Module 4 Charities and Conflicts 11 страница

Module 9  Science and technology

 Lesson 8 What’s in a computer?

School:

Date:

Teacher name:

CLASS: 9

absent:

Learning objectives(s) that this lesson is contributing to

9. 2. 2. 1 - understand most specific information 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. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

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;

9. 3. 5. 1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

Lesson objectives

All learners will be able to:

identify some points of detail and writer opinions in text and use some target language to express some views and comment in speaking and writing with support

Most learners will be able to:

identify most points of detail and writer opinions in text and use a range of target language to express some views and comment in speaking and writing with support

Some learners will be able to:

identify most points of detail and writer opinions in text and use a range of target language to express a range of views and comment in speaking and writing with little support

Assessment criteria

SS can research, collect and present the information about what computers are inside.

Previous learning

The world of science

Plan

Planned timings

Planned activities

Excel Resources

Beginning the Lesson

To introduce the topic; to listen and read for gist

• Direct Ss' attention to the picture and elicit answers to the questions in the rubric.

• Play the recording.

• Ss isten and follow the text in their books and find out.

P 108 ex. 1

Main Activities

To read for specific information

· Give Ss time to read the text again and answer the comprehension questions.

· Check Ss' answers.

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

· Ask various Ss around the class to present a computer's hardware using the diagram and the information in the text.

P 108 ex. 2

Ending the lesson

To research and make a presentation on computer parts

• Tell Ss to research online and find more information about what components are inside a computer.

• Give Ss time to collect information and organise it.

• Ask various Ss around the class to present their information to the rest of the class.

• Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.

P 108 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 research, collect and present the information about what computers are inside.

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 9 Mobile phones at school

School:

Date:

Teacher name:

CLASS: 9

absent:

9. 4. 3. 1 - understand the detail of an argument in extended texts on a range of familiar general and curricular topics;

. 4. 7. 1 - recognise typical features at word, sentence and text level in a wide range of written genres;

9. 2. 2. 1 - understand most specific information in unsupported extended talk on a wide 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;

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised text using some of their own words

Most learners will be able to:

identify most specific information in texts and research and write short organised text using a range of their own words

Some learners will be able to:

identify all specific information in texts and research and write more extended organised text using a range of their own words

SS can write an opinion essay about Mobile phones at school

What’s in a computer?

Plan

Planned activities

To analyse a model opinion essay

• Refer Ss to the Writing Tip box and explain the structure of an opinion essay.

• Give Ss time to read the model essay

• Elicit the viewpoints that support the writer's opinion and the reasons/examples and elicit the opposing viewpoint.

• Elicit examples of formal style from Ss around the class.

To develop writing skills

· Ss identify the topic sentences.

· In pairs Ss suggest alternative ones.

· Point out that their sentences should summarise the content of the paragraph.

To understand functions of linking words

• Draw Ss' attention to the linking words in bold and read out the functions in the rubric.

• Elicit which linking words perform which functions from Ss around the class and write the correct answers on the board

• Ask Ss to copy them into their notebooks for future use.

• Elicit which words can replace them and add these to the answers on the board

To analyse a rubric and prepare for a writing task

• Read the rubric aloud and then give Ss time to read the viewpoints and the reasons/examples.

• Elicit which viewpoints (Л-С) match which reason/examples (1 -3).

• Play the recording.

• Ss listen and check their answers.

To write an opinion essay

• Write the sentences from the Useful language box on the board.

• Ask Ss to copy them in their notebooks.

• Point out that Ss can use these phrases when they write their essays.

• Give Ss time to write their essays using the prompts in Ex. 3 and the essay in Ex. 1 as a model and remind them to include some of the linkers from Ex. 2.

• Check Ss' answers.

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

P 109 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 opinion essay about Mobile phones at school

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 10 Summative assessment for the term 4

School:

Date:

Teacher name:

CLASS: 9

absent:

9. 3. 5. 1 -interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

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

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully in tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in tasks, read effectively for gist and identify all specific information

Learners have met the learning objective if they can: discuss the values Monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Mobile phones at school

Plan

Planned activities

To revise the Use of English and vocabulary points of the Modules 8 and 9

Summative assessment for the term. (40 min)

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?

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