Write the words positive/negative on the board.
Elicit Ss’ answers and write them under the correct heading.
Ss copy the completed table in their notebooks.
Allow Ss three minutes to write their paragraphs.
Ask Ss to read their paragraphs to their partner.
• Alternatively, ask various Ss around the class to read their paragraphs to the class.
• Play the video for the Ss and elicit their comments at the end.
To give a presentation on the Industrial Revolution
• Ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books. Allow time for Ss to collect the information and prepare their presentations.
- Alternatively, assign the task as HW. Ask various groups of Ss to make their presentations in the next lesson.
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
support less able writers in writing task by eliciting and guiding them towards different textual reference options as they build their writing
use thumbs up and down technique and follow-up questions to check text understanding
cross-curricular links: History [phases of industrial and technological development]
challenge more able learners to rephrase ideas that they take from the input text in their own writing
take in extended 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 2
Lesson plan
LESSON: Module 2 Lesson 10
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 R1 L5 S4 W5 W6
Lesson objectives
All learners will be able to:
read and listen to identify some main ideas and produce a short piece of writing with some clear organisational features of an essay with support
Most learners will be able to:
read and listen to identify most of the main ideas and produce a short piece of writing with clear organisational features of an essay with support
Some learners will be able to:
read and listen to identify all of the main ideas and produce a short piece of writing with good organisational features of an essay with little support
role of topic sentences in paragraphs some features of an essay
Plan
Planned activities
Excel
Resources
To read for specific information
• Explain the task and allow Ss some time to read the text and answer the questions, then check Ss’ answers.
• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.
Video
| Main activities C10 S4 L5 W5 W6 |
To identify topic sentences Read the Study Skills box aloud and explain which sentences are topic sentences and which are supporting. Elicit the topic sentences in the article and ask various Ss around the class to suggest alternatives.
To listen for specific information and ideas · Explain the task. Ss match the items. · Play the recording. Ss listen and check their answers. · Point out that Ss may use ideas from the listening task for the following writing task. To write a for-and-against essay Explain the task and remind Ss to use their answers from Ex. 3 and the paragraph plan to help them. Allow Ss some time to complete the task and then ask various Ss around the class to read out their essays. |
Class CD
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| Ending the lesson S7 |
To revise Module Vocabulary
Play in teams. Say a word related to technology. Make sure the word is from Module 2. The other team makes a sentence using it. Each correct sentence gets one point. The team with the most points wins. Team AS1: keyboard Team BS1: We use the keyboard to type documents –printer. Team AS2: We use a printer to print a document. etc |
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Additional information | |||||||||
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