Topic 2. Read the beginning of the story and create your continuation. 8 страница

LESSON:  Module 3 Lesson 2 Seeing stars

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

S4 S7 C9 W2

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task

Most learners will be able to:

use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task

Different types of adventure sports and activities

Some adjectives for describing experiences

Plan

Planned activities

Excel
Resources

Warm-up (2–3 minutes)

• Ask individual students: Where do you live? Describe your house. Is your house big?

• Elicit some answers from the class, then ask: Do you know any very big houses? Who lives in them?

 Exercise 1

• Ask the question to the class and elicit ideas. If students find this difficut, brainstorm features which might be found in a famous person’s house, such as swimming pools, cinema rooms, big gardens, etc. Use L1 if necessary, and write suitable ideas on the board.

• Ask students to explain the reasons for their choices.

 answers.

Students own answers.

Exercise 2

• Tell students to look at the advert and the photo to find the answer to the question. Point out that at this stage, they only need to scan the text for the specific information, and they do not need to understand every word.

 answer.

A three-hour tour of celebrities’ homes in Los Angeles in a Cadillac car.

Exercise 3  CD 1.17

• Focus students on the postcard image and explain that it shows the house of a celebrity. Ask for ideas about who the celebrity might be.

• Tell students to read the sentences carefully and to think about whether they are true or false as they listen.

 answers.

1 True.

2 False. The tours start from your hotel.

3 False. They give you drinks in the car.

4 False. Jen is on the tour.

5 False. Jen’s dad organized the tour.

6 True.

Exercise 4

• Refer students to the blue words in the text and ask them to match these to the definitions.

• Encourage them to work out the meaning from the context of the text. In a weaker class, allow students to do this in pairs. In a stronger class, once students have finished, ask them to write new sentences containing words 1–5. You can then ask them to read these out, to ensure they have used the words correctly.

 answers.

1 c 2 a 3 d 4 b 5 e

Exercise 5

• Ask students to prepare their answers to the questions individually.

• Go round and listen as students ask and answer the questions in pairs. Help with pronunciation, and offer support for any ideas that students find difficult to express.

• Ask some students to report back on their discussion.

 answers.

Students’ own answers.

Video

Ask various Ss to share their answers with 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?

Cross-curricular links
Health and safety check
ICT links
Values links

set more and less extended version of the writing task

peer assessment with correction code for writing tasks

values link: sporting experiences

add certain elements to correct code for more able learners to assess e.g. ww wrong word wo word order

monitoring speaking and writing group work.

LESSON: Module 3 Lesson 3 Present continuous: affirmative and negative

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

UE7 S7

Lesson objectives

All learners will be able to:

use some target structures, questions and short answers successfully in tasks

Most learners will be able to:

use most target structures, questions and short answers successfully in tasks

Some learners will be able to:

use most target structures, questions and short answers well in tasks, showing flexibility of use in freer tasks

describing experiences in speech and writing

vocabulary feel alive , time of my life, nothing compares to

Plan

Planned activities

Excel
Resources

Warm-up

• Refer students back to the text on page 24 and ask: Where is Jen sitting at the moment? What is Britney doing in Europe? What is she looking for in London?

• Elicit the answers and write them on the board. Underline the verb forms.

• Elicit or explain that these sentences use the present continuous because the actions are happening now.

Main activities

UE7

S7

UE7

Exercise 1

• Read through the sentences with the class, and ask them to complete the gaps individually.

• Students then choose the correct words in the rules.

 answers.

1 ’re having 2 ’m sitting 3 isn’t living 4 is looking

Rules

 answers.

1 actions in progress 2 be

 LANGUAGE NOTE  In the present continuous affirmative, we add -ing to the main verb: He’s eating.
NOT He’s eat or He’s eats.

We need to have the correct form of be before the -ing form of the verb: I’m eating. NOT I eating.

In the negative form, we use ‘m not, isn’t, aren’t + -ing: He isn’t eating. NOT He doesn’t eating.

Exercise 2

• Students read the texts on page 24 again and find more examples. Ask individual students to read these out.

 answers.

1 We’re doing a tour of celebrity homes.

2 Britney isn’t sitting outside.

Exercise 3

• Ask students to work in pairs to write the -ing forms.

• Check answers with the class and elicit the rules.

• Focus on the verbs have and live. Point out that for verbs ending in -e, we delete the -e and add -ing: having NOT haveing. In a stronger class, see if students can deduce this rule by looking at the examples.

 answers.

1 working 2 sitting 3 living 4 having 5 looking 6 putting

Rules

 answers.

