Module 4 Charities and Conflicts 10 страница

Module 9 Science and technology

 Lesson 3 Infinitive—ing forms

School:

Date:

Teacher name:

CLASS: 9

absent:

9. 6. 15. 1 - use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target structures accurately in more controlled and freer production tasks with some support

Most learners will be able to:

use most target structures accurately in more controlled and freer production tasks with some support

Some learners will be able to:

use most target structures accurately in more controlled and freer production tasks with little support

SS can write about themselves using the infinitive and –ing ending

The age of cybernetics

Plan

Planned activities

To revise the infinitive (to) and the -ing form

· Go through the theory and revise the infinitive with to and without to

· Elicit the L1 equivalents for the examples

To practice the infinitive (to) and the -ing form

· Give Ss time to complete the task 

· Сheck Ss answers around the class

To practice the infinitive (to) and the -ing form

· Give Ss time to complete the task

· Сheck elicit the meaning

To practice the infinitive (to) and the -ing form using personal examples

· Give Ss time to complete the task about yourself using the infinitive and –ingendind

· Сheck Ss answers around the clas

 P 102 ex 4

Additional information

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

Assessment – how are you planning to check learners’ learning?

SS can write about themselves using the infinitive and –ing ending

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Module 9 Science and technology

 Lesson 4 Abstract / compound nouns

School:

Date:

Teacher name:

CLASS: 9

absent:

9. 6. 1. 1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

use some target structures accurately in more controlled and freer production tasks with some support

Most learners will be able to:

use most target structures accurately in more controlled and freer production tasks with some support

Some learners will be able to:

use most target structures accurately in more controlled and freer production tasks with little support

Ss can make 5 examples using compound nouns.

Infinitive—ing forms

Plan

Planned activities

To present and practice compound nouns

· Explain that compound nouns are nouns that are formed by two or more words and are joined either as one word or hyphenated

· Ask Ss to read the theory box and then choose the words that don’t make a compound noun

· Check answers around the class

To practisecompound nouns

· Explain the task

· Give Ss the time to complete it

· Check answers

Topractisecompoundnouns

· Explain the task

· Give Ss the time to complete it

· Elicit which of the compound nouns are abstract

Ss make 5 examples using compound nouns.

Present the sentences to the class

Additional information

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

Assessment – how are you planning to check learners’ learning?

Ss can make 5 examples using compound nouns.

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Module 9 Science and technology

 Lesson 5 Square-eyed teens

School:

Date:

Teacher name:

CLASS: 9

absent:

9. 3. 4. 1 - respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

9. 3. 3. 1- explain and justify their own point of view on a range of 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. 5. 1 - deduce meaning from context in extended texts on a range of familiar general and curricular topics;

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;

Lesson objectives

All learners will be able to:

What does the term «square-eyed generation» mean?

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Ss can ask various Ss to show their completed charts to the class and express their opinion as to whether their classmates are screenagers or not.

Abstract / compound nouns

Plan

Planned activities

To introduce new vocabulary

· Direct Ss attention to the bar chart and explain that it shows the results of a survey of a class of pupils in Year 12 from a British high school about what gadgets they own.

· Explain that the different coloured bars relate to different gadgets and the numbers relate to the amount of students

· Go through the phrases in the rubric and explain the each one refers to the percentage in brackets

· Read out the example sentence and then give S time to make sentences with the rest of the phrases.

· Check the answers around the class

To personalise the topic

· Go through the phrases in the rubric, explain the task and read out the example

· Ask Ss around the class to say sentences using the gadgets in the bar chart in ex 1 and all the phrases in the rubric

Before-reading

To predict the content of the text

· Read the title of the text and the rubric aloud and elicit Ss answers

While-reading

To read for specific information

· Explain the task and ask to read the questions

· Play the recording

· Ss complete the task while reading and listening

· Check the answers

After-reading

To personalise& consolidateinformation in a text

· Ask Ss to work in small groups.

· Give Ss three minutes to discuss the question.

· Ask various Ss around the class to share their answers with the rest of the class.

T o present & practise new vocabulary

· Ask Ss to look up the meanings of the verbs in the rubric in their dictionaries

· Give Ss time to use them to complete the sentences.

· Check Ss' answers.

Grammar

To learn phrasal verbs with come

• Ask Ss to read the table

• Give Ss time to complete the task.

• Check Ss' answers.

• Give Ss time to make sentences with the other particles.

• Check Ss' answers around the class.

