Unit 2 Resources - Communicative English /p.66-67/ - https://www.americanplasticscouncil.org - https://www.bpf.co.uk 90 mins Duration The goal of the lesson Objectives SWBAT Materials - Stage and Activities Warm up/ Review Presentation Lesson B Students will compare the relative merits of different materials for different functions. Gain knowledge about materials. Listen for specific information for material’s qualities Learn the words and expressions related to some materials Understand that materials are used in a number of ways and that each material should be fit for purpose. can match raw materials with the finished products. can match the adjectives and their meanings. Procedures-Grammar Presentation Tactics Ask new words from the previous lesson by playing hang man and 10 mins check homework. Main EQs:What subjects are the most important for people who want to be engineers? - What skills do engineers need for their job? - What kind of work do computer engineers do? - How do people become software engineers? 20 mins Listening: Task:2 Encourage the students to speculate before listening. Ask What kinds of qualities do body implants need to have? Then play the recording once without stopping. Answers: Nickel and titanium alloys Task:3 Students listen again and make notes in the table. Answers: advantages disadvantages steel strong not resistant to corrosion nickel durable, ductile too soft titanium hard expensive Task:4 Students match the words (1-6) with the definitions (a-f). Answers: 1.e 2.a 3.f 4.b 5.d 6.c Practice Vocabulary: Collaborative learning Task:5 Provide the students with dictionaries if possible. Answers: 1. wire-copper 2. tyre-rubber 3.bottle- glass 4. fruit- wax 5. bolts- steel 6. light- neon 7. sponge- foam rubber 8. cups- polystyrene 9.shoes- leather 25 mins Task6: 1. Transparent? – glass 2. Absorbent? – sponge 3.Flexible? – rubber, leather 4. Impermeable? – glass, wax 5. Porous? – leather, sponge 6. Natural? – leather, rubber, copper 7. Good electrical conductors? – copper 8. Good heat insulators? polystyrene 25 mins Production Speaking: Independent Practice Task7: Encourage discussion by suggesting unlikely materials for these things to be made from. For example, Could you make: windows from polythene / plastic sheeting? (not durable) tables from wax? (would melt if you put hot food on them) roof tiles from paper? (too porous, not durable) electric cables from aluminium? (poor conductor) bridges from wood? (yes, but it wood rot- steel is better) shirts from nylon? (yes, but it’s not porous) Possible answers 1. glass 2. wood 3. ceramic 4. copper 5. steel 6. cotton Students will be asked to divide into groups and discuss about the 8 mins materials properties and benefits/drawbacks of them based on the knowledge they obtained to conclude the class. Conclusion Homework Comments/ Reflection Students specify and describe materials’ properties Students memorize new words. Lecturer’s note: Students are asked to prepare a small oral presentation on the topic of material and material properties. Students choose one or two types of specific material to describe in their presentation. The presentation should follow the tips that they have learnt from the lesson and it will be a good summary of the whole unit. 2 mins Unit Resources Duration The goal of the lesson Objectives SWBAT Stage and Activities Warm up/ Review Presentation 2 Classifying Lesson C - Communicative English /p.68-69/ - www.dictionary.com 90 mins - observe the use of different materials for particular uses in everyday life and the world around them Identify different observable properties of materials use their senses to explore the use of materials for familiar objects -Can analyze observable properties of materials -Can implement prior knowledge to activity Listen for specific information and three descriptions. learn the words and expressions related to devices and equipment. scanning descriptions write a similar description in Task1. Procedures-Grammar Presentation Tactics Ask new words from the previous lesson by playing hang man and 10 mins check homework. Main EQs: - Which materials are impractical for tables? - How many types of materials are used in construction? - What kinds of materials do they use to make body implants? - Which materials are most practical for bridges? - What are the materials for structure? - What kinds of materials do people use to build structures? - Why are some materials better for projects than others? Task:1 20 mins Make sure the class understand that only one description is correct. The others are made up. Find out which one each student thinks is the correct one and why. Take a class vote and then let the students turn to the back of the book to see the correct answer. Answers: Description 2 is correct. Task:2 In questions 1 to 3, draw attention to the fact that we can say a kind of, a type of, and a sort of. They all mean much the same thing. A sort of is less common in American English. In questions 4 to 6, draw attention to the words an instrument, a device, and a gadget and ask the students what the difference is. Then read the language note. Answers 1.Description3 2. Description1 3. Description2 4. Description1 5. Description2 6. Description3 Task:3 As in the Student’s book. Note that some of these things could be classified by more than one term. Answers: 1. machine or appliance 2. tool 3. gadget Practice Collaborative learning Production Independent Practice Conclusion Homework 4. machine or appliance 5. instrument 6. implement 7. machine or appliance Task:4 In large classes, put the students into teams and have them computing to try to think of as many different appliances, machines, tools, etc. as they can. Possible answers: machine-electric saw, answering machine instrument-calculator, blood pressure monitor appliance-freezer, tumble drier gadget-electric stapler implement-garden fork, shovel tool-chisel, spanner 25 mins Listening: Task:5 This is a listening puzzle. Stop the recordings every one or two sentences and encourage the students to guess what the different items might be. Answers: 1. fishing rod 2. DNA(Deoxyribonucleic acid) 3. Computer mouse Task:6 Students listen again and pause the recording after each sentence. Answers: 1. This is an implement- describes what class of thing it is 2. It’s made of … -describes what the thing is like 3. It’s long,…-describes its shape 4. It has a… -describes its parts 5. It’s the perfect…-describes who it would be good for 6. It’s for…-describes what it’s for 25 mins Speaking: Task:7 Tell the students you are going to write a similar listening puzzle together and it will be about a car. Elicit sentences to describe a car and write them on the board, for example: It weighs 1865 kilograms. It can kill people. It’s for getting from place to place. It’s a form of transport. It has four wheels. Point out that to function as a puzzle, the more ambiguous of other objects. Make sure they understand that their texts should function as puzzles- as in the earlier listening task. Students conclude what they learned in today’s lesson (1-2 students) 8 mins Students complete Task:8 to write the words in the list in the correct 2 mins column p.69 Communicative English. Answers will vary. GLOSSARY 1. device (n) – a very general term for a tool or piece of equipment, for example, a labour-saving device, a security device. 2. instrument (n) – for doing delicate and precise work, where you need to be exact. 3. appliance (n) – a piece of electrical equipment we use in our house. 4. gadget (n) – modern – not needed but fun and nice to have 5. implement (n) – often used outside or in the kitchen 6. tool (n) – simple, held in our hands, for making and repairing things. 7. DNA –Deoxyribonucleic acid (n) - a molecule composed of two polynucleotide chains that coil around each other to form a double helix carrying genetic instructions for the development, functioning, growth and reproduction of all known organisms and many viruses.
