Cross-curricular links
Health and safety check
ICT links
Values links
present different degrees of challenge through ‘gist’ questioning
monitor group and plenary speaking tasks to give whole class feedback on board
values links: sport and cultural life
modelling of speaking tasks with less able groups
whole class gist questioning
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 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
S4 S7 C9 W2
Lesson objectives
All learners will be able to:
use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task
Most learners will be able to:
use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task
Some learners will be able to:
use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task
Different types of adventure sports and activities
Some adjectives for describing experiences
Plan
Planned activities
Excel
Resources
Elicit from learners some of the types of holiday experience discussed in the previous lesson.
Then introduce and practise new vocabulary in the task in 3a 3.
• Give Ss time to complete the task.
• Elicit answers from Ss around the class.
Main activities S4 S7 C9 W2 |
To present vocabulary for Experiences • Read through the list of activities and check Ss’ understanding. • Explain the task and choose two Ss to read out the example. • Give Ss time to complete the task in closed pairs. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.
To personalise the topic • Ask Ss to work in pairs and ask and answer about each other’s experiences using the questions provided. • Monitor the activity around the class. • Ask various Ss to share their experiences with the class.
To write a comment to a blog • Explain the task and give Ss time to complete it. |
Video | |||||||
Ending the lesson | Ask various Ss to share their answers with the class. |
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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 | |||||||
set more and less extended version of the writing task | peer assessment with correction code for writing tasks | values link: sporting experiences | |||||||
add certain elements to correct code for more able learners to assess e.g. ww wrong word wo word order | monitoring speaking and writing group work. | ||||||||
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 3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
UE7 S7
Lesson objectives
All learners will be able to:
use some target structures, questions and short answers successfully in tasks
Most learners will be able to:
use most target structures, questions and short answers successfully in tasks
Some learners will be able to:
use most target structures, questions and short answers well in tasks, showing flexibility of use in freer tasks
describing experiences in speech and writing
vocabulary feel alive , time of my life, nothing compares to
Plan
Planned activities
Excel
Resources
Дата: 2019-02-02, просмотров: 293.