• Direct Ss’ attention to the pictures and elicit the
films the characters are from and what they are
about.
• Play the recording. Ss listen and follow the text
in their books and find out.
Class CD
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Main Activities
R2
R2
S6 C7
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To read for specific information • Allow Ss some time to read the texts and mark the sentences. • Direct Ss to the Word List to look up the meaning of the words in the Check these words box. Check Ss’ answers. Ss can then correct the false statements |
Video
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To consolidate comprehension of A text • Explain the task. Ss complete the table and then talk about each film. • Monitor the activity around the class and then ask some Ss to report back on how the stories are similar. | |||||||||
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To expand and personalise The topic • Explain the task and read out the example. Ss complete the task. • Check Ss’ answers around the class.
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| Ending the lesson L1 |
To present vocabulary related to the theme • Go through the list of words with Ss and explain/ elicit any unknown words/phrases. • Ss complete the task for homework.
To present verbs related to the theme • Go through the short text and explain/elicit any unknown words/phrases. S’s complete for homework. |
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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. | check learner comprehension using thumbs up or down technique and follow-up questioning | cross-curricular links: literature [film genres] | |||||||
| provide challenge for more able learners by asking them to form a range of questions about the information in the table | monitor production error in pair and whole class checking discussions and feedback to whole class | ||||||||
| 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 3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
UE5 S6 L5 W3 W7
Lesson objectives
All learners will be able to:
identify some specific information in the listening text and use some functional language correctly in speaking and email writing task with support
Most learners will be able to:
identify most specific information in the listening text and use a range of functional language correctly in speaking and email writing task with support
Some learners will be able to:
identify all specific information in the listening text and use a range of functional language correctly in speaking and email writing task with little support
basic functional phrases for making recommendations adjectives relating to film, plot and character
Plan
Planned activities
Excel
Resources
To practise recommending films
• Explain the task and ask two Ss to read the example
exchange aloud.
• Ss complete the task in pairs.
• Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class.
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L5
W3 W7
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To listen for specific information • Explain the task and play the recording. Ss listen and answer the questions in the rubric. • Check Ss’ answers around the class |
Class CD
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To talk about your favourite film • Ss talk in pairs about their favourite films answering the questions in the rubric. • Ask some pairs to report back to the class on their favourite film. | |||||||||
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