Assessment – how are you planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links
provide more structure to writing task by suggesting sentence starters to less able writers
monitor writing and highlight for learners where they need to self-correct
values links: citizenship [caring for the environment]
suggest note-headings for speech task which will challenge more able learners to extend range of their talk e.g. possible solutions
assess control, pronunciation and organisation of talk in speech task
| 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 4
Lesson plan
LESSON: Module 4 Lesson 3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
UE8 UE10
Lesson objectives
All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some support
Some learners will be able to:
use most target structures accurately in more controlled and freer production tasks with little support
other uses of will e.g. making offers use of ‘going to’ for ‘ future intentions’
Plan
Planned activities
Excel
Resources
To present the future simple (will)
• Ss close their books. Present the future simple. Say:
I’m thirsty. I will drink some water. and Next summer
he will go on holiday. Write them on the board.
Underline I will drink and he will go and explain that
these verbs are in the future simple. Explain that we
use will + the base form of the main verb to form the
affirmative. Explain that we use this tense to talk
about on-the-spot decisions and predictions.
• Say, then write on the board: Will you go out
tonight? No, it’s raining. I will not/won’t go out
tonight. Underline Will you go and I will not/won’t go.
Explain that these are the interrogative and negative
forms of the future simple. Give examples for all
persons and explain that we form the negative form
with will + not + the base form of the main verb and
the interrogative with will + personal pronoun + the
base form of the main verb.
• Ss open their books. Ask them to read the table and
then elicit the L1 equivalents for the examples.
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Main Activities
UE8
UE10
| To practise will for predictions about the Future • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class. To practise will for on-the-spot decisions • Explain the task and read out the example. • Allow Ss two minutes to complete the task. Ask various Ss to read out the answers to the class. To practise will for on-the-spot decisions • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class |
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To practise making predictions About the future • Explain the task and read out the examples. Ss use the prompts and their own ideas to make sentences. • Ss compare their answers in pairs, then ask some Ss to share their answers with the class. | |||||||||
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To present the uses of will and going to Go through the theory table with Ss and then elicit the Kazakhstani equivalents for the examples. To practise will and going to • Explain the task. • Ss complete the task. Check Ss’ answers
To practise making predictions based on Visible evidence • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class. Дата: 2019-02-02, просмотров: 309. 
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