To introduce the topic; to listen and read

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For gist

• Ask some Ss to read the sentences aloud.

• Play the recording. Ss listen and follow the text in

their books and answer the question in the rubric

Class CD

	Main Activities R1 S7	To read for specific information Allow Ss time to read the dialogue again and answer the question in the rubric. 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 L1 equivalents for the sentences in Ex. 1 from variousR1 Ss around the class.
		To role-play a dialogue • Explain the situation. • Remind Ss to use the sentences in Ex. 1 and the dialogue in Ex. 2 as a model as well as the useful language in the boxes to help them complete the task. • Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.
		To pronounce / tS /, / dZ /, / j / • Play the recording for Ss to listen and tick the correct boxes. • Play the recording again with pauses for Ss to listen and repeat chorally or individually. • Pay special attention to Ss’ pronunciation and intonation and correct as necessary.		Class CD
	Ending the lesson	• Check Ss’ answers, then elicit other words with the same sounds from Ss around the class.
	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 learners in group work and support through further modelling, prompting and drilling			monitor oral production and pronunciation in performed dialogues		cross-curricular links: languages [differences between English and L1]
	ask more able learners to read and highlight any errors In the dialogues of other pairs

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 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C8 R2 S3 S8 W3

Lesson objectives

All learners will be able to:

identify some specific information in the text and write a paragraph with some elements of structural coherence and cohesion with support

Most learners will be able to:

identify most specific information in the text and write a paragraph with clear elements of structural coherence and cohesion with little support

Some learners will be able to:

identify most specific information in the text and write a paragraph with clear elements of structural coherence and cohesion independently

Previous learning

basic vocabulary for talking about games and cultural events

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson C8 S8

To predict the topic of the text

• Direct Ss’ attention to the pictures and elicit Ss’

guesses as to what they show (a cockroach race, a

Kumis alu competition). Ask Ss what, if anything,

they know about these activities.

• Elicit a variety of questions for what Ss would like to

know about them from Ss around the class and

write three of them on the board.

• Play the recording. Ss listen and follow the text in their books and check if they can answer their questions.

Class CD

Main Activities

Дата: 2019-02-02, просмотров: 248.

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