To learn and practise prepositional phrases

· Explain the task

· Give Ss some time to complete

· Check Ss' answers

To conduct a survey and make a bar chart

• Explain the task and ask Ss to do a survey of their classmates to discover which of the gadgets in Ex. 1 they own and use their answers to make a similar bar chart.

• Ask various Ss to show their completed charts to the class and express their opinion as to whether their classmates are screenagers or not.

• Alternatively, assign the task as HW and check Ss' answers in the next lesson.

•  To do their survey Ss should prepare a questionnaire as follows:

Suggested Answer Key

USING GADGETS

Age...... Sex.............

Which of these gadgets have you got? Tick (/)

portable gaming device □

digital camera Q etc

• Ss collect the completed questionnaires and prepare a bar chart that shows the results.

• Read out the Did you know? box and the Smile cartoon.

Additional information

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

Assessment – how are you planning to check learners’ learning?

• Ss canAsk various Ss to show their completed charts to the class and express their opinion as to whether their classmates are screenagers or not.

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Module 9 Science and technology

 Lesson 6 Complaining about a faulty product

School:

Date:

Teacher name:

CLASS: 9

absent:

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

9. 3. 4. 1 - respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

  Complaining about a faulty product

Most learners will be able to:

Listen and read for gist, read for specific information, learn intonation when expressing feelings, make a simple dialogue using the example and roleplayit

Some learners will be able to:

Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue, make up own dialogue using key vocabulary

Ss can make their own dialogues on the topic “faulty products”

Square-eyed teens

Plan

Planned activities

To present new vocabulary

• Read out the sentences 1-6 and explain/elicit the meaning of any unknown vocabulary.

• Explain the example

• Ask Ss around the class to match the sentences to the objects.

• Point out that multiple answers are possible for sentences 3, 5 6* 6 because more than one object has features such as keys, batteries and a screen.

To present situational language and to

predict the content of a dialogue

• Play the recording with pauses for Ss to listen and repeat chorally or individually.

• Pay attention to Ss' intonation and pronunciation.

• Elicit what Ss think the problem is based on the sentences.

Listen and read for specific information

• Play the recording.

Ss listen and follow the dialogue in their books and find out.

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

To identify synonymous phrases in a situational dialogue

•  Read out the phrases

• Give Ss time to find alternative phrases in the dialogue that have a similar meaning.

• Check Ss' answers.

To practise role playing

• Explain the situation.

• Remind Ss to use the useful language in the box to help them complete the task.

• To help Ss draw the following 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.

• Ss work in pairs and take turns being the shop assistant and the customer.

• Monitor the activity around the class and then ask various pairs to act out their dialogues for the class.

P 106 ex. 4

Additional information

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

Assessment – how are you planning to check learners’ learning?

Ss can make their own dialogues on the topic “faulty products”

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Module 9 Science and technology

 Lesson 7 The world of science

School:

Date:

Teacher name:

CLASS: 9

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. 2. 4. 1 - understand most of the implied meaning in unsupported extended talk on a wide range of 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. 3. 1 - understand the detail of an argument in extended texts on a range of familiar 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. 3. 3. 1- explain and justify their own point of view on a range of general and curricular topics;

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

Lesson objectives

All learners will be able to:

produce some target language with correct pronunciation and communicate some ideas successfully in article writing task

Most learners will be able to:

produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task, showing some features of organisation

Some learners will be able to:

produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task with good overall coherence and cohesion

Ss can write an article in 100-150 words about science center or museum in Kazakhstan

Complaining about a faulty product

Plan

Planned activities

To introduce the topic, predict the content of the text and listen and read for gist

· Direct Ss' attention to the title and the motto. Elicit Ss' guesses as to how it relates to the texts.

· Play the recording.

· Ss listen and follow the texts in their books to find out.

To read for specific information

• Ask Ss to read the sentences 1-5.

• Give Ss time to read the texts again and mark the statements.

• Check Ss' answers.

To consolidate and compare information in the texts

• Explain the task

• Give Ss time to make notes about each place under the headings

• Use their notes to compare and contrast them following the example.

• Give Ss time to complete the task

• Ask various Ss around the class to share their answers with the rest of the class.

Write text about a science centre/museum

• Tell Ss to research online and collect information about a science centre or museum in their country or another country.

• Ask them to use the headings in Ex. A and makes notes under them.

• Then Ss use their notes to write a short text about it.

• Check Ss' answers.

• Alternatively, assign the task as HW and check Ss' answers in the next lesson.

P 107 ex. 4

Additional information

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

Assessment – how are you planning to check learners’ learning?

Ss can write an article in 100-150 words about science center or museum in Kazakhstan

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson