Assessment – how are you planning to check learners’ learning?
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ask more challenging probing questions involving a range of determiners in whole class plenary checking of singular and plural nouns

use thumbs up/down technique in checking controlled task answers

cross curricular links: languages

[comparison of words and structures in different languages]

 

monitor weaker groups in more controlled tasks and provide further support and modelling

plenary whole class follow-up questioning

 

                     

 

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 1

Lesson plan

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE2 UE12 S3

 

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

 

 

Previous learning

 common comparative and superlative adjectives including some irregular ones

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson

 

Elicit from learners how they can say they prefer something to something else

 

 

 

             

 

 

Main Activities

 

           

 

 

UE12

 

 

S3

 

UE2

 

           

 

 

S3

1b To present the comparative and the superlative      

Go through the table with Ss. Explain that when we want to compare two people/things/places etc, we use comparative forms. Explain that when we want to compare one person/thing/place etc, with more than one person/thing/place in the same group, we use superlative forms.      

Explain the task and allow Ss some time to complete it.      

Check Ss’ answers around the class

 

   
 

 


To practise comparative forms 

Explain the task and allow Ss some time to complete it.     

Check Ss’ answers around the class. As an extension ask Ss to compare two members of their family. (e.g. My dad is older than my mum.)

To practise superlative forms 

Explain the task and allow Ss some time to complete it.     

Check Ss’ answers around the class.

To practise comparative – superlative forms

• Go through the adjectives and the table with Ss. Explain any unknown words.

• Explain the task and allow Ss some time to complete it.     

• Check Ss’ answers around the class.

Video

 

To present too/enough

• Ss close their books. Say then write on the board: My bag is too heavy to lift. My bag is light enough to lift. Mime too heavy/light enough. Elicit that too has a negative meaning and enough has a positive meaning.     

• Ss open their books. Read out the theory box. Elicit the L1 equivalents for the examples.

To practise too/enough 

• Explain the task and allow Ss some time to complete it.      

• Check Ss’ answers around the class.

  Ending the lesson

To revise the present continuous, the present simple, singular/plural nouns, the comparative and superlative, too/enough

• Explain the task and allow Ss three minutes to prepare their sentences. Ss tell their partners.

• Check Ss’ answers around the class.

 

   

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Дата: 2019-02-02, просмотров: 255.