2024-10-30

Lower Secondary B2.2

Lesson Aims

By the end of the lesson, students will be able to

  • Discuss supernatural phenomena and mythical creatures using key vocabulary (e.g., haunt, lurk) and share their personal beliefs and opinions on the paranormal.
  • Summarize reasons behind supernatural claims after watching a video on ghost sightings, and relate concepts like sleep paralysis to ghostly experiences.
  • Engage in a quest game using thematic language, collaboratively solving tasks in a haunted house scenario to reinforce vocabulary and critical thinking.

Plan

  • Project presentations
  • Choose ESL Brains lesson
  • ESL Brains games

Homework

  • Learning Hub

Incidental Language

  • reveal
  • emerge
  • lurk
  • make your blood run cold
  • hide in plain sight
  • haunt
  • vanish in thin air

2010-10-28

Lower Secondary B2.2

Lesson Aims

  • I can follow a social media video promoting a product.
  • I can analyse techniques used to engage the viewer in a social media video.
  • I can plan a short social media video to promote a product.
  • I can give a clear video presentation using appropriate word stress.

Plan

  • In the bag
  • project

Homework

  • Learning Hub

Incidental Language

  • bargain
  • discount
  • in bulk

Error Correction

  • at the video
    • on the video

2024-10-23

Lower Secondary B2.2

Lesson Aims

  • I can read and understand a petition statement about about a current issue.
  • I can discuss my own reactions to ideas in the petition.
  • I can write a comment giving my opinion about a topic.

