Play the recording. Ss listen and check their answers to Ex. 5.
Class CD
To personalise the topic
• Elicit Ss’ responses to the song.
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
monitor learner question writing in groups and highlight for less able learners where they should self-correct errors
monitor learner questions for accuracy and encourage them to self-correct
cross-curricular links: languages [world literature]
challenge more able learners to create anecdotes about the characters they invent
values link : understanding the moral of stories
| 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 6
Lesson plan
LESSON: Module 6 Lesson1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 S3 S5 W5
Lesson objectives
All learners will be able to:
use some target language correctly in response to speaking and writing task prompts and in exchanges
Most learners will be able to:
use a range of target language correctly in response to speaking and writing task prompts
and in exchanges
Some learners will be able to:
use a range of target language correctly in response to a wider range of speaking and writing task prompts and in exchanges
basic vocabulary relating to TV genre types and viewing
Plan
Planned activities
Excel
Resources
Read the title of the module Entertainment & Media and ask Ss to suggest what they think the module will be about (the module is about cinema, film and music). Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module
|
Main Activities
S3
S5
W5 |
To present types of TV programmes Play the recording. Ss listen and repeat chorally or individually. Elicit which types of programmes Ss enjoy by asking various Ss around the class.
To consolidate new vocabulary Draw Ss’ attention to the pictures (1-6) and elicit what they show. |
Class CD Video
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|
To discuss TV programmes • Go through the adjectives in the list and explain/ elicit the meanings of any unknown ones. • Read out the example exchange with a S and then Ss discuss the TV programmes in pairs using the adjectives. • Monitor the activity around the class. | |||||||||
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Ss make notes on the type of programmes they watch using vocabulary from exercises
| |||||||||
| Ending the lesson S5 |
Ask some pairs to ask and answer in front of the class. |
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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 | |||||||
| prompt less able learners to engage in whole class checking and plenary activities with supportive questioning provide headings for final note writing task
| monitor for spoken accuracy in elicitation and checking tasks and use a range of oral correction techniques | cross curricular links: languages [TV genres] | |||||||
| challenge more able learners to give reasons for their views and to say how they view content | |||||||||
| 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 6
Lesson plan
LESSON: Module 6 Lesson 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 C7 R2 S6 L1
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
basic vocabulary relating to films and TV viewing
Plan
Planned activities
Excel
Resources
To introduce the topic
Elicit some films about robots that Ss have seen from Ss around the class and ask them to briefly describe them.
Дата: 2019-02-02, просмотров: 283.
