Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 1

 Charities and Conflicts

Vocabulary  Social problems

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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. 1. 1. 1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

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

9. 1. 2. 1- use speaking and listening skills to provide sensitive feedback to peers;

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 charities and conflicts in different exercises

Learners have met the learning objective if they can: talk about charities and conflicts

Explore the themes of charity

Volunteering

Using videos& pictures, working with URLs

Vocabulary “ Earth and our place on it ”

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

What’s in this module?       

Read the title of the module Cha r ities and Conflicts 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 

emergency services (p. 48) What number do you dial for the emergency services in your country? How many emergency services do you have? Have you ever needed to call them?

a quotation (p. 52) Do you know any famous quotations? Why is it important to know what famous people have said?

Vocabulary

1 To present vocabulary related to social problems

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 (1-8) and elicit what they show.

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

Ss listen and identify which social problem each person feels is the most serious.

Answer Key

Sophie - war Richard - famine Mary -homelessness

3 To personalize the topic

Elicit answers to the questions in the rubric from various Ss around the class.

Suggested Answer Key

I think poverty and famine are the most serious problems because these are two basic needs. We need to make sure everyone has enough to eat and a decent place to live so that people will have better lives

Ss discuss in groups the social problems of modern world

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 come up with a strategy for effectively recording different types of vocabulary presented in this lesson

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 4 Lesson 2

Charities and Conflicts

Reading 4A Going the extra mile to help

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

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

9. 3. 3. 1 - explain and justify their own point of view on a range of 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. 4. 1. 1- understand the main points in extended texts on a range of unfamiliar general and curricular topics;

9. 4. 4. 1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9. 4. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

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, talk about the social problems and charities

Some learners will be able to:

Listen and read for gist, read for specific information, talk about the social problems and charities, write a blog entry

Learners have met the learning objective if they can: talk about the social problems and charities in the world

Explore the themes of the social problems and charities

Volunteering

Using videos& pictures, working with URLs

Vocabulary “Social problems”

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

1 To introduce the topic and topic-related vocabulary and stimulate interest in the text

То produce the topic through a quotation

Direct Ss' attention to the quote and explain/elicit the meaning of any unknown words. Then elicit what Ss think it means.

Suggested Answer Key

Its message is for people to believe in themselves and feel confident enough to try new things.

2. To predict the content of the text and listen and read for gist

Direct Ss' attention to the picture and the title of the text.

Elicit how the quote may be related to the text.

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

Answer Key

The quote is from Katie Spot/. The text is about how she rowed solo across the Atlantic and raised money and awareness for a charity and hopes that her achievement will encourage others.

3. To read for specific information.

Allow Ss to read the text again and mark the statements. Check Ss’ answers and elicit the corrections for the false statements.

Answer Key

1. F 2. T 3. F 4. F 5. F 6. T

Refer Ss to the word list to look up the words in the Check these words list.

Play the video for Ss and elicit their comments.

4. To consolidate information in the text.

 Read for key information

(matching headings)

Go through the headings and explain/elicit the meaning of any unknown words.

Then give Ss time to read the text again and match the headings to the entries.

Check Ss' answers.

Answer Key

Katie - 1, Rowing for Water, 2, Girl Raises Record Amount for Charity

Chris - A, Reaching the Sky for Others, S, Mountain Adventure

Luke - 3, Crossing the Channel for Charity

5. To read for specific information

Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class.

6. Provide Ss with background information about the geographical points mentioned in the text.

Ss share the information they know about the countries of Africa and South America.

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