دليل المعلم الوحدة الثالثة اللغة الإنجليزية للصف الحادي عشر الفصل الأول

دليل المعلم الوحدة الثالثة اللغة الإنجليزية للصف الحادي عشر الفصل الأول

Listening: Activity 5

l. Explain to learners that this task relates to the Activity 4 and will help them answer these types of questions in future

2. Two of the options for the previous question were incorrect, as they know, but why Learners match the wrong answers to the reasons why they are wrong

3. In pairs, learners check their answers

4. Learners underline in the tapescript where answer b (artists) are spoken about

DESIRABLE

Feedback

Elicit answers and check as a class a galleries; b painters

Listening: Activity 6

l. Explain to learners that they are going to listen to another part of the interview and answer the question. This time there are three distractors

2. Again, the sentence is not exactly spoken in the audio, but the general meaning is given

3. Learners listen and the correct answer

4. In pairs, their answers

DESIRABLE

Feedback

Elicit answer and check as a class

EXTENSION

Ask learners to explain why the other options are incorrect and/or where else they are referred to in the audio. (b Alison mentions that the gallery has a reputation for traditional water colours, but the art is very broad spectrum; c informal is not mentioned in the extract nor is it inferred; d national is not mentioned, nor is it inferred

Listening: Activity 7

l. Learners read the sentences. Explain that again, these sentences will not appear exactly as they do in the book in the audio. However, they are in the same order Learners may need to write a word or a phrase

2. Learners listen and answer

3. In pairs, learners check their answers

CORE

Feedback

Elicit answers and check as a class 1 sculpture; 2 quite a few; 3 Australian; 4 one month; 5 fascinating; 6

communicating Plenary

1. Take a class vote for which art form is their favourite Or if more time, learners could do a quick class mingle / survey to find out the class’s favourite art form. Learners report back to the class and compare their answers

 

Starter

I. Learners play backs to the board (see page 7 for how to play the game) to revise vocabulary intrcxluced last lesson

2. Also. discuss the audio from last lesson with learners, check what they can to help lead in to the next Workbook activity

3. Use the photos from the Coursebook as visual prompts

Main Activity

 Activity 2

l. Tell learners that this relates to the listening activity (Audio Track 20) from last lesson. If you wish, play Audio Track 20 again

2. Learners tick the lx»xes next to what they Alison talked about in the listening as part Of her job

3. Learners check in pairs

CORE

Feedback

Conduct whole class feedback. If you wish, replay the audio for learners to their answers against. Advise learners that the answers do not in order and there are three answers that Alison does not mention

put on; set out; set apart; set up; tum up

: Activity 3

I . Direct learners’ attention to the Language tip

2. Go through examples and some others to explain the phrasal verbs

3. Refer learners to Activity 3. Advise learners that they may have to change the form of the phrasal verb to lit the sentence

4. Learners complete sentences individually

5. In pairs, learners check their answers

CORE

Whole class feedback

1 set up; 2 work out; 3 set out; 4 putting on; 5 kæp up; 6 out; 7 turned up; 8 set apart

Differentiation activities (Suwyrt)

I. Encourage learners to match the correct phrasal verb, rather than fcxus on the form
of the verb

Differentiation activities (Stretch)

I. Learners can write their own gapped sentences to test their partners on the phrasal verbs

: Activity 4

I. Learners plan what they are going to say by making notes under each question Encourage learners Only to make notes and not write full sentences. Encourage learners to use phrasal verbs

2. Learners briefly practise what they are going to say

 

Starter

l. Remind learners of the sticky notes of their favourite UAE building from last lesson

2. Ask two or three learners to come to the front and categorise all of the buildings, for example all of the sticky notes of the Burj Khalifa to in one section on the board / wall etc

3. Learners organise the buildings into first, second. third most popular. etc

Feedback

Learners at the front of the class call out the building names and ask for a show of hands for first, second and third place buildings. Randomly nominate learners to explain why they chose their building You may want the sticky notes again in Lesson 7.

Main Activity

Activity 3

l. Draw learners’ attention to the introduction paragraph and review what makes up a good introduction paragraph. i.e. an opening sentence that engages the audience, stating the problem, a thesis statement and an overview of the essay

2. Learners complete the questions

CORE

Feedback

Peer correction, teacher elicited answers

Answers

1 the last sentence; 2 the last 3 the sentenæ; 4 no; 5 the first sentence

Activity 4

l. This activity is a scaffolding exercise to the writing task that follows

2. Learners complete the task by categorising the statements under the headings

3. Pairs compare answers

DESIRABLE

Put the two columns on the board and have learners come and write a phrase into the appropriate column

Answers

is art — can tmutiful; needs imagination and creativity; both art and architecture consider cx)lour, shape and texture; people like to visit architecture; is not art — beauty is not art; some buildings are ugly; is functional; should provide shelter Either / or — architects turn imaginative ideas into real life

I. Tell learners that you have a favourite story from your childhood. Encourage them
to ask you questions to elicit any information they can about the story — læation, time, characters, plot, ending, etc

2. In small groups, learners look at the picture and discuss the starter questions: What stories do you know ? Did your parents tell you any stories when you were younger ? Can you remember any ? Do you think stories are important ? Why / Why not ? How has the art of storytelling  changed over rime

3. If there is enough time, ask for volunteers to share their thoughts

 

Main Activity

Reading: Activity 1

l. On board write Arabian Nights

2. Elicit from learners what they know and if they know any stories from Arabian Nigh ts

CORE

Select a learner to be ‘teacher’. This learner then leads the feedback and elicits ideas from learners and writes on board

Reading: Activity 2

I. Explain instructions to learners. Tell them that you are going to give them a time limit to read the first part of the story. Explain that reading quickly to get a general idea of meaning is a useful skill to have both for assessment and real-world purposes

2. Allow learners one minute (or les.s) to read the story, then make sure they close their books as they try to reconstruct the story with their partner. Monitor and provide prompts when necessary

CORE

Feedback

Whole class works together to try to reconstruct story. Try to take a back seat as much as possible

Differentiation activities (Support)

I. Allow learners to referring to their but encourage them to use their own words

Differentiation activities (Stretch)

I. Learners devise questions which can be used to ‘jog’ the memories of other learners when story