Materials

  • Magazine pages 8-9
  • Success criteria
  • writing paper

Plan

  • Revise with in-the-bag cards
    • speed rounds
      • race in pairs–most points in 3 min
  • Prepare to read (activate prior knowledge)
    • Discuss the questions in pairs.
      • Have you ever signed a petition? What was it about, and why did you decide to sign it?
      • Do you think petitions can really make a difference? Can you think of any successful petitions you’ve heard about?
      • What kinds of issues do you think are most likely to inspire petitions in your community or among your friends?
      • If you could start a petition on any issue, what would it be about, and why?
      • Do you think social media helps or harms the effectiveness of petitions? How?
    • Get feedback from the class for the second question in magazine
    • Board examples of petitions they’ve signed or heard of.
      • climate change
      • gun control
      • mental health awareness and resources
      • petitions against fast fashion
      • school policies
      • internet safety and privacy
      • animal rights
      • equal rights and social justice
      • lowering the voting age
      • for free or reduced-cost public transport for students
  • Vocabulary pre-teach
    • words boarded; in pairs:
      • What part of speech is each word; work out the meaning together
    • Employ – verb – to hire someone to do a specific job or task. //ɪmˈplɔɪ//
    • Quality – noun – the standard or level of excellence of something. //ˈkwɒlɪti//
    • Planet – noun – a large natural object that orbits a star, such as Earth. //ˈplænɪt//
    • Influence – noun – the power to change or affect someone or something. //ˈɪnfluəns//
    • Research – noun – the process of studying something to discover new information. //rɪˈsɜːtʃ//
    • Properly – adverb – in the correct or right way. //ˈprɒpəli//
  • Read for gist
    • quick read
      • Ss don’t worry about vocab or complete understanding
    • Were any of our ideas about petitions mentioned?
  • Reading for and practice of vocabulary
    • Ss read again, finding vocabulary that inhibits their understanding
      • Ss board vocab
      • Tt clarifies + CCQ’s
        • possibly unknown words by the weakest student
          • Influence, Fashion industry, Forced, Low pay, Petition, Minimum wage, Research, Manufacturers, Employ, Appalled, Disposable, Contributing, Climate change, Energy consumption, Fossil fuels, Quality, Properly, Planet, Exploited, Disposable
        • words that have a high probability of being unknown by the whole class
          • Influence
            • The power to change or affect someone or something.
            • Common collocations:
              • strong influence, positive influence, influence on
          • Forced
            • Made to do something without choice.
            • Common collocations:
              • forced to, feel forced, forced labor
          • Low pay
            • Earning very little money for work.
            • Common collocations:
              • receive low pay, suffer from low pay, low-paid workers
          • Petition
            • A formal request asking for something, usually signed by many people.
            • Common collocations:
              • sign a petition, file a petition, submit a petition
          • Minimum wage
            • The lowest amount of money that workers can legally be paid.
            • Common collocations:
              • raise the minimum wage, minimum wage laws, earn the minimum wage
          • Manufacturers
            • Companies or people that make products in large amounts, usually in factories.
            • Common collocations:
              • leading manufacturers, local manufacturers, large-scale manufacturers
          • Appalled
            • Shocked and upset by something bad or unpleasant.
            • Common collocations:
              • absolutely appalled, appalled by
          • Disposable
            • Something that is used once or for a short time and then thrown away.
            • Common collocations:
              • disposable income, disposable products, disposable cups
          • Contributing
            • Helping to cause or add to something.
            • Common collocations:
              • contributing factor, contribute to, contributing member
          • Energy consumption
            • The amount of energy used.
            • Common collocations:
              • reduce energy consumption, high energy consumption, energy-efficient
          • Fossil fuels
            • Natural resources like coal, oil, and gas used for energy, but bad for the environment.
            • Common collocations:
              • burn fossil fuels, fossil fuel emissions, fossil fuel industry
          • Properly
            • In the right way or correctly.
            • Common collocations:
              • work properly, function properly, behave properly
          • Exploited
            • Treated unfairly for someone else’s benefit.
            • Common collocations:
              • be exploited, feel exploited, exploited workers
          • Research
            • The process of studying or investigating something to find out more about it.
            • Common collocations:
            • conduct research, do research, research findings
    • Collocations practice
      • collocation matching race in small teams
        • answers
          • Influence → have a strong
          • Forced → Labor
          • Low pay → Receive
          • Petition → Sign a
          • Minimum wage → Raise the
          • Manufacturers → Leading
          • Appalled → Absolutely
          • Disposable → Income
          • contributing → Factor
          • Energy consumption → High
          • Fossil fuels → Burn
          • Research → Conduct
      • collocation chain
        • Use one word or phrase from the previous sentence (preferably a collocation word).
        • Incorporate a new collocation into the next sentence that builds on or connects to the previous one.
  • Read Exam skills box
  • Read for specific info
    • ask Ss to take their time
    • clarify anything remaining
    • Ss do task 11
      • Ss check answers in pairs and discuss about whether they agree or not with the statements

  • Task 12: Write a comment

    • Discussion
      • attempt as mini debates (probably not #1)

    • Writing

      • Success criteria for writing the comment:

        • Clearly state if you agree (“Signed!”) or disagree (“I can’t sign this”) with the petition. Give reasons for your opinion about buying clothes, referring to ideas you discussed (e.g., price, ethics, environmental impact). Think about how buying habits affect workers, the environment, or the fashion industry.

          Organize your comment logically, with a clear beginning, explanation, and ending. Stay on topic and answer at least one of the discussion questions (e.g., is it better to buy cheap or expensive clothes? How do clothes purchases affect workers?).

          Use the vocabulary from the lesson (e.g., disposable income, minimum wage, exploited workers) to express your opinion. Make sure your grammar is correct (e.g., correct verb forms and subject-verb agreement). Use linking words like because, therefore, however to explain your ideas clearly.

          Share your own thoughts and opinions rather than copying from the text. Provide a well-thought-out explanation, showing you’ve reflected on how people’s buying habits affect workers or the environment.

          By following these criteria, you’ll write a clear, thoughtful, and well-organized comment!

      • Model

        • I believe it’s important to change how much we buy because our shopping habits have a direct impact on both workers and the environment. Buying a lot of cheap clothes encourages companies to exploit workers by paying them low wages and forcing them to work long hours. Workers deserve a fair wage, and supporting companies that pay their workers properly can make a difference.

