Module 1 Grade 9. Lesson: Module 1 lesson 1. Learning objectives that this lesson is contributing to. Lesson objectives. Previous Learning

LESSON: Module 1 Lesson 1

Vocabulary “Hobbies”

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Date:

Teacher’s name:

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Number present:

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Learning objectives that this lesson is contributing to

9. 6. 15. 1- use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;

9. 3. 7. 1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9. 1. 9. 1- use imagination to express thoughts, ideas, experiences and feelings;

9. 2. 1. 1- understand the main points in unsupported extended talk on a wide range of general and curricular topics;

9. 4. 6. 1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

character and plot vocabulary from previous section

Plan

Planned timings

Planned activities

Excel Resources

Beginning the Lesson

Read the title of the module Hobbies & Qualities and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss' interest in the module.

Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed.

Ask questions to check Ss' understanding.

- To present vocabulary for hobbies

• Go through the list of words and explain/elicit the meanings of any unknown words.

• Then ask Ss to read the phrases a-e and look at the pictures and complete the task.

Expressing preferences

• Ask Ss to talk in pairs about which of the activities in Ex. 1 they like/don't like doing and why, using the phrases provided.

• Monitor the activity around the class and then ask some Ss to share their answers with the class. About hobbies

• Explain the task and read out the adjectives and explain/elicit the meanings of any unknown words.

• Ask Ss to ask and answer in pairs following the example.

• Then ask some pairs to share their answers with the class.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

cross curricular links: languages [world literature]

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

LESSON: Module 1 Lesson 2

Reading 1a “Shark attack”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C7 develop and sustain a consistent argument when speaking or writing

9. L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S1 use formal and informal language registers in their talk on a range of general and

curricular topics

9. R2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar topics

9. W2 write independently about factual and imaginary past and future events, activities and experiences on a wide range of familiar general and curricular topics

9. UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life, on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target language correctly in response to speaking and writing task prompts

Most learners will be able to:

use a range of target language correctly in response to speaking and writing task prompts

Some learners will be able to:

use a range of target language correctly in response to a wider range of speaking and writing task prompts

character and plot vocabulary from previous section

Plan

Planned activities

Excel Resources

1 ^а) То introduce the topic

Ask various Ss around the class to share their experiences with the class.

(Ss' own answers)

b)To predict the content of the text

• Direct Ss' attention to the photographs and give Ss a minute to read the Check these words box.

• Elicit Ss' guesses as to what the text is about.

• Play the recording, Ss listen and follow the text in their books and check if their guesses were correct.

Refer Ss to the Word List to look up the words in the Check these words box.

Play the video for Ss and elicit their comments.

Main Activities

To read for specific information

Give Ss time to read the text again and answer the

questions

Read out the Did you know? box.

Check Ss' answers.

To read for specific information

• Give Ss time to look at the text again and formulate their answers.

Elicit answers from Ss around the class

To consolidate new vocabulary

• Give Ss time to complete the task and check their answers in their dictionaries.

• Elicit answers from Ss around the class.

• Explain the task. Tell Ss to think about where they were during the accident/why they were there, etc. (e. g. Bethany's friend - surfing with her - a teenager who was at the beach with his/her family, etc)

• Ss prepare their answers. Ask various Ss around the class to describe their experience.

¹ a) To present vocabulary for hobbies and equipment

• Explain the task. Draw Ss' attention to the hobbies in the pictures and the equipment in the list and then Ss match them.

• Play the recording. Ss listen and repeat chorally and/or individually. Check Ss' pronunciation and intonation. To talk about an unusual

hobby

Give Ss time to think of an unusual hobby and then ask various Ss to share their answers with the class.

² To practise making suggestions

• Explain the task and ask two Ss to model the example exchange

• Have Ss work in pairs and make suggestions, as in the example.

Monitor the activity around the class and then ask some pairs to make suggestions in front of the class.

Ss present their answers to the class.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning    

provide sentence starters for final writing task

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

cross curricular links: languages [world literature]

challenge more able learners to structure final writing to include key words

take in extended writing to assess