Information
• Explain the task.
• Allow Ss time to read through the short text and
answer the questions.
• Check Ss’ answers.
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Main Activities
R1 L1
R2
R3
S7
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To listen and read for specific information • Explain the task. • Play the recording. Ss listen and read to find out the answers to the questions. • Elicit answers from Ss around the class. To read for specific information • Explain the task. Allow Ss time to answer the questions. • Elicit answers from Ss around the class. To understand themes in a story; to Develop critical thinking skills • Explain the task. • Allow Ss time to read the text again and develop their answers. • Check Ss’ answers. |
Class CD
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To practise/consolidate new vocabulary • Give Ss time to look up the words in the Check these words box and elicit their meanings. • Explain the task. Allow Ss time to fill in the gaps. • Check Ss’ answers. To consolidate new vocabulary through Synonyms • Explain the task. • Allow Ss time to match the words in bold to the synonymous words/phrases in the list. | ||||||||||||||||||
| Ending the lesson | • 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? |
Assessment – how are you planning to check learners’ learning? | Cross-curricular links | ||||||||||||||||
| support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer. | in oral explanation of themes in the story monitor use of linkers for delayed corrective feedback to whole class on board |
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| challenge more able learners to explain thematic connections between different elements in the story or between this legend and others | monitor learner pronunciation of new words from text and drill and ask learners to mark word stress | |||||||||||||||||
| 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 6
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
R3 C6 C10 S8 S5 S1 W6
Lesson objectives
All learners will be able to:
identify some main ideas in text and use some target language in productive tasks to communicate some relevant ideas correctly with support
Most learners will be able to:
identify most main ideas in text and use a range of target language in productive tasks to communicate some relevant ideas correctly with support
Some learners will be able to:
identify most main ideas in text and use a range of target language in productive tasks to communicate mostly relevant ideas correctly with little support
vocabulary related to explaining plot character and theme in literature from previous sections
Plan
Planned activities
Excel
Resources
To present the literary genre ‘epic’
• Read out the theory box and the examples.
• Elicit further examples from Ss.
To consolidate understanding of the
literacy genre ‘epic’
• Give Ss time to make notes under the headings.
• Check Ss’ answers.
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Main Activities
S8
C6
S5
W6 S1 |
.To summarise a story • Decide whether Ss will say or write the task and then allow Ss time to list the main events and write or say the story around the class using their notes. • Monitor the activity around the class. • Alternatively, assign the task as HW and have the students present their answers in the next lesson. |
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To draw a comic strip; to develop Creative skills • Explain the task. Ask Ss to work in groups and produce the 15 frames. • Display the results to the class or on a noticeboard. | |||||||||
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To develop creative skills • Explain the task. • Have Ss work in groups and brainstorm answers to the questions. • Make notes and develop a contemporary version of the story. • Ask groups to present their stories to the class.
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| Ending the lesson |
The class vote to decide on the most interesting story. |
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Additional information | |||||||||
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