Cross-curricular links
Health and safety check
ICT links
Values links
support less able learners in poster production and question writing tasks by prompting them to look at different module lessons and highlighting language control errors for them to correct
monitor accuracy and range of language used by learners in quiz questions
cross-curricular links: Geography and History [range of subject focuses from Module]
challenge more able learners to write different types of question for the quiz.
use a checklist to assess effectiveness of delivery and language in poster presentations
| 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 5
Lesson plan
LESSON: Module 5 Lesson 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
R1 R2 L5 S6 S7
Lesson objectives
All learners will be able to:
identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support
Most learners will be able to:
identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support
Some learners will be able to:
identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support
general adjectives used to describe non-fictional characters
Plan
Planned activities
Excel
Resources
Read the title of the module Reading for Pleasure and ask Ss to suggest what it means. Go through the What’s in this module? section and stimulate a discussion to prompt Ss’ interest in the module.
To present and practise character adjectives
• Draw Ss’ attention to the pictures.
• Present the example and ask Ss to work in pairs and
make sentences following the example.
• Monitor the activity around the class.
• Elicit answers from various Ss around the class.
• Play the video for Ss and elicit their comments at
the end.
Video
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Main Activities
R1
R1
L5
R2
S6
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To introduce the topic; to read for specific Information • Elicit what, if anything, Ss know about Sir Arthur Conan Doyle and the famous character he created. • Ask Ss to read the biography and elicit answers around the class. To read for specific information • Explain that the plot of a book/film is the series of events that make up the story. • Allow Ss time to read the plot and answer the questions. • Elicit answers around the class |
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To read for specific information • Explain the task. • Elicit Ss’ guesses as to what happens. Play the recording. Ss listen and read the text to find out. To listen and watch for confirmation Play the video for Ss and elicit their comments about whether their guesses were correct. |
Video | ||||||||
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To read for specific information • Explain the task. • Allow Ss time to read the text again and complete the task. • Check Ss’ answers.
To develop critical thinking skills • Explain the task and the adjectives. • Ask Ss to work in pairs and answer the questions from Watson’s point of view. • Monitor the activity around the class. • Ask some pairs to present their answers to the class.
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| Ending the lesson |
To consolidate vocabulary from the text • Explain the task. • Allow Ss time to fill in the gaps with the correct verbs. • Check Ss’ answers. |
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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: 328. 
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