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
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
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:
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
basic functional language for expressing support and sympathy
Plan
Planned activities
Excel
Resources
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
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R2
S7
C10
S5
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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
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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. |
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Additional information | |||||||||
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