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

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

monitor less able learners in group work and give further modelling and drilling support

use concept checking questions to check learner understanding of why passive is used

cross-curricular links: languages [contrasts with L1]

challenge more able learners to give multiple [and/or] answers in practice exercises

assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

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 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE9 UE14 S2 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

Previous learning

present and past simple uses of passive structure by to introduce the agent

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson UE14 UE9

To present/practise using by and with in

The passive

• Read the examples to the Ss. Explain the difference

between the person and the instrument, material and

ingredient.

• Explain the task. Give the Ss time to complete it.

• Check answers around the class.

	UE9 S2 W3	To practise the passive • Explain the task and read out the example. Ss complete the task. • Play the recording. Ss listen and check their answers. To practise the passive/forming questions • Explain the task and read out the example. • Allow Ss time to complete the task. • Check Ss’ answers around the class. To practise asking and answering Using the passive • Explain the task and read out the example exchange with a S. • Ss work in pairs and complete the task. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.			Class CD
		To present and practise using it and there • Read the theory with the Ss. Explain that 'no natural subject’ refers to situations with no single, special or obvious cause, such as the weather, etc, or general situations that do not need explanation. • Explain the task. Give the Ss time to complete it.
	Ending the lesson	Check Ss’ answers 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
monitor less able learners in group work and give further modelling and drilling support			use concept checking questions to check learner understanding of why passive is used			cross-curricular links: languages [contrasts with L1]
	challenge more able learners to give multiple [and/or] answers in practice exercises			assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

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 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C1 R5 R6 S3

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

Previous learning

vocabulary for musical instruments / types of instrument

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson

To revise vocabulary

Read out the list of places and elicit what people can do in each one from various Ss around the class.

To identify a music genre

• Read out the music genres in the list and explain/

elicit what each one is.

• Play the recording. Ss listen and identify the type of

music.

Class CD

Дата: 2019-02-02, просмотров: 334.

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