Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able groups during controlled tasks and provide further modelling and drilling support
monitor learners’ production and pronunciation of target language in whole class plenary checking of tasks
cross-curricular links: languages [contrasts with L1]
challenge more able learners to spontaneously report things you say
| 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 9
Lesson plan
LESSON: Module 9 Lesson 8
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
UE11 C10 W3
Lesson objectives
All learners will be able to:
use some target structures accurately to communicate intended meanings
Most learners will be able to:
use most target structures accurately to communicate intended meanings and pronounce target language intelligibly most of the time.
Some learners will be able to:
use target language accurately and flexibly with clear pronunciation to communicate a range of intended meanings
basic reporting verbs / sentence patterns following common reporting verbs / punctuation of direct speech
Plan
Planned activities
Excel
Resources
To present reporting verbs (said – told)
• Ss close their books.
Write on the board: He said (that) it was good. He told me (that) it was good. He said to me that it was good.
Explain that you say something to someone, but you tell someone something. The verb tell needs to have a personal object such as a name or pronoun which the verb say doesn’t need.
Say and write: The teacher said we could stop writing. Or The teacher told us to stop writing. Explain that the second sentence needs the personal object ‘us’ which the first sentence doesn’t need.
Explain that it is also possible to use the structure – say to, e.g. The teacher said to us that we could stop writing. But we need to use that – it is not optional here.
- Ask Ss to open their books.
- Draw Ss’ attention to the theory box.
Read the box.
• Elicit L1 equivalents from the Ss and elicit further examples to concept check.
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UE11
UE11
C10
| To practise reporting verbs (said – told) Explain the task. Allow Ss time to complete the sentences. Check Ss’ answers. To practise reporting verbs (said – told) Explain the task. Allow Ss time to rewrite the sentences. Check Ss’ answers. |
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| To present reported questions, commands/ requests • Ss close their books. Say and write on the board: Is Mark here? He asked if Mark was there. Explain that we use the verb ask for reported questions – we do not use say or tell. Explain that when the direct question begins with a question word, the reported question uses the same word. Write on the board: Where is the pen? He asked where the pen was. Explain that if the direct question begins with an auxiliary or a modal verb (if they are yes/no questions) then we use if/whether. Have you done your homework? He asked her if/whether she had done her homework. Explain that the question mark is not used, and neither are expressions like please, oh, etc. Explain that time words and pronouns change as necessary. Write on the board: Sit down. Explain that it is a command or request. Write, He told me to sit down. Explain that reported commands and requests can use a range of verbs, for example, told, asked, ordered, etc. Explain that these verbs are followed by a to-infinitive. He asked me to sit down. He commanded me to sit down. Elicit L1 equivalents from Ss and further examples to concept check. Ask Ss to open their books. Read the theory box. Give Ss time to answer the questions. Elicit answers around the class and further examples to concept check. | |||||||||
| Ending the lesson W3 | Дата: 2019-02-02, просмотров: 235. 
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