Lesson plan. LESSON: Module 1 Lesson 11. “Our world” SA for Module 1. Lesson objectives. Planned activities. Excel Resources

LESSON: Module 1 Lesson 11

“Our world” SA for Module 1

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C9 use imagination to express thoughts, ideas, experiences and feelings

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. S3 explain and justify their own and others’ point of view 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 key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to:

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to:

identify most specific information and key ideas from the text and use a range of target vocabulary to recount the main points and some detailed ideas from the story

character and plot vocabulary from previous section

Plan

Planned activities

Excel Resources

• Ask Ss to read the list of qualities and then discuss in pairs how each one can help a person to achieve their dreams.

• Monitor the activity around the class and then ask various Ss to tell the class.

Main Activities

To test knowledge learnt in this

module/to do a quiz

• Explain the task. Allow Ss some time to read the questions and complete the gaps.

• Tell Ss they can review the module and find the relevant information to help them if necessary.

• Check Ss' answers.

To consolidate vocabulary learnt in the module/to write a quiz

• Explain the task and give Ss time to work in pairs and look through the module and think of quiz questions.

• Tell Ss they can use the quiz in the previous task as a model.

Ss can swap their quiz with another pair and do it and then report back to the class

To listen and read for gist

• Read out the list of words/phrases and explain/elicit the meanings.

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

• Play the recording.

• Ss listen and read and check if their guesses were correct.

• 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.

To express an opinion

Ask Ss to discuss the questions in pairs.   Monitor the activity around the class and then ask various Ss to tell 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

provide support for less able learners in recounting task in the form of a plot line template

use thumbs up and down technique and follow-up questioning to check learner comprehension

cross-curricular links: languages [world literature]

challenge more able learners to explain connections between different elements in the story when recounting

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

LESSON: Module 3 Lesson 1

 Earth and our place on it

Vocabulary

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 6. 1. 1- use a growing variety of abstract compound nouns and complex noun phrases 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

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information, use topic related vocabulary

Most learners will be able to:

Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module,

Some learners will be able to:

Listen and read for gist, read for specific information, use vocabulary about city life and country life in different exercises

Learners have met the learning objective if they can: talk about city life and country life

Explore the themes of city life and country life

Geography

Using videos& pictures, working with URLs

Sports and exercising

Planned activities (replace the notes below with your planned activities)

What’s in this module?       

Read the title of the module Earth and our place on it 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.

Find the page numbers for

 Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Answer Key   

 a mind map. 35 Do you use mind maps to help you remember new vocabulary? Do you think they are useful? Why (not)?

a compass (p. 31) where might you see this? Do you know how to read a compass?

rivers (p. 37) Have you ever travelled on a river? When? What was it like?

Vocabulary

1 To present vocabulary related to city life and country life

Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually.

 Elicit the L1 equivalents.

2 To practise new vocabulary

Draw Ss’ attention to the pictures (A-F) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class.

Suggested answer key       

A. Factory, B. skyscraper, C. Harbour, D. Field, E. Path, F. Shopping mall

3 To identify compound nouns.

Elicit the compound nouns from Ex. 1 from Ss around the class

Car park, shopping mall, department store

4. To personalize the topic

Ask various Ss around the class to use the words given to describe the places where they live.

Suggested answer key:

I live in a city. There are skyscrapers, shops but there aren’t any fields, woods or farms.

I live in a town. There are shops, squares, parks and block of flats but there aren’t any factories or skyscrapers.

I live in the country. There are fields, woods and a river but there aren’t any shopping malls or skyscrapers.

Ss discuss in groups the differences of city and country life.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

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

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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson