Aspect lesson plans for Kazakhstan Grade  10

 

 

ENGLISH АҒЫЛШЫН ТІЛІ ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiң 10-сыныбына арналған Экспресс Паблишин баспасы

 

                                                          Jenny Dooley

                            Series Consultant: Bob Obee Translations by N. Mukhamedjanova

 

 

 

 

 

 

 

 

 

 

 

Organization of the content of the subject of «The English language»

 

in the 10th grade – Aspect 10 for Kazakhstan-3 hours a week, 102 hours a year

Grade 10

1) Content. Using speaking and listening skills to solve problems creatively and cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others; use feedback to set personal learning objectives. Organise and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. Understanding the main points in unsupported extended talk; specific information and the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics. Recognising the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics. Deducing meaning from context in unsupported extended talk.Viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics.Identifying inconsistencies in argument in extended talk on a range of general and curricular subjects.

3) Speaking. Using formal and informal language registers; asking and responding to complex questions to get information about a wide range of general and curricular topics. Explaining and justifying own and others’ point of view; evaluating and giving comments on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics. Interacting with peers to make hypotheses about a wide range of general and curricular topics. Navigating talk and modifying language through paraphrase and correction in talk. Using appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics.

4) Reading. Understanding the main points in extended texts; specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics. Skimming a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics.Reading a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics. Deducing meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics. The attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics. Patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics. A wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding. Inconsistencies in argument in extended texts on a wide range of general and curricular topics.

5) Writing. Planning, writing, editing and proofreading at text level independently using a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately in a wide range of written genres. Writing with grammatical accuracy, using style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics. Develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics. Coherent writing at text level using a variety of connectors on a range of familiar general and curricular topics. Independent use of appropriate layout at text level on a range of general and curricular topics. Communicating and responding to news and feelings in correspondence through a variety of functions. Punctuation in written works at text level with a good degree of accuracy.

6) Use of English. Using a variety of abstract compound nouns and complex noun phrases; a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases; a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; a wide variety of determiners and pre-determiner structures; a wide variety of question types; relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics. Using perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life; a variety of future active and passive and future continuous forms; a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech; present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics. Using a variety of reported statements and question forms on a wide range of familiar general and curricular topics; a variety of comparative degree adverb structures with regular and irregular adverbs; a wide variety of pre-verbal, post-verbal and end-position adverbs; a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past; a variety of prepositional phrases before nouns and adjectives; a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs. Using infinitive forms after an increased number of verbs and adjectives; gerund forms after a variety of verbs and prepositions; a variety of prepositional and phrasal verb. A wide variety of conjunctions on a wide range of familiar general and curricular topics. If / if only in third conditional structures; use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics.

 

 

 

 

 

 

 


Learning objectives system

 

Education aims in the programme are presented by the codes. The first number in the code is a grade, the second one is the number of the strand, the third one is the number of the aim.

  • Strand 1: Content
Grade 10
Low-mid B2
10.1.1-use speaking and listening skills to solve problems creatively and cooperatively in groups
10.1.2-use speaking and listening skills to provide sensitive feedback to peers
10.1.3-respect differing points of view
10.1.4-evaluate and respond constructively to feedback from others
10.1.5- use feedback to set personal learning objectives
10.1.6-organize and present information clearly to others
10.1.7-develop and sustain a consistent argument when speaking or writing
10.1.8- develop intercultural awareness through reading and discussion
10.1.9-use imagination to express thoughts, ideas, experiences and feelings
10.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

2)Strand 2: Listening

Grade 10
Low-mid B2
10.2.1-understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
10.2.2-understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
10.2.3-understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
10.2.4-understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
10.2.5-recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
10.2.6-deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
11.2.7- understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics
10.2.8-recognize inconsistencies in argument in extended talk on a range of general and curricular subjects

3)Strand 3: Speaking

Grade 10
Low-mid B2
10.3.1-use formal and informal language registers in talk on a wide range of general and curricular topics
10.3.2-ask and respond to complex questions to get information about  a wide range of general and curricular topics
10.3.3-explain and justify own and others’ point of view on a wide range of general and curricular topics
10.3.4- evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
10.3.5-interact with peers to make hypotheses about a wide range of general and curricular topics
10.3.6-navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
10.3.7-use appropriate subject-specific vocabulary and syntax  to talk about a  range of general and  curricular topics

4)Strand 4: Reading

Grade 10
Low-mid B2
10.4.1-understand main points in  extended texts on a wide range of unfamiliar general and curricular topics
10.4.2- understand specific information  and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics
10.4.3-skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics
10.4.4-read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
10.4.5-deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
10.4.6-recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
10.4.7-recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics
10.4.8- use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding
10.4.9-recognize inconsistencies in argument in extended texts on a wide range of general and curricular topics

 

5)Strand 5: Writing

Grade 10
Low-mid B2
10.5.1-plan, write, edit and proofread work at text level independently  on a range of general and curricular topics
10.5.2-use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
10.5.3-write with grammatical accuracy on a range of familiar general and curricular topics
10.5.4-use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics
10.5.5-develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics
10.5.6-write coherently at text level using a variety of connectors on a range of familiar general and curricular topics
10.5.7-use independently  appropriate layout at text level on a  range of general and curricular topics
10.5.8-communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
10.5.9-punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

 

6) Strand 6: Use of English

Grade 10
Low-mid B2
10.6.1- use a variety of abstract compound nouns  and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics
10.6.2-use a variety of quantifiers for countable  and uncountable nouns and a variety of  noun phrases on a wide range of  familiar general and curricular topics
10.6.3-use a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics
10.6.4-use a wide variety of determiners and pre-determiner structures on a wide range of  familiar general and curricular topics
10.6.5-use a wide variety of question types on a wide range of familiar general and curricular topics
10.6.6-use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics
10.6.7- use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life, on a wide range of familiar general and curricular topics
10.6.8- use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
10.6.9-use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics
10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics
10.6.11-use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
10.6.12-use a variety of comparative degree adverb structures with regular and irregular adverbs;

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6. 13-use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past  on a wide range of  familiar general and curricular topics
10.6.14-use a variety of prepositional phrases before  nouns and adjectives;

use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs  on a wide range of  familiar general and curricular topics

10.6.15-use infinitive forms after an increased number of verbs and adjectives

use gerund forms after a variety of verbs and prepositions

use a variety of prepositional and phrasal verb  on a wide range of  familiar general and curricular topics

10.6.16-use a wide variety of conjunctions on a wide range of familiar general and curricular topics
11.6.17-use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Module 1  Lesson 1

 Legend or Truth

Introduction Lesson

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.1.6 —  organise and present information clearly to others;

10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar 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
Previous learning Previous Course
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

1.      Read the title of the module. Legend or Truth, and ask Ss to suggest what they think the module will be about (the module is about real life and fictional stories.) Go through the objectives list to stimulate Ss* interest in the module.  

 

 

Middle of the lesson 2.      To introduce the topic and new vocabulary

•       Direct Ss’ attention to the texts and the words in the list and give Ss time to use the words provided to complete the gaps (1-8).

•       Check Ss’ answers.

 

3.      Aim: To compare survival stories. Play the Video. Elicit Ss’ answers at the end.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.      Aim: to express an opinion. Elicit various opinions from the SS around the class.

 

 

 

 

Ex. 1, p.5

 

 

 

 

 

 

Ex. 2, p.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ex. 3, p.5

Answer Key

1      bit                  4           survived   7                   fell

2       learnt             5                   lost   8                   cut

3       attacked         6                 took

4                  survived

5       lost

6       took

7       fell

8       cut

SS’ own answers

Suggested Answer Key

All the stories are about people surviving difficult events. All the people except for Abylay Abilmansur were taking part in sporting activities when something happened to them. Three of the stories are about problems caused by something natural: a sandstorm, a shark or a falling rock. Abylay Abilmansur’s story is different because his life was in danger because of other people. Both Bethany Hamilton and Aron Ralston lost one of their arms but managed to sun/ive. Bethany and Aron also had to help themselves out of danger, but Mauro Prosperi had help from a family of nomads.

SS’ own answers

Suggested Answer Key

I think the story of Bethany Hamilton is the most inspiring because we learn that after the shark attack she continued to surf and win competitions so she didn’t let her accident stop her from living a full life.

 

Ending the lesson Check Ss’ answers around the class.

Students give their own examples using the correct forms of the verbs.

Home-task:  words of wisdom, p5 SB to express own opinion
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? Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support use concept checking questions to check learner understanding of why passive is used cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises assess pronunciation in oral and checking stages of the lesson [particularly weak form  ‘was’]

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1  Lesson 2

 Legend or Truth

The Wildest Dream

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

10.4.1- understand main points in  extended texts on a wide range of unfamiliar general and curricular topics

10.4.3- skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics

10.4.2- understand specific information  and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics

10.3.3- explain and justify own and others’ point of view on a wide range of general and curricular topics

10.1.6- organize and present information clearly to others

10.5.1- plan, write, edit and proofread work at text level independently  on a range of general and curricular topics

10.5.2- use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

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
Previous learning Introduction lesson
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

1.      Warm –up: pictures of mountains. What is common with them ? – Mountains. To elicit what Ss know about the mountains.  

 

 

Middle of the lesson 2.      Aim: То introduce the topic of a text.

Read out the questions and elicit Ss’ guesses in answer to them.

 

 

 

 

 

 

3.      Aim: To introduce key vocabulary from a text.

Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given in the list.

Give Ss time to complete the sentences and then check answers around the class.

Refer Ss to the Check these words box and

explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

mountaineer (n): sb who climbs mountains

set out (phr v): to start on a journey

camp (n): an outdoor area with tents for people to

stay in

mountain range (n): a group of connected mountains goal (n): a target

summit (n):the top (of a mountain) wild (adj): untamed numb (adj): having no feeling spot (v): to see from a distance thick (adj): dense

surround (v): to cover sth from all sides vital (adj): having great importance conquer (v): to defeat feat (n): an achievement clue (n): a hint

expedition (n): an organised journey for a purpose e.g. exploration

frozen (adj): being covered in ice equipment (n): the things used for a particular

purpose

fail (v): to not succeed

log book (n): a journal that documents a journey make it (phr): to succeed

 

4.      Aim: To read for specific information (T/F statements)

•        Read out the sentences in Ex. 2.

•        Play the recording.

•        Give Ss time to listen to and read through the text and find out which sentences are false

•        Ask various Ss to tell the class and correct the false sentences

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.      Aim: To read for specific information (multiple choice questions)

•        Read the Study Skills box aloud and then ask Ss to read questions 1-4.

•        Give Ss time to underline the key words and elicit synonyms for them.

•        Give Ss time to read the text and decide on the correct answers from the options A-D.

•        Check Ss’ answers around the class and ask Ss to justify their answers with the relevant part of the text.

 

6.      Aim: to consolidate information in a text.

•        Allow Ss time to read the questions and then read the text again and answer them.

•        Elicit answers from various Ss around the class.

 

 

 

 

 

 

 

 

 

7.      Aim: To consolidate new vocabulary through synonymous words

•        Read the words in the list and give Ss time to match them to the words in bold in the text.

•        Elicit answers from various Ss around the class and elicit what part of speech each word/phrase is.

 

 

 

 

8.      Aim: to write a diary entry.

•                     Explain the task and give SS time to prepare their answers and then ask various SS to read their diary entries to the class.

•      To help Ss. write these headings on the board: date, place, feelings. Ask Ss to make notes under the headings and then use their notes to create their diary entry.

Suggested Answer Key date: 1st May 1999

place: 500 metres from the summit of Mount Everest 1st May 1999

Today I made a shocking and exciting discovery near the top of Mount Everest. We found Mallory’s body just 500 metres from the summit. Sadly we have no way of knowing whether or not he actually made it and was on his way down or whether he was still on his way up. It seems that he probably died from a fall. I am glad we found him. but disappointed that the mystery is still unsolved.

Ex. 1, p.6

 

 

 

 

 

 

 

 

 

 

Ex. 2, p.6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ex. 3, p.6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ex. 4, p.6

 

 

 

 

 

 

 

 

 

 

Ex. 5, p.7

 

 

 

 

 

 

 

 

 

 

Ex. 7, p.7

 

 

 

 

 

 

 

 

 

WRITING, p.7

Suggested Answer Key

Sir Edmund Hillary was a mountaineer from New Zealand. In 7953, Hillary was the first man to reach the summit of Mount Everest, with Tenzing Norgay.

 

 

Suggested Answer Key

1 set

2 spotted

3 fought

4 conquer

5 discovered

6 returned

7 failed

8 solved

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Answer Key

1       T

2       T

3       F (Only Mallory had fought in World War I.)

4       F (Edmund Hillary and Tenzing Norgay are

generally thought to be the first people to conquer Everest, but could be true as nobody knows whether Mallory and Irvine reached the summit.)

5       F (Anker found Mallory’s body in 1999.)

6       T

7       F (Anker failed to reach the summit using

outdated equipment.)

8       T

Answer Key

1.      B (whole text)

2.      D (t 11-14)

3.      A (I 31-33)

4.      C (whole text)

 

 

 

 

Answer Key

1  He had planned to leave a photo at the summit and this photo wasn’t found on his body.

2   He was using outdated equipment similar to that used by Mallory and Irviine in 1924.

Answer Key

tallest = highest (adj) brave = courageous (adj) vital = important (adj) expedition = mission (n) locating = finding f-ing form) outdated = old-fashioned (adj) certain = sure (adj) accomplishment = achievement (n)

 

 

Ending the lesson Check Ss’ answers around the class.

Students give their own examples using the correct forms of the verbs.

Home-task:

WB&GB pp.4-5

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? Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support use concept checking questions to check learner understanding of why passive is used cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises assess pronunciation in oral and checking stages of the lesson [particularly weak form  ‘was’]

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1  Lesson 3

 Legend or Truth

Vocabulary

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.6.14-use a variety of prepositional phrases before  nouns and adjectives;

use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs  on a wide range of  familiar general and curricular topics

 

10.6.3 — use a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide 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
Previous learning Reading
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

1.        Aim: to consolidate vocabulary from the text.

•        Explain the task and give Ss time to complete it.

•        Check Ss’ answers.

Ex.1, p.8

 

Answer key

1        made

2        achieved

3    numb

4   surrounded

5   goal

Middle of the lesson 2.        Aim: То consolidate vocabulary from the text.

•         Explain the task and give Ss time to complete it.

•        Check Ss’answers.

 

3.        Aim. To practice prepositional phrases.

•        Give Ss time to complete the task.

•        Check Ss’ answers.

 

4.        Aim: To present/practice vocabulary related to extreme weather.

•                       Give Ss time to lable the pictures with the words from the list.

•                       Check Ss’answers

 

5.        Aim: to practice vocabulary related to extreme weather.

•                       Explain the task and give Ss time to complete it

•                       Ss check their answers in pairs.

 

6.        Aim: To present/practice adjectives for feelings.

•                       Explain the task and give Ss time to complete the task individually

•                       Ss check their answers around the class.

 

Ex. 2, p.8

 

 

 

 

 

 

Ex. 3, p.8

 

 

 

 

Ex. 4, p.8

 

 

 

 

 

 

 

 

 

Ex.4b, p.8

 

 

 

 

 

 

 

Ex. 5, p.8

 

 

 

 

Suggested Answer Key

A mystery

B body

C documentary

D summit

E feat

 

Suggested Answer Key

1 on  2 for  3 in

4 At  5 from

 

 

Answer Key

1thunderstorm

2blizzard

3hurricane

4drought

5flood

6tornado

7heatwave

8dust storm

Answer key

1      rained (drought)

2       lit (thunderstorm)

3       travelled (tornado)

4       reached (heatwave)

5      fell (blizzard)

6      blew (dust storm)

7      overflowed (flood)

8      formed (hurricane)

Answer key

1 relieved

2confused

3lonely

4ashamed

5worried

6bored

 

Ending the lesson Check Ss’ answers around the class.

Students give their own examples using the correct forms of the verbs.

Home-task:

WB&GB Ex. 1, 2p.6

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? Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support use concept checking questions to check learner understanding of why passive is used cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises assess pronunciation in oral and checking stages of the lesson [particularly weak form  ‘was’]

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1  Lesson 4

 Legend or Truth

Vocabulary 1b

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.6.14-use a variety of prepositional phrases before  nouns and adjectives;

use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs  on a wide range of  familiar general and curricular topics

10.6.3 — use a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

10.3.7 — use appropriate subject-specific vocabulary and syntax  to talk about a  range of general and  curricular topics

10.6.1- use a variety of abstract compound nouns  and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar 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
Previous learning Reading
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

 

 

 

 

 

 

Middle of the lesson

 

1.      Aim: to present/practice verbs/prepositions of movement

·   Give Ss time to look at the pictures and complete the gaps with the words from the list in the correct form to complete the sentences.

·   Check Ss’answers

2.      Aim: To present/practice collocations with make/do

·         Give Ss to complete the task

·         Tell Ss to check their answers in the dictionaries

·         Explain that collocations are two or more words that often go together

·         Ask Ss to add these to the collocations section in their notebooks in alphabetical order

 

3.      Aim:to present/practise words often confused

·   Explain the task

·   Give S time to complete the task

·   Check Ss’answers

 

4.      Aim: to present/practise phrasal verbs with GIVE

·        Explain the task

·        Give S time to complete the task

·        Check Ss’answers

 

5.      Aim: to practise word formation (-ing/-ed adjectives)

·        Read the theory box aloud to Ss and explain any points they are unsure of, providing extra examples if necessary.

·        Give Ss time to complete the task. Explain that correct spelling is necessary.

·        Ask Ss to list the adjectives in alphabetical order and add them to their lists in their notebooks. Ss should revise this list regularly using the words in sentences of their own.

 

6.      Aim: to practise prepositional phrases in context.

·  Explain the task.

·  Give Ss time to complete the task

·  Ask Ss to check the answers in Appendix II

 

 

7.Aim: to tell the story using pictures as prompts.

·             Ask Ss to use the pictures in Ex.6 to tell the story from Bill’s point of view using the verbs/prepositions of movement to help them. Remind Ss to include adjectives to show the character’s feelings.

·             Give Ss time to complete the task in pairs

 

Ex.6, p.9

 

 

 

 

 

 

 

Ex. 7, p.9

 

 

 

 

 

 

 

 

 

 

Ex. 8, p.9

 

 

 

 

 

Ex. 9, p.9

 

 

 

 

Ex.10, p.9

 

 

 

 

 

 

 

 

 

 

 

Ex. 11, p.9

 

 

 

 

 

 

 

Ex. 12, p.9

Answer key

1.sailing

2. swimming

3. fell

4. circled

5. ran

6. threw, pulled

 

Answer Key

1.do

2. make

3.make

4. do

5.do

6.make

7.make

8.do

9.make

10.do

Answer key

1.      saw

2.      see

3.      looking

4.      watched

 

Answer key

1.      up

2.      out

3.      in

4.      up

Answer key

1.      interested

2.      amazing

3.      satisfied

4.      frightened

 

 

 

 

 

 

 

Answer key

1.      on

2.      in

3.      around

4.      without

5.      for

6.      at

7.      after

Answer Key

One day last summer, Jim and I were sailing over a reef. Fish were swimming through the water. I leaned over to see them and I fell into water. There were some sharks nearby and they came and circled around me. I was terrified. Jim ran across the deck of the boat to get a rope. He quickly threw the rope towards me. I managed to catch it and he pulled me back into the boat. I was so relieved to get out of the water in one piece!

 

Ending the lesson Check Ss’ answers around the class.

Students give their own examples.

Home-task:

WB&GB Ex.3-6, p.6

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? Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support use concept checking questions to check learner understanding of why passive is used cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises assess pronunciation in oral and checking stages of the lesson [particularly weak form  ‘was’]

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

Module 1  Lesson 5

 Legend or Truth

Use of English 1c

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.6.9.- use appropriately a 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

10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar 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
Previous learning Vocabulary
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson

 

 

 

 

 

 

 

 

 

 

 

 

Middle of the lesson

 

1.                  Aim: to present/revise pst forms

•       Direct Ss’ attention to the text and elicit the verb forms (1-7) in bold.

•       Then give Ss time to match the verb forms (1-7) to the uses (A-G).

•       Check Ss’ answers and refer them to the Grammar Reference section for more information.

•     Check Ss’answers

 

 

2.Aim: To practice the past simple and the past continuous.

•              Expain the task and then give Ss time to complete it.

•              Check Ss’answers

 

 

 

3.               Aim: to practise the past perfect and the past perfect continuous

·   Explain the task

·   Give S time to complete the task

·   Check Ss’answers

 

 

 

 

 

 

 

 

 

4.               Aim: to practise the past tenses

·        Explain the task

·        Give S time to complete the task

·        Check Ss’answers

 

 

 

Ex.1, p.10

 

 

 

 

 

 

 

 

 

 

 

 

Ex. 2, p.10

 

 

 

 

 

 

 

 

 

 

Ex. 3, p.10

 

 

 

 

 

 

 

 

 

 

 

 

Ex. 4, p.10

 

 

 

 

 

 

 

Answer key

1      past simple -B

2       past continuous — D

3       past simple — F

4       past perfect — C

5       past continuous — G

6       past perfect continuous — A

7       past perfect — E

 

Answer Key

1          were you doing, was watching, was reading

2       was looking, saw, Did anyone get

3       did they get, fost, started

4       was leaving, caught, Were the passengers

 

Answer key

1.      had you been waiting

2.      had drunk

3.      had been walking

4.      had survived

5.      hadn’t you checked

6.      had been searching

 

Answer key

1went/bought

2read

3wereb driving/broke

4did you start

5realised/had lost/stopped

 

Ending the lesson Check Ss’ answers around the class.

Students give their own examples.

Home-task:

WB&GB Ex.1-4, p.7

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? Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support use concept checking questions to check learner understanding of why passive is used cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises assess pronunciation in oral and checking stages of the lesson [particularly weak form  ‘was’]

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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