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

support less able readers and by helping them with search language

monitor extent to which learners are able to search independently in English

cross-curricular links: Music [traditional instruments]

 

provide an extra heading for more able readers to research

use a checklist to assess accuracy, organisation and delivery of presentation

                     

 

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 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S6 L3 R6 R9 C10

 

Lesson objectives

All learners will be able to:

identify some detailed arguments in the text and use some target vocabulary to make simple points accurately in response to prompts and in discussion

Most learners will be able to:

identify some detailed arguments in the text and use a range of target vocabulary to make simple points accurately in response to prompts and in discussion

 

Some learners will be able to:

identify most detailed arguments in the text and use a range of target vocabulary to make a range of points accurately in response to prompts and in discussion

 

 

Previous learning

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson   S6

To present and discuss teen media use

• Go through the phrases and ensure Ss know what

the words mean.

• Remind Ss of adverbs of frequency.

• Elicit answers from around the class.

 

             

 

	Main Activities     L3 R9               R6     C10	To read for detail; to assess the difficulty of A text • Ask Ss to read the text and identify two examples of problems. • Ss should also find solutions to the problems as recommended by the writer. • Elicit answers from around the class. • Direct Ss’ attention to the Study Skills box. Read it through with Ss and ask what, if anything, Ss found difficult about the text. • Go through the Check these words box and elicit answers from Ss. To assess a writer's intention and Opinion • Give Ss time to think about the text and assess the overall opinion. • Play the video and elicit comments from Ss.			Class CD Video
		Pronunciation • Read the table with Ss. • Play the recording. • Allow Ss time to complete the table. • Check Ss’ answers around the class. • Play the recording again. Ss listen and repeat.			Class CD
	Ending the lesson	Ask Ss to add words to the boxes with same sound/pronunciation
	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
encourage less able learners to show another learner where they think the answer to reading question is in the text before deciding on answer			monitor reading comprehension with thumbs up and down technique and follow-up questioning			Health and safety: moderating screen time
	challenge more able learners to say whether they agree with ideas in text			monitor pronunciation in checking, discussion and final pronunciation focus and use further drilling where necessary

 

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 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

 

R1 R7 W1 W7

 

 

Lesson objectives

All learners will be able to:

Identify some of the main points and features of the email and show some appropriate features of organisation in their writing with support

Most learners will be able to:

identify most of the main points and features of the email and produce some appropriate organisation in their writing with little support

Some learners will be able to:

Identify some of the main points and features of the email and produce a range of appropriate features organisation in their writing with little support

Previous learning

basic features, organisation and style of an email

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson

To read for gist

Read the phrases aloud and elicit how the writer

feels.

 

             

 

Main Activities     R7                 R1   W1 W7

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