Listen for specific information
• Draw Ss’ attention to the words/phrases and read the question in the rubric aloud and elicit Ss’ guesses.
• Play the recording for Ss to listen and follow the
song in their books to find out.
Class CD
• Play the video and elicit comments from the Ss.
Video
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
support less able learners by providing question stems and prompting them to look at certain areas of the module to locate information
monitor learner use of vocabulary from across the module in the quiz task
values links: value of team cooperation and collaboration
challenge more able learners to work out which words in the song they could change without changing the meaning
| 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 7
Lesson plan
LESSON: Module 7 Lesson 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
S7 S8 L6 R2 C6 C9 W6
Lesson objectives
All learners will be able to:
identify some specific information and key ideas in texts and use some target vocabulary to express views in speaking and writing tasks with support
Most learners will be able to:
identify most specific information and key ideas in texts and use a range of target vocabulary to express views in speaking and writing tasks with support
Some learners will be able to:
identify all specific information and most key ideas in texts and use a range of target vocabulary to express views in speaking and writing tasks with little support
basic vocabulary for describing geographical location / types of disaster
Plan
Planned activities
Excel
Resources
What’s in this module?
Read the title of the module Natural disasters and ask
Ss to suggest what they think it means. Go through the What’s in this module section and stimulate a discussion to prompt Ss’ interest in the module.
To present vocabulary for natural phenomena
• Draw Ss’ attention to the pictures (A-I) and ask
various Ss to read out the natural phenomena (1-9).
• Elicit which phenomena match which pictures. Play
the recording. Ss listen and check their answers.
• Play the recording again with pauses for Ss to
repeat chorally and/or individually.
• Check Ss’ pronunciation and intonation.
Class CD
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Main Activities
S7
L6
R2
C9 |
To practise vocabulary for natural Phenomena and personalise the topic • Explain the task. • Ask a S to read out the example. Then elicit answers from various Ss around the class. • Play the video for the Ss and elicit their comments at the end |
Video
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To predict the content of a text, to listen And read in order to check understanding • Direct Ss’ attention to the title and the pictures. Elicit what they show (a tropical beach, a huge wave, a flooded village). Elicit Ss’ guesses as to what the text is about. • Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. |
Class CD | ||||||||
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To read for specific information and main Ideas • Ask Ss to read the text again and complete the sentences. • Remind Ss they can use a minimum of two and a maximum of four words in the gaps. • Point out that there is more than one possible answer. • Allow Ss time to complete the exercise and check their answers around the class. • Go through the Check these words box with Ss and elicit the meaning of the words/phrases.
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