• Allow Ss some time to complete the email. Tell Ss
they can use their answers to Ex. 7b to help them.
• Check Ss’ answers.
· Ask S’s to read out their emails to 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
provide more support for less able writers through suggested sentence starters
correct learners’ oral responses using a range of feedback techniques including delayed response wait-time
ICT links: email options
provide further challenge in the writing task for stronger writers by asking them to include particular target words in their email
take in learners extended email writing to assess at the end of the lesson
| 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 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 UE9 W3
Lesson objectives
All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some support
Some learners will be able to:
use most target structures accurately in more controlled and freer production tasks with little support
simple uses of passive structure by to introduce the agent
Plan
Planned activities
Excel
Resources
To present the passive (present simple &
Past simple)
• Ss’ books closed. Write on the board. Lots of tourists
visit the Acropolis. (Active)
Elicit which is the subject (lots of tourists), verb (visit)
and object (the Acropolis). Show Ss how the sentence
structure changes if we start the sentence with the
object of the active sentence as the subject.
The Acropolis is visited by lots of tourists.
Explain that to form the passive verb form we need
the verb to be and the past participle of the main
verb. Elicit that the subject of the active sentence
becomes the agent (the person doing the action)
and is introduced with by. Explain that the passive
sentence gives emphasis to the action rather than
the person who did it.
• Ss open their books. Ask them to read the theory
and then elicit the L1 equivalents for the examples.
Elicit further examples from the text in 6a.
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Main Activities
UE9
UE9
W3 |
To practise the present simple of the passive • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class. To practise the past simple of the passive • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class |
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To explain how we change from the active To the passive • Ss close their books. Say then write on the board: Pixar made WALL-E and WALL-E was made by Pixar. Explain that when we change an active sentence to a passive one, the object of the active sentence becomes the subject of the passive sentence and the subject of the active sentence becomes the agent of the passive sentence. We introduce the agent with by + person or it is omitted. • Ss open their books and read the theory. Elicit any similar structures in Ss’ L1. | |||||||||
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To practise the passive voice • Explain the task and read out the example. • Ss complete the task.
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| Ending the lesson | Check Ss’ answers around the class. |
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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? | Дата: 2019-02-02, просмотров: 296. 
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