• Explain the task and allow Ss some time to read
the email and complete the gaps.
• Direct Ss to the Word List to look up the meanings
of the words in the Check these words box.
• Play the video and elicit comments from the Ss. Check Ss’ answers around the class.
Video
To analyse a rubric
• Read the Study Skills box with the Ss.
• Explain the task and elicit answers to the questions
from Ss around the class.
To prepare for a writing task
• Allow Ss some time to answer the questions and
write the answers in their notebooks.
• Check Ss’ answers around the class.
To write an email about your
Favourite TV series
• Allow Ss time to complete the task in class. Ask
various Ss to read out their emails to the class.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Game: Ss, in teams, form phrases using words from columns A & B, then make sentences using them. Each correct sentence gets 1 point. The team with the
most points is the winner.
( See T’s book for words and examples)
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 structure to writing task by suggesting sentence starters to less able writers
monitor writing and highlight for learners where they need to self-correct
ICT links: email options and tools
challenge more able learners to refer to their correspondent’s previous email
ask more able writers to check each other’s writing using a simple correction code
take in extended writing at the end of the lesson for assessment
| 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 12
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C3 S2 S3 L1 R2 W3
Lesson objectives
All learners will be able to:
express some views and ideas accurately in story, question writing and song tasks using some target language from module with support
Most learners will be able to:
express a range of views and ideas accurately in story, question writing and song tasks using a range of target language from module with support
Some learners will be able to:
express a range of views and ideas accurately in story, question writing and song tasks using a range of target language from module with little support
vocabulary related to types of entertainment / different film, TV and music genres from Module
Plan
Planned activities
Excel
Resources
To discuss the role of music in our
Lives
• Read the statements with the Ss. Explain any
unknown words
• Ask Ss to get into pairs.
• Ss discuss with their partner. Monitor the
activity. Ask some Ss to report back to the class.
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L1
R2
W3
S2
L2 |
To present ideas prompted By a piece of music • Ask Ss get into groups and select a piece of music. Classical music may be best for this exercise. • Ss draw a picture of what the music might be about, or invent a story to go with the piece. • Ss show the picture or tell the story to the class. • Ideally, Ss should have a CD or an MP3 audio clip of the music to play for the class, and equipment to play it on. |
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To test knowledge learnt in this module • Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to complete the quiz correctly. Check Ss’ answers. | |||||||||
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To consolidate vocabulary Learnt in the module • Explain the task and allow Ss time to look through the module and think of quiz items in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. WALL-E stars in ‘Terminator Genisys’. (F) • Ss swap their quizzes with another pair and do them and then report back to the class.
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