Previous learning
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Analysing Academic Language
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Plan
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Part of the lesson/Time
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Teacher’s activity
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Student’s activity
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Assessment
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Resources
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Beginning the lesson
5 minutes
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Grammar Adjective complements
Ex.5 p.83
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics;
Aim: to practise affixes (prefixes and suffixes)
• Refer Ss to the Appendix to revise affixes.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
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Answer Key
1 misunderstood 2 non-members 3 lengthen 4 understaffed 5 trainee 6 interactive
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Feedback:
“The praise” method
“Good job!
Well done!”
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Whiteboard
PPT (With words)
Pupils Book
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Listening
Ex.6 p.83
Aim: to listen for specific information (gap fill)
• Ask Ss to read the sentences 1-8.
• Play the recording. Ss listen and fill in the missing information.
• Check Ss’ answers.
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Answer Key
1 science 2 scientific 3 new words 4 different meaning 5 keywords terminology 6 (common) roots 7 wall display
8 define
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Feedback:
“The praise” method
“Good job!
Well done!”
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Whiteboard
PPT (With words)
Pupils Book
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Listening & Speaking
Ex.7 p.83
Aim: to listen for gist
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
• Elicit answers from Ss around the class.
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Suggested Answer Key
The first student thinks that playing memory games is a good idea, whereas the second student thinks they are only suitable for younger children. Both students agree that visuals, such as picture dictionaries and props, can help students to remember new words. They also both believe that it’s a good idea to teach vocabulary through learning prefixes, suffixes and roots of scientific words.
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Feedback:
“The praise” method
“Good job!
Well done!”
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Whiteboard
PPT (With words)
Pupils Book
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Ex.8 A p.83
11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics;
Aim: to identify phrases in a dialogue for giving reasons, highlighting and introducing an opposing point
• Give Ss time to read the phrases in the Useful Language box.
• Play the recording again. Ss listen and mark which phrases they can hear.
• Check Ss' answers.
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Answer Key
‘The main reason is…’
‘As a matter of fact…’
‘owing to the fact that…’
‘While you have a point, I nevertheless think that...’
‘I take your point, but…’
‘I strongly believe that…’
‘Another equally important reason...’
‘In reality, …’
‘...on the other hand,’
‘Consequently, ...’
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