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Нажимая кнопку "Продолжить", я принимаю политику конфиденциальности

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

monitor and prompt less able learners to self-correct language when preparing questions for survey

monitor accuracy of language use in final presentation task and note errors for whole class feedback

cross-curricular links: Maths [presenting graphical information]

 

prompt more able learners to speculate how graph would look if young people in Kazakhstan were surveyed.

 

 

                     

 

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 2

Lesson plan

LESSON: Module 2 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C10 L5 L7 S7

 

Lesson objectives

All learners will be able to:

identify some target language correctly and use some target language correctly in functional exchanges with some control of pronunciation

Most learners will be able to:

identify most target language correctly and use some target language correctly in functional exchanges with good control of pronunciation

 

Some learners will be able to:

identify all target language correctly and use most target language correctly in functional exchanges with good control of pronunciation

Previous learning

imperative forms for giving instructions basic questions asking for guidance and clarification

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson

 

To present situational language 

 

Play the recording for Ss to listen and repeat chorally or individually.

 

 

Class CD

             

 

	Main activities     L5   C10                 S7	To listen and read for specific information Play the recording. Ss listen and follow the dialogue in their books and order the pictures. To learn synonymous phrases   Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. To consolidate situational language through translation   Elicit the Kazakhstani equivalents for the sentences in Ex. 1 from various Ss around the class. To act out a dialogue    • Ask Ss to work in pairs and take roles and read out the dialogue.       • Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.
	Ending the lesson   L7	To pronounce /s/,/S/       • Play the recording. Ss listen and tick the correct boxes. Check Ss’ answers.      • Play the recording again with pauses for Ss to listen and repeat. Pay attention to Ss’ pronunciation and intonation and correct as necessary.			Class CD
	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 less able groups when learners practise in pairs and provide further modelling, elicitation and drilling support			monitor learners as they work in pairs and note errors with target forms and remodel for whole class			cross-curricular links: languages [L1 contrasts]
	challenge more able learners to perform a version of the dialogue to the class just using the visuals as prompts			assess pronunciation, individual sounds, sentence stress and intonation in role play and final activity.

 

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 2

Lesson plan

LESSON: Module 2 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C3 C7 L8 R2 W5

 

Lesson objectives

All learners will be able to:

identify some specific information in the text by scanning effectively and producing a simple short text with some organisational features an article 

Most learners will be able to:

identify most specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and which shows clear organisational features an article 

Some learners will be able to:

identify all specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and in which organisational features an article are used to good effect

Previous learning

use of scanning and confirmation strategies in reading / use of headings and neutral style in articles

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson   C7 L8