SEPTEMBER – 12 LESSON UNITS                                                       BOOMERANG INTERMEDIATE – III CLASS

 

TOPIC & RELATED VOCABULARY

 

 

BASIC REQUIREMENTS

 

ADVANCE REQUIREMENTS

 

 

    TIME DEVOTED

 

Introductory remarks.

·        Educational requirements: systematic studying, making notes, etc.

·        A course book, workbook, notebook, dictionary – optional.

 

My foreign language experiences.

 

 

1.      Students are aware of all the necessary device to learn English effectively.

2.        They know the international status of English all over the world.

3.        Students can point their own Adventures with English, they evaluate them.

 

1.      What to do to learn English better? –

      a panel discussion.

 

 

 

 

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My hobbies- a text and vocabulary analysis.

·         Questions and answers about hobbies and interests.

·        Verbs + objects

 

 

 

 

1.      Students can talk about the way they spend their spare time and they enumerate things they love and hate doing.

2.      The ability to present other person’s hobbies and interests after mutual conversation.

3.      The knowledge of the collocations of verbs and objects to make correct sentences.

 

1.      Asking and answering questions about other students hobbies, the ability to discuss them.

 

 

 

 

 

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The present and its two faces – grammar analysis.

·        Present Simple – its specific meanings and form

·        Present Continuous – its dimentions and form.

 

 

Now and around now – the status of Present Continuous.

 

 

 

 

 

 

 

 

 

 

 

 

Friends’ talkings – speaking practice.

·        Themes of young people’ conversations.

·        Adjectives describing humans’ traits of character.

·         Functions: asking about news, checking information, expressing ignorance and surprise.

 

 

1.      Students are aware of the present in English and its double dimension.

2.      The ability to specify the reality by means of the two present tenses.

3.      Students know the forms of PS & PC.

4.      Learners are able to transform sentences into three types in both tenses.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.      What do your peers talk about? – students can enumerate English verbs and nouns which would describe topics taken up by them.

2.      The ability to use functions to make dialogues conducted by teenagers: asking and answering about news, expressing surprise and ignorance.

3.      Knowledge of adjectives which are helpful to depict other people’s features of character or personality.

 

 

1.      Asking and answering questions about the actions that are happening at the moment of speaking and repeated or permanent ones.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.      A role play about an everyday friends’ talking using approprite functions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Surveys – diagram analysis.

 

A survey report writing – a pair work.

·        Persantage vs. per cent  - %

·        Logical linkers: how to begin, finish and make a text coherent?

 

 

 

1.      Student can analyse pie charts and use them to make sentences.

2.      The knowledge of logical connectors used to make a report more coherent and easy to analyse.

3.      The ability to evaluate ones own piece of writing.

4.      Student can cooperate in a pair-work and exchange their abilities and duties.

 

1.      Make a report on the basis of a given diagram which shows the persentage of respondents.

 

 

 

 

 

 

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The role of which, who, where in relative clauses – grammar practice.

·        Humans – who

·        Animals & abjects – which

·        Places – where

·         Punctuation - , ........ ,

 

 

1.      Students distinguish between defining and non-defining relative clauses.

2.      Knowledge of where to put appropriate relative pronouns according to sth or sb being described.

3.      What do the comas mean in such statements?

 

1.      students can think of their own examples of defining and non defining relative clauses and explain their choices.

 

 

 

 

 

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Making friends – speaking practice.

·        At the party: a party talk

·        Functions: introducing, offering

·        A small talk

 

 

 

 

 

 

Royal castles – reading comprehension.

·        Balmoral & Windsor – famous royal places

·        Royal vocabulary

·        Reading comprehension

 

 

 

1.      Students can identify the order of conversations they hear.

2.      Students can use a party talk fanctions to make a dialogue: “At the birthday party”

 

 

 

 

 

 

 

1.      Students become aware of the most famous places which should be strictly associate with the Royal Family.

2.      The ability to identify words and expressions which relate the Monarch.

3.      Learners can read the texts and answer general questions.

 

 

1.      The ability to introduce sb to sb else, offer a dance, drink, something to eat.

 

 

 

 

 

 

 

 

 

1.      Students can describe the content of a text in ones own ords after reading it two times.

2.      The ability to write a a short piece of writing about any Polish outstanding building or monument.

 

 

 

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Grammar and vocabulary items revision.

