Cross-curricular links
Health and safety check
ICT links
Values links
provide more guidance to less able learners in how to structure their relating of the experience task
use thumbs up or down technique in checking reading answers to monitor which learners are finding target information
values links: understanding the perspective of others
challenge more able learners to ask questions about experiences related by other able learners and for these learners to respond in character.
monitoring fluency and accuracy in oral descriptions
| 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 6
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L5 C9 S4 W2
Lesson objectives
All learners will be able to:
identify some specific information in listening task and narrate some elements of experiences successfully in role play and written article tasks
Most learners will be able to:
identify most specific information in listening task and narrate a range of elements of experiences successfully in role play task and use some features of an article successfully.
Some learners will be able to:
identify all specific information in listening task, narrate a range of elements of experiences successfully in role play task and show good control and communicative ability in writing task.
present perfect and simple past forms and time phrases
Plan
Planned activities
Excel
Resources
To listen for specific information
• Read out the task to the Ss and direct their
attention to the fact that there are three extra
problems they do not need to use.
• Play the recording. Ss listen and choose the correct
answers.
• Check Ss’ answers around the class.
| Main Activities
C9 S4
W2
|
To narrate a past experience using Role play • Explain the task. Ss take roles and ask and answer in pairs. • Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class |
| |||||||
|
To write a short article about a holiday Experience • Allow Ss some time to complete the task. Point out that Ss should give their article a title. | |||||||||
| Ending the lesson |
Check students’ answers |
| |||||||
|
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 challenging versions of the writing task | monitoring accuracy, pronunciation and fluency in role play task | Cross-curricular links: languages [features of an article] | |||||||
| ask learners to check each other’s writing using more and less extended versions of a correction code | taking in learners’ writing at the end of the lesson | ||||||||
| 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 7
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L4 R1 S7
Lesson objectives
All learners will be able to:
produce some of target structures in exchanges accurately and intelligibly with support
Most learners will be able to:
produce most of target structures in exchanges accurately and intelligibly with support
Some learners will be able to:
produce some of target structures in exchanges accurately and with clear pronunciation independently
basic forms for inviting accepting and declining
Plan
Planned activities
Excel
Resources
Дата: 2019-02-02, просмотров: 317.
