Cross-curricular links
Health and safety check
ICT links
Values links
support less able writers in their poster and question writing tasks by highlighting areas where they can self-correct as they draft
monitor learners’ use of structure and vocabulary from the Module across tasks
ICT links: internet safety and responsible use of communication devices
challenge more able learners to vary the way in which they ask questions by thinking of alternatives
use a checklist to assess learner poster presentations for accuracy, delivery and organisation.
| 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 3
Lesson plan
LESSON: Module 3 Lesson 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
S3 S4 S7 R1 R2
Lesson objectives
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the text and find some specific information in the text
Most learners will be able to:
most target vocabulary successfully in opinion tasks, show good gist understanding and locate most specific information in the text
Some learners will be able to:
most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information in the text
means of transport, typical places to go on holiday
Plan
Planned activities
Excel
Resources
Read the title of the module Holidays & Travel and ask
Ss to suggest what they think it means. Go through the What’s in this module? and stimulate a discussion to prompt Ss’ interest in the module.
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Main activities
L1
S7
S3 S4
R1 R2
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To present holiday activities: sports • Draw Ss’ attention to the pictures (1-12) and ask various Ss to read out the extreme sports (a-o). • Elicit which sports match which pictures. • Play the recording. Ss listen and check their answers. • Play the recording again for Ss to repeat chorally or individually.
To categorise new vocabulary • Write the headings on the board and elicit answers from Ss around the class for which sports go under which heading. • Ss copy the completed lists into their notebooks. To talk about holiday activities: Sports using adjectives • Read out the adjectives in the list and ask two Ss to read out the example exchange. Then Ss discuss in pairs the sports in Ex. 1. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. |
Class CD
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To predict the content of a text; to listen And read for gist • Ask Ss to look at the title of the blog and the picture. Ask Ss to describe what they see. (I can see a young woman; I think she’s Kate. She’s on safari in the jungle. I can also see a parrot and a jaguar. She looks thrilled.) Ask Ss to guess what Kate is writing about. • Elicit answers from Ss around the class. • Play the recording. Ss listen and follow the text in their books and find out if their guesses were correct. | ||||||||
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To read for specific information • Explain the task and give Ss some time to complete it. • Check Ss’ answers by asking various Ss to share their sentences with the class.
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Video | |||||||
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To read for specific information Allow Ss some time to read the text and answer the questions. Check Ss’ answers around the class. | ||||||||
| Ending the lesson S3 |
To express an opinion and develop Critical thinking skills • Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class. |
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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: 283. 
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