Cross-curricular links
Health and safety check
ICT links
Values links
encourage less able learners to show another learner where they think the answer to reading question is in the text before deciding on answer
monitor reading comprehension with thumbs up and down technique and follow-up questioning
values link: caring for the environment
encourage more able learners to extend their writing to two paragraphs
take in learners’ extended writing for assessment
| 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 8
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 R4 R7 S1 S6
Lesson objectives
All learners will be able to:
identify some structural patterns and main ideas in text and give a short simple presentation with support
Most learners will be able to:
identify most structural patterns and main ideas in text and give a well-structured presentation with support
Some learners will be able to:
identify all structural patterns and most main ideas in text and give a well-structured and fluent presentation with little support
vocabulary relating to environmental problems and signposting presentation language
Plan
Planned activities
Excel
Resources
To introduce the topic, elicit prior
Knowledge and predict the content of the text
• Read the title aloud and elicit if Ss know anything about the hole in the ozone layer. Elicit a variety of questions on the topic from various Ss around the class and write three of them on the board.
• Ss read through the text then elicit which of the
questions on the board they can now answer.
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Main Activities
R7
S6
S1
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To read for lexico-grammatical structure (open cloze) • Allow Ss some time to read the text carefully and think of an appropriate word for each gap. • Have Ss look up the meanings of the words in the Check these words box and then check Ss’ answers.
To summarise/paraphrase information in a Text • Play the recording. Ss listen and follow the text in their books. Then ask Ss to close their books. • Ask various Ss around the class to talk about the hole in the ozone layer in front of the rest of the class. |
Class CD | |||||||
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To give a presentation on Global warming • Ask Ss to work in groups and look up information on the Internet, using the key phrase ‘global warming’ in the search bar, or in encyclopaedias/other reference books. • Ask each group to choose a leader and the leaders will assign roles to each member (e.g. find a picture, find information, write the text, etc). • Read the Study Skills box aloud and elicit suggestions for a suitable variety of texts (fact and fiction, websites, newspapers, novels, poetry and song lyrics, even comics). • Ask Ss to give reasons why a variety is useful (different perspectives, formal/informal register, idioms, etc). • Allow time for Ss to collect the information and prepare their presentations. • Alternatively, assign the task as HW. Ask various groups of Ss to give their presentation to the class. | |||||||||
| Ending the lesson | • Play the video for the Ss and elicit their comments at the end. | Video | |||||||
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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: 285. 
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