Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 7

Charities and Conflicts

Everyday English 4d

Calling the emergency services

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 6. 10. 1 - use present continuous forms and past continuous, including a growing variety of passive forms, on a 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. 1. 1- understand the main points in unsupported extended talk on a wide range of general and curricular topics;

9. 3. 1. 1 - use formal and informal registers in their talk on a range of general and curricular topics;

9. 6. 9. 1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech 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 phrases to call the emergency services

Most learners will be able to:

Listen and read for gist, read for specific information, learn phrases to call the emergency services, roleplay a dialogue

Some learners will be able to:

Listen and read for gist, read for specific information, learn phrases to call the emergency services, make up own dialogue

Learners have met the learning objective if they can: use the situational language with the correct intonation in the dialogues

Explore the themes of emergency calls

Language functions

Using videos& pictures, working with URLs

Vocabulary “Everyday English”

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

1 То present emergency services

Read out the services 1 -4 and the emergencies A-D and explain/elicit the meaning of any unknown words.

Read out the example. Ss match the items.

Check Ss' answers.

Answer Key 

A 4        8 3 C 2                    D 1

I'd call the fire service if there was a house fire.

I'd call the police if there was a burglary.

I'd call an ambulance if someone was having a heart attack

2 To listen and read for specific information

Play the recording. Ss listen and follow the dialogue in their books and find out which emergency service the call is to.

Answer Key

The fire service

3 To act out a dialogue

Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs.

Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class.

4 To practise reported speech

Explain the task. Remind Ss that reported speech is the exact meaning of what someone said, but not the exact words and we do not use quotations.

Allow Ss some time to complete the task in their notebooks.

Check Ss' answers.

Answer Key

The operator asked fenny which service she wanted, jenny asked for the fire brigade. The operator asked which number she was calling from and jenny said 01253-862-4783. The operator asked jenny to stay on the line. Then the Tire service came on the line and asked jenny where the fire was. jenny told the fire service that the fire was in the kitchen. The fire service asked for the address, jenny told them it was 12 Fenton Crescent off the high street in Blackburn. The fire service told jenny that the fire and rescue service was on its way and to get out of the house and close the doors behind her. They told her not to go back inside until a firefighter told her it wos safe, jenny agreed and said she was leaving then.

5. To pronounce sounds correctly

Model the sounds

Play the recording. Ss listen and tick the correct boxes.

Play the recording again with pauses for Ss to repeat chorally or individually

6. To practice role playing.

Explain the situation and ask Ss to work in pairs and act out a dialogue.

Remind Ss to use phrases from the dialogue to help them complete the task.

To help Ss draw the diagram on the board and elicit appropriate phrases Ss should use.

Write them on the board, Ss can refer to the diagram while doing the task.

Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class.

Make up your dialogue.

Additional information

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

monitor less able groups and participate and prompt in their brainstorming activity

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