          Additionally, buying fewer, higher-quality clothes reduces waste and helps combat climate change. The fashion industry uses a lot of energy, and much of it comes from burning fossil fuels, which contributes to global warming. By consuming less and making ethical choices, we can reduce our carbon footprint and create a more sustainable world.

          It’s time to make conscious decisions and support better conditions for workers and the planet.

        • Evaluation
          • Ss find the following
            • Clear position: The writer clearly states their stance by writing “Signed!” and supporting ethical and sustainable consumption.
            • Logical structure: The comment is organized with a clear introduction (stating the stance), explanation (reasons for signing), and conclusion.
            • Use of lesson vocabulary: Terms like exploited workers, fair wage, carbon footprint, fossil fuels, and sustainable are effectively used.
      • Peer check using criteria
  • Exit Ticket
    • Share one thing you’ve learned about petitions or one new vocabulary word you’ll use.

Homework

  • Learning Hub and finish writing your comment to be read by your classmates

(Incidental) Language

  • vaccine
  • shot
  • pollen
  • sneeze
  • persuade
  • leading manufacturer
  • change someone’s mind
  • excuse me, but can I speak now?
  • wages
  • salary
  • income
  • fund
  • leading

Error Correction

  • a leading manufacturer of sportswear

Next

  • Project

2024-10-21

Lower Secondary B2.2

Lesson Aims

  • To review language from the unit so far

Materials

  • In the bag cards

Plan

  • start in the bag cards
  • Learning Hub

Homework

  • Learning Hub

2024-10-16

Lower Secondary B2.2

  • Magazine: [[LS B2.2 Shop Till You Drop]] until 2024-10-30
  • Previous Lesson: [[2024-10-14]]
  • Previous Homework: Passives worksheet (already checked)

Lesson Aims

  • I can write a letter to Paddington saying why he should come and visit Poland on his next adventure.

Materials

  • Ready for C1 Writing: informal email
  • prompt

Plan

  • watch the trailer
  • writing a letter
    • ready for writing
      • You have received a letter from Paddington Bear! He has heard a lot about Poland and is considering visiting, but he wants to know more about what makes it special. Here is part of his letter to you:
        • Dear Friend,
          • I have been traveling around the world and having so many adventures! I’ve heard that Poland is a very interesting place, but I don’t know much about it yet. Could you tell me why I should visit Poland on my next adventure? What places should I see, and what things should I try? I would love to hear all about it!
          • Thank you so much for your help.
        • Love, Paddington
      • Write a reply to Paddington, telling him why he should come and visit Poland. Remember to:
        • Give him reasons to visit Poland and mention some places he might like to see.
        • Suggest activities he could do or foods he should try.
        • Use an informal style and be friendly, just like you’re writing to a friend.
        • Write about 100-120 words.

Homework

  • refine your writing and write a final draft

Next

  • pages 8-9
    • I can read and understand a petition statement about about a current issue.
    • I can discuss my own reactions to ideas in the petition.
    • I can write a comment giving my opinion about a topic.

Note to Parents

Message: 16 October 2024 4:11 PM

Dear Parents,

Welcome to our Lower Secondary Lower Advanced class! I’m excited to share what we’ve been working on recently through our current magazine, “Shop Till You Drop.”

In class, we have been exploring a range of language skills, including passive structures and the passive infinitive, which help students describe processes and actions without emphasizing who is performing them. This has been particularly useful as we’ve practiced language used in shopping scenarios.

The students have developed their listening skills, identifying key information and speakers’ feelings, attitudes, and purpose from short audio clips. They’ve also practiced persuasion techniques, learning how to influence others’ opinions—skills that tie in nicely with our discussions around social media influencers and related vocabulary.

Please encourage your child to continue engaging with the materials and activities we have on the Learning Hub. This practice helps reinforce what we cover in class and prepares them for future challenges.

Thank you for your continued support, and I look forward to sharing more progress updates soon!

Kind Regards,

Bart