Lesson plan. LESSON: Module 1 Lesson 5. Lesson objectives. Planned activities. Excel Resources. Main Activities. To listen and read for specific information

LESSON: Module 1 Lesson 5

Skills 1c “Turning your hobby into a business”

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9. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9. R6 recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

9. W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

9. UE9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information and thematic connections in text and use some target vocabulary in identifying synonyms

Most learners will be able to:

identify most specific information and some thematic connections in text and use a range of target vocabulary in identifying synonyms

Some learners will be able to:

identify all specific information and explain a range of thematic connections in text and use a range of target vocabulary in identifying synonyms

Tenses Future continuous and perfect

Plan

Planned activities

Excel Resources

1 Тоgenerate topic-related vocabulary

• Give Ss a one-minute time limit to think of as many jobs as they can and write them in their notebooks.

• Elicit answers from around the class.

(Ss' own answers)

2 To read for gist

• Ask Ss to read the title and the introduction of the text.

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

• Play the recording. Ss read the text and find out.

Main Activities

To listen and read for specific information

• Play the video for Ss and elicit their comments.

To read for specific information (T/F)

• Ask Ss to read the statements 1 -5.

• Give Ss time to read the text and complete the task by marking the statements as true or false.

• Check Ss' answers around the class.

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

To read for specific information

Ask Ss to read the questions (1-4) and answer choices A-C. Give Ss time to read the text and complete the task.   Check Ss’ answers around the class. To understand themes in a story; to develop critical thinking skills

To express an opinion and expand the topic

Ask Ss to consider the questions and then elicit answers from Ss around the class.

To order events

Ask Ss to read the events and put them in the correct order referring back to the text as necessary.    

Check Ss’ answers.

To draw a comic strip of a story

Explain the task and ask Ss to work in small groups. Tell them to divide the story into 15 parts and then draw a picture for each part to make a frame of a comic strip.   Allow time in class or assign the task as HW. Display the comic strips around the classroom.

To think of an alternative ending

Elicit alternative endings from Ss around the class. Check Ss’ answers.

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

support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

in oral explanation of themes in the story monitor use of linkers for delayed corrective feedback to whole class on board

cross-curricular links: Kazakh

literature

challenge more able learners to explain thematic connections between different elements in the story or between this legend and others

monitor learner pronunciation of new words from text and drill and ask learners to mark word stress

LESSON: Module 1 Lesson 6

Everyday English 1d “Discussing career options”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C4 evaluate and respond constructively to feedback from others

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. R1 understand the main points in extended texts on a range of unfamiliar general and

curricular topics

9. W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

9. UE10 use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics

Lesson objectives

All learners will be able to:

identify some main ideas in text and use some target language in productive tasks to communicate some relevant ideas correctly with support

Most learners will be able to:

identify most main ideas in text and use a range of target language in productive tasks to communicate some relevant ideas correctly with support

Some learners will be able to:

identify most main ideas in text and use a range of target language in productive tasks to communicate mostly relevant ideas correctly with little support

vocabulary related to explaining plot character and theme in literature from previous sections

Plan

Planned activities

Excel Resources

То express an opinion

Read out the question and give Ss time to consider their answers and then ask various Ss around the class to share their answers with the rest of the class.

To present and practise phrasal verbs with turn

• Read out the box and explain the task.

• Give Ss time to complete the task.

• Check Ss' answers.

To practise forming verbs with prefixes

• Ask Ss to read the table and then use appropriate prefixes with the verbs in brackets to complete the sentences.

• Check Ss' answers around the class.

To listen for specific information (T/F)

• Explain the task and ask Ss to read the statements 1-5.

• Play the recording, then Ss listen and mark the statements according to what they hear,

• Check Ss' answers.

To interview sb about their

• Explain the task. Tell Ss to work in pairs and take turns to interview each other about their hobbies using the questions provided.

• Give Ss time to complete the task, monitor the activity, and then ask various pairs to act out their interviews in front of the class.

To draw a story

Explain the task and ask Ss to work in small groups. Tell them to divide the story into 6 parts and then draw a picture for each part. Allow time in class or assign the task as HW. Then ask various groups to present the story to the class. Display the pictures around the classroom.

To write a summary of a story

Explain the task. Tell Ss to use their answers and write an interviews in front of 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

monitor less able groups and participate and prompt in their brainstorming activity

monitor learner language for accuracy and range in their final three tasks. Note particularly where they struggle to express connections between story frames and events. Give whole class feedback

cross-curricular links: Kazakh

literature

challenge learners to present their modern epic in the form of a rap