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Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups and participate and prompt in their brainstorming activity

monitor learner language for accuracy and range in their final three tasks. Note particularly where they struggle to express connections between story frames and events. Give whole class feedback

cross-curricular links: Kazakh

literature

 

challenge learners to present their modern epic in the form of a rap

 

                     

 

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 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5 R1 S3 C3 C6 S7

 

Lesson objectives

All learners will be able to:

identify some specific information in the text and respond to some prompts correctly about its main themes and genre questions with support

Most learners will be able to:

identify most specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with support

 

Some learners will be able to:

identify all specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with little support

 

 

Previous learning

vocabulary related to explaining plot, theme  and genre in literature from previous sections

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson   L5

 

To predict the content of the text; to listen

And read for specific information

• Ask Ss to look at the picture and read the title.

• Elicit Ss’ guesses about how the garden was

created.

• Play the recording. Students listen and read the

text to find out the answers.

 

Play the video for Ss and elicit their comments at

the end.

 

Class CD

 

Video

             

 

	Main Activities     R1   C3 S3                   S7	To read for specific information • Ask Ss to read the questions and the answer choices. • Allow Ss time to read the text again and choose their answers. Ss can work in closed pairs. • Check Ss’ answers. To express a personal opinion On the topic • Explain the task. Ss work in closed pairs and discuss their opinions. • Monitor the activity around the class. • Ask some Ss to share their answers with the class.
		To 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 complete it. • Check Ss’ answers.
	Ending the lesson   C6	• Elicit further examples of folk tales 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
support less able learners in productive tasks by preparing prompt or sentence starter cards			monitor learners’ pronunciation of new words and ask learners to mark word stress			cross-curricular links: languages [world literature]
	challenge more able learners to link themes in this folktale to themes in others they know			when eliciting opinions monitor extent to which learners can expand on answers when prompted

 

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 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C6 C10  S1 S5 S8

 

Lesson objectives

All learners will be able to:

make some effective notes and use a limited range of  target vocabulary to talk about some features of folktales and describe one simply

Most learners will be able to:

make mostly effective notes and use a range of target vocabulary to talk about some features of folktale and describe a folktale concisely

 

Some learners will be able to:

make mostly effective notes and use a range of target vocabulary to talk about a variety of features of folktales and describe a folktale concisely

 

Previous learning

vocabulary related to explaining plot, theme and genre in literature from previous sections

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson   L3

.

To present folk tales

• Read out the theory and the examples.

 

 

             

 

C6 S8 S5 S1 C10 S8

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