1 looking 2 living, having 3 sitting, putting

Exercise 4  CD 1.18

• Explain that students are going to hear people doing different activities, and that they should guess what
these are.

• Tell students to read through the verbs in the box before they listen.

• Once students have completed the sentences with the correct form of the verbs, ask individuals to read out their sentences to check answers.

 answers.

1 ’s running 2 ’s writing 3 ’re sleeping 4 is calling 5 is crying

Exercise 5

• Focus on the picture and the example. Elicit that we use the present continuous because these things are happening now (in the picture).

• Students complete the sentences with the correct form of the verbs. Remind students to think about the spelling of the -ing forms as well as the correct form of the verb be.

• In a weaker class, do the exercise orally first as a wholeclass activity.

 answers.

1 is sleeping 2 is describing 3 are listening 4 is running 5 aren’t looking 6 isn’t raining 7 are taking
8 is climbing

Exercise 6

• Read the example exchange with the class and elicit one more example from the class.

• Students write their sentences individually.

• Ask students to read their sentences to each other in pairs and say whether they are true or false. Check that they are able to form the correct versions of any that are incorrect.

• Ask some students to read their sentences to the class and ask the class to say whether they are correct or not.

 answers.

Students’ own answers.

Finished?

• Refer fast finishers to the Finished? activity. Encourage them to look through their books to find interesting photos to describe.

• Students can write their sentences, then compare with another fast finisher.

 answers.

Students’ own answers.

• Ss open their books. Go through the table with Ss

and elicit how we form the present perfect interrogative.

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

ask more able earners to expand on short answers with varying degrees of probing questioning

monitoring of formation of questions and answers in plenary work

values links: experiencing different cultures

elicit correct answers by giving more support to less able learners in pair and group work

LESSON:  Module 3 Lesson 4 Housework

School:

Date:

Teacher name:

CLASS:

absent:

UE7 S4 S7 W3

Lesson objectives

All learners will be able to:

Learn expressions for housework.

• Do a questionnaire on being helpful at home. With support

Most learners will be able to:

Learn expressions for housework.

• Do a questionnaire on being helpful at home. with little support

Some learners will be able to:

Learn expressions for housework.

• Do a questionnaire on being helpful at home. without support

interrogatives

Plan

Planned activities

Warm-up (2 minutes)

• Write the word housework on the board.

• Elicit or explain the meaning, and ask students what things they do to help at home. They can discuss this in their own language.

Main activities

UE7

Exercise 1  CD 1.19

• Read through the table with the class and make sure students understand the verbs in the headings.

• Students check the meaning of the words in the box, then use them to complete the table.

• Play the CD for students to check their answers.

• Model and drill the pronunciation of any words that are new to students.

 answers.

clear: the table

make: your bed, breakfast, lunch, dinner

do: the ironing, the shopping, the vacuuming, the washing up

tidy: your room

clean: the car, the floor, your room

take: the dog for a walk, out the rubbish

Exercise 2

• Read the title of the questionnaire and the questions under the title with the class.

• If students do not understand the word helpful, refer them back to the housework phrases and ask if they think these help other people at home. Ask some individual students if they think they are very helpful or not very helpful.

• Students can complete the questionnaire in pairs and compare their scores.

• Ask students what they learned about their partner. Ask if they agree with their own scores. In a stronger class, encourage students to give reasons.

 answers.

Students’ own answers.

Exercise 3  CD 1.20 Tapescript page 135

• Allow students time to read the question before listening.

 answer.

b

Exercise 4  CD 1.20

• Allow students time to read the questions and all the options.

• Play the CD again and ask students to answer the questions individually, then compare their answers in pairs.

 answers.

1 b 2 c 3 c 4 a 5 b 6 c

Exercise 5

• In a weaker class, start this activity off by doing one or two mimes for the class to interpret.

• Encourage students to stand up and move around to make the mimes more effective.

• Ask one or two individuals to perform for the class if you think they will enjoy this.

 answers.

Students’ own answers.

•

End the lesson with this personalisation task.

To practise talking about the past with

time expressions using personal examples

Explain the task and read out the example. Then elicit

a variety of answers from Ss around the class.

Get Ss to write sentences about themselves. Set as homework task.

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

elicit and model correct answers by giving more support to less able learners in pair and group work

monitoring outcomes in group work with aim of feeding back to whole class on errors noted

cross-curricular links : languages [ how things are expressed differently across languages]

encouraging more able learners to expand their contributions in group and plenary exchanges

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