plans & intentions
• Explain the task and read out the example.
• Allow Ss some time to form the questions and
answers with their partners.
• Ss complete the task. Ask various Ss to read out
their answers to the class.
To write about future plans
• Explain the task and read out the example.
• Allow Ss some time to write their sentences using
the time expressions and then tell their partner
their answers.
• Ask some Ss to read their sentences aloud for the
class.
*Alternatively, let the students do this for homework.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in group work and give further modelling and drilling support
use concept checking questions to check learner understanding of why a time phrase suggests use of a particular form
cross-curricular links: languages [contrasts with L1]
challenge more able learners to give multiple [and/or] answers in practice exercises
assess pronunciation in oral and checking stages of the lesson [particularly contractions and weak forms]
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
MODULE 4
Lesson plan
LESSON: Module 4 Lesson 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L8 R1 R2 S3 S7
Lesson objectives
All learners will be able to:
identify some of the key ideas and specific information in the text and relate some information and give some views about space with support
Most learners will be able to:
identify most of the key ideas and specific information in the text and relate a range of information and give some views about space with support
Some learners will be able to:
identify most of the key ideas and specific information in the text and relate a range of information and views about space with little support
basic vocabulary relating to theme of space and solar system and exploration
Plan
Planned activities
Excel
Resources
To introduce the topic; to predict the
Content of the text
• Direct Ss’ attention to the picture of the solar
system. Play the recording with pauses for Ss to
repeat chorally and/or individually.
• Check Ss’ pronunciation and intonation.
To discuss the solar system
• Read the questions aloud. Explain/Elicit the
meaning of inner (closest to the centre) and
outer (closest to the outside) and explain that the
first four planets are part of the inner solar
system and the last four planets are part of the
outer solar system.
• Ask Ss to look at the picture and elicit the
answers.
Class CD
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Main Activities
R1
S7
R2
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To predict the content of a text; to read For gist • Read out the title: ‘Mission to Mars’. Explain the word mission – (an expedition into space.) • Write the following names on the board; Yuri Gagarin, Vostok 1, Baikonur Cosmodrome, Neil Armstrong, Opportunity, Curiosity, NASA. Ask Ss if they know how these names are connected with space exploration. • Play the recording. Ss listen and read to check.
Ask Ss to read the Did you know? box. If necessary explain the word ‘acid’ (a substance that dissolves metal, rocks, etc.). Prompt Ss to say how these facts explain why there is not a mission to Venus. • Direct Ss attention to the Check these words box and give Ss time to check or look up the meanings. |
Video
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