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Module 3 Earth and our place on it
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Module 3 Earth and our place on it
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LESSON: Module 3 Lesson 7 Earth and our place on it Across cultures 3e Rivers of the world | School: | |||||||||||||||||||||
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| Learning objectives that this lesson is contributing to | 9. 2. 6. 1- deduce meaning from context 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. 4. 3. 1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics; 9. 3. 8. 1- recount extended stories and events 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. 6. 1- write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9. 6. 7. 1- use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;
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Lesson objectives | All learners will be able to: | |||||||||||||||||||||
| Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two rivers Some learners will be able to: Listen and read for gist, read for specific information, present two rivers, write about a river of Kazakhstan or the world | ||||||||||||||||||||||
| Assessment criteria | Learners have met the learning objective if they can: present and write about the river | |||||||||||||||||||||
| Value links | Explore the themes of rivers of different regions of the world | |||||||||||||||||||||
| Cross – curricular links | Geography | |||||||||||||||||||||
| ICT skills | Using videos& pictures, working with URLs | |||||||||||||||||||||
| Previous learning | Vocabulary “City/ country life” | |||||||||||||||||||||
| Plan | ||||||||||||||||||||||
| Planned timings |
Planned activities (replace the notes below with your planned activities) | Excel Resources | ||||||||||||||||||||
| BEGINNING THE LESSON 9. 2. 6. 1 |
1 To introduce the topic; to listen and read for specific information Direct Ss’ attention to the pictures and elicit what rivers they show and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out. Answer Key The River Thames and the Esil River. The River Thames is in London and the Esil River is in Astana. The Esil River is longer. . | Recording | ||||||||||||||||||||
| PRESENTATION AND PRACTICE 9. 4. 5. 1 9. 4. 3. 1 9. 3. 8. 1 9. 5. 1. 1 9. 5. 6. 1 9. 6. 7. 1 |
2 To read for specific information Read the questions aloud one at a time and ask Ss to read the texts again and answer them. Check Ss’ answers
Answer key. 1. You can cross the River Thames by bridge or by cable car. 2. It begins in the Cotswold Hills and ends in the North Sea. 3 It freezes over. 4. River Thames - stroll along Southbank, go on a river cruise, go on a speedboat tour; Esil River - walking or jogging along the banks, taking a boat trip, go swimming, go ice skating, and ice fishing; Other activities jet ski, water ski, rowing boat, fishing, etc. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments 3 To complete a table and present two rivers Ask Ss to copy the table into their notebooks. Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the rivers to the class. Suggested Answer Key Suggested Answer Key
4 To write a short text about the river Explain the task and ask Ss to work in small groups and collect information from the Internet about any in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.
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| ENDING THE LESSON | Speak about other famous rivers | Student’s book: Language Review 3e Workbook: Vocabulary Bank3 | ||||||||||||||||||||
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? support less able learners in productive tasks by preparing prompt or sentence starter cards | Assessment – how are you planning to check learners’ learning? monitor learners’ pronunciation of new words and ask learners to mark word stress |
Cross-curricular links Health and safety check ICT links Values links | ||||||||||||||||||||
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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 | |||||||||||||||||||||
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