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

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Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

provide support to less able learners in writing task by providing more of a guided writing template e.g. sentence starters

monitor sentence writing task and note errors for delayed feedback to whole class on board

values links: benefits of being active

challenge more able learners to divide their short text into two distinct paragraphs

take-in learner writing to assess

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 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L4 R2 C7 S3 S6

Lesson objectives

All learners will be able to:

identify some relevant information in the text and use some target language to give advice about staying healthy and active

Most learners will be able to:

identify most relevant information in the text and use a range of target language to give advice about staying healthy and active

Some learners will be able to:

identify most relevant information in the text, use it effectively in sentence transfer task and use a range of target language to give advice about staying healthy and active

Previous learning

language for giving advice adjectives relating to lifestyle: active unhealthy lazy

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson L4

To personalise topic and stimulate interest

• Draw Ss’ attention to the box with the definition. Read the definition.

• Elicit answers from Ss around the class.

• Play the recording. Ss listen and read.

• Check Ss’ answers.

Class CD

	Main activities R2 C7 S3	To read for specific information Explain the task. Allow Ss time to read the text and fill in the missing information. Check Ss’ answers To personalise the topic; to give advice Allow Ss some time to prepare their answers. Ss can work in closed pairs. Monitor the activity. Invite various students to tell the class.
	Ending the lesson S3 S6	To give advice on how to stay healthy • Explain the task. Allow Ss time to search for information online. • Ss write about How to Stay Healthy. Alternatively assign this task as HW. • Ask Ss to present their information to the class.
	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, guide and support less able learners to produce correct sentences in pair/group advice sentence task			monitor sentence production in information transfer and sentence writing task – feedback on errors to whole class		values link: healthy minds and bodies
	set an extension challenge in final writing task for more able learners e.g. organise advice under two separate headings.			take in learners’ final task writing to assess

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 Lesson10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C6 C10 W1 W6 W9 S1

Lesson objectives

All learners will be able to:

organise and link some ideas accurately and produce some appropriate features of an email

Most learners will be able to:

organise and link some ideas accurately and produce a range of appropriate features of an email

Some learners will be able to:

organise and link most ideas accurately with good use of cohesive ties and produce a range of appropriate features of an email

Previous learning

main features of email correspondence some basic linkers and but or so

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson C6 C10

To present ‘topic sentences’ and read for specific information

• Draw Ss’ attention to the Study Skills box about topic sentences. Read through the box about topic sentences.

• Explain the task and allow Ss time to read the email and answer the questions.

• Check Ss’ answers

Main activities

To present and practise using ‘linkers’

Draw Ss’ attention to the Study Skills box about ‘Linkers’ and read through it. Elicit some more examples from the Ss.

Allow Ss time to rewrite the sentences.

Check Ss’ answers.

To personalise the topic

Explain the task. Allow Ss time to think of their answers.

Monitor the activity around the class.

Elicit answers from some Ss.

Дата: 2019-02-02, просмотров: 458.

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