Folk tales
• Explain the task. Allow Ss time to complete the
spidergram.
• Check Ss’ answers
To consolidate understanding of
Folk tales
• Ask Ss to work in groups and discuss what makes
this a good example of a folk tale.
• Refer Ss to their answers in Ex. 6a.
• Monitor the activity around the class, checking for
vocabulary and pronunciation.
• Ask Ss to present their answers to the class.
To present a folk tale to the class
• Explain the task. Divide the class into groups and
allow them time to research a folk tale, and list the
events in the order they happened.
• Ask groups to present the folktale to the class.
To draw a picture of the magic garden
• Allow Ss time to draw a picture of the Magic Garden.
• Present Ss’ pictures in class and/or display on a
noticeboard.
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
provide less able learners with a grid to complete for task 6b to prompt discussion
monitor learners’ discussions make notes on pronunciation and use of target language for whole class feedback
cross-curricular links: languages [world literature]
provide learners with extra challenge in presenting their pictures to class – give them five words/phrases connected to folktale genre for them to use in the presentation
use a checklist to check accuracy and delivery of learners’ presentation of their pictures
| 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 9
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 L2 S7 S3 R2 W5
Lesson objectives
All learners will be able to:
use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly
Most learners will be able to:
use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly
Some learners will be able to:
use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly
vocabulary related to explaining character, plot, theme and genre in literature from previous sections
Plan
Planned activities
Excel
Resources
To understand values
• Read out the task and ask Ss to choose which
reasons are important for them.
• Elicit answers from Ss around the class.
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C10
R2
W5
S7 |
To create characters for a Detective story • Explain the task. Ask Ss to work in pairs and think of two characters for a detective story, a good one and a bad one. • Allow Ss time to think of names, where the characters live, what they look like and what they are like. • Ask Ss to present their characters to the class. |
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To consolidate information from the Module • Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false. • Alternatively, allow Ss to look through the module and find the relevant information to mark the statements correctly. Check Ss’ answers. | |||||||||
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To prepare a quiz; to revise information From the module • Explain the task and allow Ss time to look through Module 5 and think of quiz questions. • Ss swap their quizzes, do them and then report back to the class.
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| To predict missing words; • Explain the task. • Ss work in pairs and complete the gaps. • Play the video for S’s. |
Video | ||||||||
| L2 | Дата: 2019-02-02, просмотров: 283. 
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