Continuous
• Explain the task and allow Ss some time to
complete it.
• Check Ss’ answers around the class. Ask Ss to justify
their answers.
To practise the past simple and the past
Continuous
• Explain the task and allow Ss some time to
complete it.
• Check Ss’ answers around the class.
To practise talking about past
Actions
• Explain the task and read out the example exchange.
• Ss work in closed 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.
To practise the past simple and the past
Continuous
• Ss use their own ideas to complete the sentences.
• 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 groups during controlled tasks and provide further modelling and drilling support
monitor learners’ production and pronunciation of target language in whole class plenary checking of tasks
cross-curricular links: languages [contrasts with L1]
encourage more able learners to give more expansive answers in sentence production task
| 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 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L6 R7 R2 C9 S5 W1
Lesson objectives
All learners will be able to:
identify some speaker attitudes and opinions in listening and reading text and use some
target language to express some views in speaking and writing with support
Most learners will be able to:
identify most speaker attitudes and opinions in listening text and use a range of target language to express some views in speaking and writing with support
Some learners will be able to:
identify most speaker attitudes and opinions in listening text and use a range of target language to express a range of views in speaking and writing with little support
vocabulary relating to natural disasters from previous sections
Plan
Planned activities
Excel
Resources
To introduce the topic and predict the
Content of a text
• Direct Ss’ attention to the pictures and have them
read the title.
• Elicit Ss’ guesses as to what the answer to the
question is.
• Play the recording. Ss listen and read to find out.
To read for specific information
• Explain the task.
• Give Ss time to complete it.
• Check Ss’ answers around the class. Correct the
false sentences.
• Go through the Check these words box with Ss and
elicit the meanings of the words/phrases.
Video
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R7
S5
C9
C9 S8
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To find thematic structures and parts of Speech in a text • Explain that in this exercise, Ss must go back to the text in Ex. 1 and find the following structures/parts of speech. Briefly remind Ss of phrases, verbs, nouns and adjectives. • Give Ss time to complete the task. • Check Ss’ answers around the class. |
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To complete newspaper headlines • Explain the task. Remind Ss that newspaper headlines often use an abbreviated, ungrammatical form of English for effect (no articles, present simple tense, etc). • Give Ss time to complete the task. • Check Ss’ answers around the class. | |||||||||
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To think of a different Ending of the story; to generate new ideas • Explain the task.Tell Ss to go through the text in Ex.1 again and come up with different endings. • Give Ss time to complete the task. Accept any answers. To empathise; to narrate Дата: 2019-02-02, просмотров: 285. 
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