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
assess pronunciation of individual sounds and intonation in role play and sentence
cross-curricular links: languages [contrasts with L1]
challenge more able learners to leave some lines blank in script of role play to promote spontaneous interaction
assess learner interactive ability in role play.
| 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 9
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 R5 L5 UE9 S1 S3
Lesson objectives
All learners will be able to:
identify some key ideas from listening and use some target language correctly in planning and giving a presentation with support
Most learners will be able to:
identify most key ideas from listening and use a range of target language correctly in planning and giving a presentation with support
Some learners will be able to:
identify all key ideas from listening and use a range of target language correctly in planning and giving a presentation with little support
common musical instruments / types of instrument adjectives describing music and song
Plan
Planned activities
Excel
Resources
To introduce the topic and present ethnic
Music
• Play the recording. Ss listen and number the ethnic
music extracts in the order they hear them.
• Check Ss’ answers.
To brainstorm for vocabulary related to
The topic
• Explain the task and write the headings on the
board. Explain/Elicit what the headings mean.
• Brainstorm with the class for as many musical
instruments as you can think of and write them
on the board under the headings. Ss copy the
lists into their notebooks.
Class CD
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Main Activities
R5 L5
UE9
S3
C1
S1
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To predict the content of the text • Direct Ss’ attention to the pictures and elicit Ss’ guesses in answer to the questions in the rubric. • Play the recording. Ss listen and follow the texts in their books and find out. |
Class CD
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To practise changing sentences from Passive to active Explain the task and read the example aloud and elicit answers from Ss around the class. To consolidate information In a text • Explain the task. Ss work in pairs. • Elicit a variety of answers from various pairs around the class and then choose two Ss to describe the two instruments. | |||||||||
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To personalise the topic Ss talk in pairs about which musical instrument(s) they would like to play and why. To give a presentation about a Musical instrument from your country • Ask Ss to work in groups and look up information on the Internet or in encyclopaedias or other reference books about a musical instrument from their country.
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| Ending the lesson | • Choose various Ss to present their instrument(s) to the class. • Alternatively, assign the task as HW and Ss present their instruments in the next lesson. If possible, Ss can play a music extract featuring the instrument they present. |
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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: 240. 
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