Module 3 Earth and our place on it

LESSON: Module 3 Lesson 4

Earth and our place on it

Use of English 3b Modals. Modals of deduction.

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 6. 1. 13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Use Modals in exercises for different functions

Most learners will be able to:

Use Modals in exercises for different functions, show the knowledge of different forms of the modal verbs

Some learners will be able to:

Use a variety of modal forms for different functions and in different exercises, work with the tasks on modals independently

Learners have met the learning objective if they can use Modals correctly in different types of exercises

Explore the themes of language functions

Languages

Using videos& pictures

Vocabulary “ City/ country life”

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

1. To revise Modal verbs and identify their uses    

1 Ask Ss to read the sentences (1-12) and match the modals in bold to their uses (A-L). Read out the Note.

2 Check Ss' answers.

Answer Key 

1 C 3 A SI      7 H 9 1       11 К

2 E 4 В 6 0     8 F 10 L   12 D

2 To practise the modals

Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

Answer Key

1 have to 3 can’t 5 might not 7 could

2 May        4 should 6 Can

3. To practise past modals

        Give Ss time to complete the sentences.

Check Ss' answers around the class.

1. Had to 2. didn’t have to

3. could 4. were able to

4. To practise modals

1. Give Ss time to complete the task and then check their answers.

Answer Key

1 mustn't/con't enter this area

2 should try the new Thai restaurant

3 might/may be open on Sundays

4 don't have to hire a car

5 can repair his car himself

6 have to show their passports at reception

7 can't/mustn't take photos here

8 had to show his ID to visit the excavation

9 should buy tickets in advance

10  10 didn't have to leave so early

3 Explain the task and give Ss time to complete it.

4 Check Ss' answers and elicit which sentences refer to the past.

Answer Key

1 should       3 was able to S had to

2 may          4 needn't     6 couldn't

Past modals: was able to, had to, couldn't

5 Explain the task and give Ss time to read the text and complete it.

6 Check Ss' answers around the class.

Answer Key                   

1 didn't need to 4 can            7 can't

2 can           5 might       8 mustn't

5 have to      6 should

5. To consolidate the rules on modals and modals of deduction.

Ask various Ss around the class to make up sentences on the situations on the pictures using the modals.

Additional information

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

encourage more able learners to include description and comment in their speculative narrative as well as details of place and events.

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

LESSON: Module 3 Lesson 5

Earth and our place on it

Skills 3c What a strange place to live

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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

9. 2. 5. 1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9. 4. 5. 1- deduce meaning from context in extended texts on a range of familiar general and curricular topics;

9. 5. 8. 1- spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

9. 2. 6. 1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9. 2. 7. 1- recognize typical features at word, sentence and text level of a wide range of spoken genres;

9. 2. 3. 1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics;

9. 3. 2. 1- ask complex questions to get information on a range of general and curricular topics;

9. 5. 1. 1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;

9. 5. 5. 1- develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics;

9. 6. 8. 1- use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information, learn phrasal verbs with break

Most learners will be able to:

Listen and read for gist, read for specific information, learn phrasal verbs with break, describe the unusual places to live in

Some learners will be able to:

Listen and read for gist, read for specific information, learn phrasal verbs with break,  create and present an unusual house

Learners have met the learning objective if they can: create and present an unusual house

Explore the themes of unusual places to live in

Literature, Geography

Using videos& pictures, working with URLs

Vocabulary “ City/ country life”               

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

1 To introduce the topic and predict the contents of the text

• Direct Ss' attention to the pictures, elicit a variety of answers to the question in the rubric from Ss around the class and write them on the board.

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

Suggested Answer Key

In the first picture, I can see a house in a tree. I think it would be interesting living up there. You would be able to see everything around you.

In the second picture, I can see a house built into a rock. I think it would be nice living there. It would be cool in the summer and warm in the winter.

2   To read for specific information

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

Check Ss' answers Monitor the activity around the class and then ask some pairs to report back to the class.

Answer Key      

1 They are made of wood and have a thatched roof.

2 They climb up a long wooden pole.

3 Their houses are so high to protect the Korowai from floods, wild animals ond mosquitoes and from other tribes breaking in at night.

4 They chat and tell stories.

5 They are in C oreme, Turkey.

6 They look like upside-down ice cream cones.

7 It is a strange landscape. Some people say it's like the surface of the moon.

8 Because they are cool in the hot summers and warm in the cold winters.

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

3   To consolidate and personalise

information in a text

Allow Ss some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class.

Suggested Answer Key

I would like to stay in the fairy chimneys because I would like to see what it is like living inside houses made millions of years ago by nature. /l would like to stay in the tree houses because I would like to see what it is like to live in a house SO metres above the ground. These houses are very different to mine because my house is not made of rock or high in the air. I live in a flat on the first floor in a street with other blocks of flats. I don't have to worry about wild animals or the weather.

4   То brainstorm for vocabulary

1 Со through the Study Skills box and explain that this tip will help Ss complete the task successfully.

2 Explain the task and write the headings on the board.

3 Allow Ss some time to think of words to go under the headings and write the mind map in their notebooks.

4 Ask various Ss to describe their homes to the class.

5. To listen for specific information

Play the recording. Ss listen and match the people to their homes. Elicit answers from Ss around the class.

6 To present and practise phrasal verbs with break

Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers.

Answer Key  1 down  2 into     3 out    

7  To practise prepositions

1  Ask Ss to choose the correct prepositions and then check their answers in their dictionaries.

2 Check Ss' answers around the class.

Answer Key  1 in   2 on  3 of  4 of         

8   To design an unusual home

Allow Ss some time to complete the task in pairs or small groups and then ask various Ss to present their house to the class.

Alternatively, assign as HW and check Ss' answers in the next lesson. Have Ss vote for the most unusual house.

9 To describe the projects

Explain the task. Tell Ss to work in small groups and think of unusual places where they can build their unusual houses Ask various Ss to present their ideas.

Additional information

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

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

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?