LESSON: Module 1 Lesson 1 School: School- gymnasium 65
Introduction
Date: 02.09 Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star,
planet, dwarf planet);
Cross - curricular Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
links spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module Starter and ask Ss to suggest what they
LESSON think it means. Go through the topic list and stimulate a discussion to
prompt Ss' interest in the module.
PRESENTATION SB Ex. 1 p. 5 To revise/practise vocabulary related to extreme SB
AND PRACTICE weather conditions
• Read the types of extreme weather conditions aloud and elicit an
11.5.2 explanation for each one from various Ss around the class (e.g. during
a thunderstorm there are bright flashes of light in the sky). • Give Ss
time to complete the task and then check Ss’ answers.
Answer Key
1 thunderstorm 2 hurricane 3 drought 4 flood 5 heatwave 6 dust
storm
11.5.2 SB Ex. 2 p. 5 To revise/practise vocabulary related to the
environment
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 greenhouse 2 smog 3 waste 4 warming 5 spill 6 conservation 7
fuels 8 layer
11.5.2 SB Ex. 3 p. 5 To revise/practise vocabulary related to means of
transport
• Explain the task and give Ss time to circle the odd words. • Check
Ss’ answers around the class.
Answer Key
MOTORBIKE – rails BUS – nose PLANE – license plate SHIP –
pedal TRAIN – steering wheel
Activity
11.5.2 Truth or lie.
Students write three sentences about themselves on a piece of paper.
One of them is true, the other two are false. Students are allowed to
ask questions about statements. As a result, it is necessary to
determine what is true and what is false. The game allows not only to
develop grammar skills, but also to learn more about the students.
The more difficult the statements you write, the more interesting it
will be for you to play. For example, you might think of the following
statements:
• I like fried fish.
11.5.2 • I was at the library with my friend yesterday.
• I'm going to make a tattoo.
SB Ex. 4 p. 5 To revise/practise vocabulary related to the Solar
System
• Read the vocabulary items aloud and elicit an explanation for each
one from various Ss around the class (e.g. a constellation is a group
of stars that make a recognisable shape in the sky). • Give Ss time to
complete the task. • Check Ss’ answers around the class.
Answer Key
11.5.2 1 Milky Way 2 meteorite 3 satellite 4 spacecraft 5 eclipse 6
constellation
SB Ex. 5 p. 6 To revise/practise vocabulary related to
entertainment
• Go through the vocabulary items and elicit an explanation for each
one from various Ss around the class (e.g. a cast is the group of
people who act in a film, etc). • Give Ss time to complete the task. •
Check Ss’ answers.
Answer Key
1 set 2 season 3 stage 4 costume 5 interval 6 award 7 audience 8
rehearsal 9 plotline 10 cast
Activity
The game "Guess who you are" continues until the participant
guesses who he is. He must say "I (the hidden word)". Then another
sticker is molded to the next participant. The option is allowed when
the player guessed the hidden character with accuracy (described the
film, phrases, clothes, sport), but does not know the name, the game
is considered won. Terminator; Indiana Jones; Agent 007; Kevin;
James Bond; Harry Potter; Shurik; Rambo; Lara Croft; Mrs Smith;
Ostap Bender; Sherlock Holmes; Capt. Jack Sparrow; Forrest Gump;
Han Solo; Dr. Watson; Darth Vader; Leela; Sarah Connor.
SB Ex. 6 p. 6 To revise/practise vocabulary related to
appearance & character
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 tanned 2 overweight 3 frizzy 4 wrinkles 5 easy-going 6 ambitious
7 forgetful 8 noisy 9 messy 10 sensible
ENDING THE • Extension: If you wish, you can ask Ss to write their own sentences
LESSON with the rest of the vocabulary items.
11.5.2 Suggested Answer Key
1 He looks thin and pale; is he OK?
2 Jack goes to the gym at least five times a week so he is very well-
built.
3 She use to have long straight hair but recently she cut it short and
had a perm.
4 I get freckles on my face if I spend too much time in the sun.
5 Sophie is very open-minded, she never judges others and is
interested in different cultures.
6 He is so arrogant – he thinks he’s the best player on the team!
7 I know I can trust my best friend, she’s really loyal and truthful.
8 My sister is really nosey; she’s always listening in to other people’s
conversations.
9 Don’t be so bossy, you can’t tell me what to do!
10 Jenny is quite sensitive; she often cries when we’re watching a sad
movie.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
