An experience from your point of view; to
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Generate new ideas

• Explain the task to the Ss and give them time to

complete it.

• Ss share their answers with their classmates.

• Check Ss’ answers around the class.

   

To order events; to tell a story from

Another point of view

• Play the video and then give Ss time to read the text

again and list the events in order.

• Explain that Matt's grandmother had a different

experience and ask what she might have seen or

thought or heard that Matt did not.

• Ask Ss to copy the headings into their notebooks. Ss

make notes under the headings using the

information in the text.

• Ss tell the story from Matt’s grandmother’s point of

view using their notes.

• Give them time to complete the task, or assign it as

HW.

Video

        L4

To listen for the sequence of events in a

Narrative

• Explain the task.

• Ask Ss to look at the pictures and work out what is

happening in each one.

• Play the recording. Ss listen and put the pictures

into the correct order.

• Check Ss’ answers around the class.

Class CD

      Ending the lesson     W1

To write an account of a natural disaster

• Ask Ss to copy the headings into their notebooks.

• Play the recording again. Ss make notes under the

headings.

• Give Ss time to write the story. Alternatively, assign

the task as HW.

Class CD

     

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 weak groups in reading activities and provide oral prompts to support and guide understanding

use thumbs up and down technique when checking comprehension answers and ask learners to point to evidence for inferences

cross-curricular links: Geography [extreme weather]

 

challenge stronger learners to justify answers through questioning when eliciting views – particularly learner thoughts about text

monitor oral narrating task and make notes on errors general accuracy and pronunciation to feedback to whole class

                     

 

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 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C10 L6 R2  S5 S7

 

Lesson objectives

All learners will be able to:

identify some target language correctly and use some target language correctly in functional exchanges with some control of pronunciation

Most learners will be able to:

identify most target language correctly and use a range of target language correctly in functional exchanges with good control of pronunciation

Some learners will be able to:

identify all target language correctly and use most target language correctly in functional exchanges with good control of pronunciation

Previous learning

basic functional language for expressing support and sympathy

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson   L6

 


To practise situational phrases

• Play the recording with pauses for Ss to listen and

repeat chorally and/or individually.

• Check Ss’ intonation and pronunciation.

 

To predict the content of a dialogue

• Ask Ss to read the sentences again and elicit what

disaster Ss think the dialogue is about.

• Play the recording. Ss listen and follow the text in

their books and check if their guesses were correct.

Class CD

             

 

 

 

R2

 

           

 

S7

 

 

 C10

 

 

S5

 

 

To read for specific information

Allow Ss time to read the dialogue again and answer

the questions in the rubric.

To learn synonymous phrases

• Read out the phrases. Refer Ss back to the dialogue

and elicit the synonymous ones from various Ss around the class.

 

• Go through the Check these words box with Ss and

elicit the meaning of the words/phrases.

To read out a dialogue

• Play the recording. Ss listen and then take roles and

read out the dialogue in pairs.

• Remind Ss to pay attention to the rhythm of the

conversation.

• Monitor the activity around the class and then ask

some pairs to read out the dialogue in front of the

class.es from various Ss

around the class.

Class CD

 

   
 

To practise role playing

• Explain the situation.

• Remind Ss that they can use the dialogue in Ex. 2

as a model, any ideas of their own, as well as the

box with the useful phrases to complete the task.

• Ss complete the task in pairs. To help Ss, draw the

following diagram on the board. Ss can refer to the

diagram while doing the task. Ss can get ideas from

Ex. 5 on p. 77(S’s).

 
  Ending the lesson   S5

Ss perform dialogues for the class.

 

   
 

Additional information

 

Дата: 2019-02-02, просмотров: 250.