Explain the task. Ask Ss to use the answers to Ex. 3 for their email and to follow the plan given.
Allow Ss time to write the email. Alternatively assign the task as HW and correct it the next day.
Check Ss’ answers. Ask some Ss to read their email aloud 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
provide support for final writing task by providing less able learners with sentence starters
monitor ‘linkers’ activity as learners complete in groups. Note common problems for feedback to whole groups
ICT links: features of email correspondence
set an extension challenge in final writing task for more able learners e.g. refer twice to a previous email you received from a friend.
take in extended email writing for assessment
| 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: Module1 Lesson 11 | |||||
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C3 C4 S1 S3 UE5
Lesson objectives
All learners will be able to:
use some language from the module to express views and pose some relevant questions accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant questions accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant questions accurately
language of hobbies , benefits of hobbies, adjectives that describe different kinds of activity
Plan
Planned activities
Excel
Resources
To personalise the topic and talk about hobbies
• Explain the task. Ask Ss to read through the list and tick the benefits.
• Elicit answers from some Ss.
To express an opinion
• Elicit answers around the class. Alternatively allow Ss to work in pairs and explain why they think people need hobbies.
• Monitor the activity around the class.
• Ask some Ss to present answers.
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Main activities
C4
UE5
UE5
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To invent a hobby; to generate new ideas Explain the task. Allow Ss plenty of time to invent a hobby. Monitor the activity around the class. Ask each pair to present their inventions to the class.
To test knowledge learnt in this module Explain the task. Allow Ss some time to read the statements and decide whether each one is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to mark the statements correctly. Check Ss’ answers |
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To revise knowledge taught in the module • Explain the task and allow Ss time to look through Module 1 and think of quiz questions. • Tell Ss they can use the quiz in the previous task as a model. Offer an example, (e.g. Jack Stamford plays video games. F) • Ss swap their quizzes, do them and then report back to the class. They should correct the false sentences. | |||||||||
| Ending the lesson S1 |
To predict the content of a song • Explain the task. • Elicit answers from Ss. • Play the recording. Ss listen and check answers.
To personalise the task • Explain the task. • Elicit answers from various Ss around the class. | Video | |||||||
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Additional information | |||||||||
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Дата: 2019-02-02, просмотров: 458. 
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