·        Present tenses

·        Defining and non-defining clauses

·        People’s descriptions

·        Charts and diagrams analysis

 

 

 

1.      Students can make sentences in both present tenses according to specific contexts and situations.

2.      The ability to make statements with relative pronouns: who, which, where.

3.      Learners can write a short report after an analysis of a survey.

4.      How to behave at the party? How to make new friends and introduce people to people?

 

1.      The ability to evaluate ones own progress of skills, grammar, lexical items.

 

 

 

 

 

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In a shopping mall – working on functions.

·        Various types of shops

·        Various items of goods

·        Singular and plarl form of irregular nouns.

·        Functions:

·        Making suggestions,agreeing and disagreeing, clarifying .

 

 

1.      Students know names of shops in English and they can associate them with goods.

2.      The knowledge of nouns which have irregular singular and plural forms.

3.      How to make suggestions and respond to them?

 

1.      You are in a shop. Ask about the direction, price, a thing you want to buy. Make a dialogue.

 

 

 

 

 

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Plany wynikowe kl.III-Boomerang Intermediate-marzec-9h

 

Temat

Wymagania podstawowe

Wymagania ponadpodstawowe

Ilość lekcji

 

Agreeing,asking for help, offering help-reporting verbs

-na podstawie podanych materiałów uzupełnia zdania czasownikami z bezokolicznikiem lub formą-ing

-rozpoznaje i podaje czasowniki występujące z bezokolicznikiem lub –ing

-potrafi samodzielnie stosować je w wypowiedziach ustnych i pisemnych

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Round up-reporting questions and commands

-na podstawie podanych materiałów uzupełnia zdania czasownikami z bezokolicznikiem lub formą-ing

-rozpoznaje i podaje czasowniki występujące z bezokolicznikiem lub –ing

-potrafi samodzielnie stosować je w wypowiedziach ustnych i pisemnych

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Reported Speech-statements

-pracując w grupie przekształca zdania mowy zależnej w niezależną, mowy niezależnej na zależną

-samodzielnie przekształca zdania z mowy zależnej na niezależną i zdania z mowy niezależnej na zależną

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Reported Speech-questions

-podaje zasady tworzenia pytań w mowie zależnej

-pracując w grupie przekształca pytania mowy zależnej w niezależną i odwrotnie

-zna i potrafi wyjaśnić zasady tworzenia pytań w mowie zależnej

-samodzielnie przekształca pytania z mowy zależnej na niezależną i odwrotnie

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Talking about media-discovering grammar rules

-rozumie i krótko odpowiada na pytania dotyczące ulubionych programów TV

-tworzy listę zalet i wad telewizji

-potrafi podać i opisać rodzaje programów TV

-wypowiada się na temat swoich ulubionych programów telewizyjnych

-zabiera głos w dyskusji, podaje i odbiera argumenty dotyczące wad i zalet oglądania telewizji

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Reading,writing a summary of a film scene

-zna ogólny schemat pisania recenzji filmowej

-potrafi ułożyć i zapisać kilkuzdaniową recenzję filmową na podstawie podanego wzoru i listy wyrażeń

-zna dokładnie zasady pisania recenzji filmowej

-samodzielnie układa i zapisuje spójną recenzję

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Reported Speech-statements and questions

-podaje zasady tworzenia zdań I pytań w mowie zależnej

-z pomocą nauczyciela przekształca zdania i pytania z mowy zależnej na niezależną i odwrotnie

Samodz. przekształca zdania i pytania z mowy zależnej na niez. I odwrotnie

-stosuje mowę zależną i niez. W samodzielnych wypowiedziach ustnych i pisemnych

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