Lesson Plan

Teachers Date Lesson #

Gaukhar Kenzhebayeva
21/01/2025 7-8
Kate Frolova

Grade Length Student #

10 80 mins 11-15

Main Aims

Unit 6D ‘You have no idea where camels really come from’

By the end of the lesson Ss will be able:

- Learn and use new words related to the topic (e.g., branch, fragments, fossils, reframed).

- Develop authentic listening comprehension by identifying details and main ideas from a video.

understand and use compound nouns related to the topic.

- Discuss and evaluate the evolution and adaptation of camels based on evidence.

Subsidiary Aims

Speaking

- Enhance students' ability to discuss and share ideas confidently through group discussions and presentations

Personal Aims | Take these from the action points from your previous feedback

- to give Ss appropriate guidance to do speaking tasks

- provide students with effective feedback

- to manage time efficiently

Anticipated Problem | What problems might SS have with tasks? Can you foresee any problems of class Solution | What will you do in class to prevent / solve these problems?
room management?

N.B Problems of TL go on LA sheet

Ss might need help in tasks with new vocabulary T will provide examples and prompts.
 Lesson Plan

Stage Name Stage Aim Procedure Materials Interaction Time

The name of the stage. Why are you doing this stage? What will the teacher do? Describe in sufficient detail that another teacher could teach What are you planning to use? Pattern Mins per stage.

this lesson. S-S, T-Ss etc.

Warming up Engage students and introduce the topic. TED Photo and initial task
T
• Tell students they are going to watch a TED Talk about an archaeological discovery.
Slide 2 T-S 5 mins
• Read out the quote and ask students whether they agree with it. Encourage them to think of an
T-SS
example, e.g. Darwin and his theory of evolution, Hawking and his Big Bang theory, etc.

Lead-in To set the context for the lesson and • Tell them they are going to see a short text on the T
Slide 3
generate interest DVD to introduce the talk and the speaker, and play the S-S 6 mins
About the speaker section.
T-SS

Vocabulary To expand students' vocabulary Then SS do the vocabulary exercise.

Answers to About the speaker

1 branch = c (part of a family, group or subject)

2 fragments = b (pieces of a larger object that has broken) T

3 fossils = b (things that used to be alive a long time ago Slide 4 S 5 mins
and are now preserved in rock) T-SS
4 Arctic Circle = a (an imaginary line around the Earth

near the North Pole)

5 reframed = a (is made new and different)

Listening To develop students’ listening skills to • Put students in pairs. Ask them to read the sentences and check if there’s anything they Slide 5 T 8 mins

understand fast speech don’t understand. Read the Authentic listening skills box and play the audio once straight Ex.1, p.76 S

through. Students complete the sentences as best they can. https://www.ted.com/talks/ T-SS

• Ask students to compare in pairs. Go round and check how they did and decide if they latif_nasser_you_have_no_idea_

will need to hear the audio again. where_camels_really_come_fro

• To go through the answers, nominate a student to say the answer to item

1. Play the audio again to confirm or check it. If they are uncertain, you could play just

that sentence one or two more times.

• Write up the sentence on the board. If you can, highlight how the sounds change in fast

speech with letters/sounds disappearing or words linking together. You could finally

challenge students to say the sentences as quickly as they are said in the audio.

Answers and audioscript 32

1 ... she thought it was just a splinter of wood, because that’s the sort of thing people had
m
found at the Fyles Leaf Bed before – prehistoric plant parts.

2 How certain were you that you had it right, like ... that you had put it together in the

right way, like?

3 ... something like a cow or a sheep. But it couldn’t

have been either of those. It was just too big.

4 ... you’re going to have different body sizes. You’re

going to have some with really long necks, so they’re actually functionally like giraffes.

