Cross-curricular links
Health and safety check
ICT links
Values links
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:
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
common comparative and superlative adjectives including some irregular ones
Plan
Planned activities
Excel
Resources
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: 292. 
Материалы представленные на сайте исключительно с целью ознакомления пользователям Интернета и не преследуют коммерческих целей или нарушение авторских прав.
© 2018 - 2024
| ||||||||