Module 3 Earth and our place on it

LESSON: Module 3 Lesson 10

Earth and our place on it

Writing 3g

Do you like living in the city or in the country? Project work

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 6. 3. 1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics;

9. 5. 3. 1- write with moderate grammatical accuracy on a wide range of familiar 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;

Lesson objectives

All learners will be able to:

use a variety of compound adjectives and adjectives as participles to describe different places of living

Most learners will be able to:

use a variety of compound adjectives and adjectives as participles to describe different places of living, plan and write the work with little support

Some learners will be able to:

plan, write, edit and present the project with no support on a related topic

Learners have met the learning objective if they can: present the project about living in the city and in the country

Explore the themes of native places

Geography

Using videos& pictures, working with URLs

Cities, rivers and mountains of the world

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

Brainstorm the Ss’ ideas about living in the city and in the country. Ss describe their preferences and give reasons.

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1 To read for specific information

  Ask Ss to surf the Net, if there is access to it in the class, or read the articles and then discuss the main peculiarities of living in the city and in the country.

 Organize the groups of 3-4 students to make groups for project work.

Work out the rules and requirements for project work.

Think about criteria of assessing the project and presentation,

Provide Ss with stationary and agree on the timing.

Groups compete in originality, accuracy in Grammar and Vocabulary, contents and collaboration.

The listeners assess their classmates’ work according to descriptors they have worked out.

Ss present their projects

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    

provide sentence starters for final

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 11

Earth and our place on it

Summative assessment for Unit 3

Edutainment 3

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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. 4. 6. 1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics;

9. 1. 3. 1- respect differing points of view;

9. 3. 6. 1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information, learn about values

Most learners will be able to:

Listen and read for gist, read for specific information, learn about values, do a quiz

Some learners will be able to:

Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Learners have met the learning objective if they can: discuss the values

Explore the themes of respect for the environment

Global problems

Using videos& pictures, working with URLs

City and country life

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

Summative assessment for Unit 3 (20 min)

1 To express and analyze opinions

1 Ask Ss to read the opinions 1-6 and then discuss in pairs which ones they agree with and why/not.

2 Monitor the activity around the class and then elicit answers from Ss around the class.

  Suggested Answer Key

A: I think item 5 is the truest definition of what it meons to respect the environment because respecting the environment is about doing what is best for the planet not what is best for us.

B: But really, doing what is best for the planet is best for us because it is our home.

A: Yes, that's true. I also agree with number 2 because cycling to work will reduce pollution which will help the environment.

2. To discuss the importance of respecting the environment

Have Ss discuss the importance of respecting the environment in pairs and then ask some pairs to share their answers with the class.

Suggested Answer Key

A: I think it is important to respect the environment because it makes the world a better place to live when there is less pollution and litter everywhere.

В: I agree. But it is also important to respect the environment so our planet will be a safe place to live for future generations.

A: Yes. I think we need to become more aware of how our actions affect the environment and make better decisions.

B: You're right. If we don’t the planet will be an awful place to live and eventually we will kill all the animals and plants and then we will die too.

A: That’s right.

3. To create a poster

  Ask Ss to work in small groups and create a poster to persuade people to respect the environment for Environment Day.

Ask various groups to present their posters to the class and then display them around the classroom

4. To test knowledge learnt in this module/ to do a quiz

Explain the task. Allow Ss some time to read the statements and mark them as true or false.

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

Answer Key 

IF 3 F  ST        7 F

1 T     AT       6 T

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

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. 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.

6. Song To complete a song

Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and answer the question. Play the recording. Ss listen and read and check if their answers were correct.

7.   To discuss the main message of the song and express an opinion

 Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class.

Play the video and elicit Ss’ comments at the end.

Additional information

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

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

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