Lesson plan. LESSON: Module 1 Lesson 7. Lesson objectives. Planned activities. Excel Resources. Main Activities. To act out a dialogue

LESSON: Module 1 Lesson 7

Across cultures 1e “Let’s have fun around the world”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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

9. L2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

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. UE16      use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information in the text and respond to some prompts correctly about its main themes and genre questions with support

Most learners will be able to:

identify most specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with support

Some learners will be able to:

identify all specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with little support

To present and practice phrasal verbs with turn

Plan

Planned activities

Excel Resources

To understand a quotation and express an opinion

Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class.

Main Activities

To write an interview

• Read out the Study Skills box and tell Ss this tip will help them to complete the task successfully.

• Give Ss time to make notes on their partner's answers in Ex. 8a and then use their notes to write an interview. Tell them to include linking words.

• Have Ss swap papers and evaluate each other's work giving feedback.

To present situational language and identify the speakers

• Ask Ss to read the sentences and elicit who may say each one.

• Play the recording. Ss listen and find out.

To identify synonymous phrases in a situational dialogue

• Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning.

• Check Ss' answers.

To act out a dialogue

• Play the recording again. Ss listen, then take roles, and act out the dialogue in closed pairs.

• Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class.

To report a dialogue/practice reported speech

• Explain the task. Remind Ss that reported speech is the exact meaning of what someone said, but not the exact words and we do not use quotations.

• Allow Ss some time to complete the task in their notebooks.

• Check Ss' answers.

To learn the pronunciation of heteronyms

• Explain that heteronyms are words that are spelt the same way but have different meanings and different pronunciation.

• Play the recording with pauses for Ss to repeat chorally and/or individually.

• Pay attention to Ss' intonation and pronunciation.

• Elicit the two meanings of each word and then give Ss time to write sentences using them.

• Check Ss' answers.

Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then 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 link

support less able learners in productive tasks by preparing prompt or sentence starter cards

monitor learners’ pronunciation of new words and ask learners to mark word stress

cross-curricular links: languages [world literature]

challenge more able learners to link themes in this folktale to themes in others they know

when eliciting opinions monitor extent to which learners can expand on answers when prompted

LESSON: Module 1 Lesson 8

Across the curriculum 1f “What did Victorians do for fun? ”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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

9. L5 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 limited range of unfamiliar topics

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. W3 write with grammatical accuracy on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to:

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to:

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

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

Plan

Planned activities

Excel Resources

То introduce the topic

• Read the rubric aloud and elicit a variety of answers to the questions from Ss around the class. Ask various Ss how they spend their free time.

• Play the recording. Ss listen and follow the text in their books and find out

Main Activities

To read for specific information

• Give Ss some time to read the text and answer the questions.

• Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss' answers.

To personalize the topic

Give Ss five minutes to formulate their answers and then share with their partners

To prepare a poster

Ask Ss to work in small groups and give them time to go online and research and collect photos of beautiful landscape in Kazakhstan and prepare a poster. Ask various groups to present their posters to the class. Display the posters around the classroom.

Present Ss’ pictures in class and/or display on a

notice board.

To personalise the topic

Elicit Ss’ responses to the song.

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 learner question writing in groups and highlight for less able learners where they should self-correct errors

monitor learner questions for accuracy and encourage them to self-correct

cross-curricular links: languages [world literature]

challenge more able learners to create anecdotes about the characters they invent

values link: understanding the moral of stories