5 And, as a historian, you start with an idea in your mind of how the story goes.

Discussion to develop critical thinking by discussing the • Have students discuss the questions in groups or as a whole class. At this point don’t
T-SS
statements give any feedback on the answers as the task is simply to generate ideas and interest
Slide 6
SS-SS 7 mins
before students watch rather than get the correct answer.
Ex.2, p.76
T-SS
 Lesson Plan

Watching a video • Tell students they are going to watch the talk connected to camels – obviously! Ask
to develop students' ability to identify and them to read the text and check they understand it.
extract specific information from the video. • Explain the task. You could ask what they think the answer to item 1 is before they T-SS
Slide 7
listen, but don’t tell them if they are right or wrong. Play Part 1 once straight through. S 8 mins
Ex.4, p.76
T-SS

Critical thinking To identify specific details and facts • Tell the class they are going to watch Part 2 of the talk and decide if the answers to

presented in the video to determine the Exercise 2 are in fact true or false.

accuracy of each statement. • Play Part 2 once straight through.

• Say the task you set them again and tell students to compare their ideas in pairs.

• Have a class vote asking different students to justify their answers. Then either give the

answer yourself or play the section again to resolve any disagreement. T-SS

Answers slide 8 S
8 mins
1 F (Camels have been around for between forty and forty-five million years.) Ex.5, p.76 S-S

2T T-SS

3 F (Llamas are related, but the speaker doesn’t say

giraffes are – just that some early camels were functionally like giraffes.)

4 F (The hump on a camel’s back contains fat.)

5 F (It is a theory that camels evolved to walk on snow and it just so happens that this

adaptation worked for sand.)

Listening To enhance listening comprehension and • Ask students to work in pairs. Have them read the sentences, check they understand
T-SS
connect the listening task to the critical them and decide which was the correct choice. Slide 9
S-S 7 mins
thinking activity by focusing on the details of • Check the answers as a class with a class vote and Ex.6, p.76
T-SS
 Lesson Plan

the text nominating students to explain their answers.

Answers

1 cold places 2 20 3 rabbits 4 llamas

5 winters 6 warmer

Critical thinking To develop students' critical thinking skills by • Ask students to read the sentences or read them out yourself.

analyzing the implications of the fake story • 6.3 Play Part 3 of the talk and ask students to choose the best summary.
T-SS
and evaluating information critically • Say the task you set them again and tell them to check answers in pairs.
Slide 10 S
• Read out each choice and get a show of hands. Choose individual students to explain 7 mins
Ex.7, p.77 S-S
their decisions based on what they heard.
T-S
answer

1C

Speaking to build confidence in sharing ideas and • Explain the task and tell the class about the discovery (preferably one that students

opinions and to improve fluency and might not know about).

accuracy when discussing topics related to • Give students two or three minutes to talk about other stories they have heard, or they
T-SS
science and adaptation. could make one up. Go round and check students are doing the task correctly and notice Slide 10
S 8 mins
errors, difficulties, or where they use L1. Ex. 8, p.77
T-SS
• At the end of the task, give some feedback about new language that came up, and

focus on errors to correct, which you may have written on the board. You can also share

some interesting things you heard with the class.

Vocabulary in context to learn and use topic-specific vocabulary in Tell students that they are going to watch Slides 11, 12 T-SS 7 mins

meaningful contexts. some clips from the talk which contain new or interesting words or phrases. They should Ex.9, p.77 S

choose the correct meaning for each one. Pause T-S-S

after each question on screen so students can choose the correct definition, then play the

answer. If you like, you can ask students to shout out the answers. If helpful, either you
 Lesson Plan

or students could give an additional example before moving on to the next question.

• Read out the questions and, in each case, give your own examples. Encourage students

to find out more information by asking further questions.

• Now tell them to think of true examples for at least two of the questions. Give them

two minutes to decide what they are going to say.

End At the end of the lesson, students reflect on:

- what they learned

- what they need to continue working on

Homework: Unit 6D, Student’s book: Ex. 4, 5, 9, pp.76-77 - review new vocabulary (slides 4, 7, 8, 12)

Workbook: Ex. 1, 2, 3, 4, p. 70