce rather than imported food. This will help to reduce the pollution that is caused by transporting food around the world. In fact, these types of buildings have already been constructed in modern, crowded cities like Singapore. I hope that by the year 2050 we will have constructed many more of these amazing buildings around the world

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.