Assessment – how are you planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able groups in role play and production tasks and support with further modelling and drilling
monitor accuracy and interaction appropriacy in role play tasks
cross curricular links: languages [sounds of English/ sounds of L1]
challenge more able learners to give more expansive answers in response to role play prompts
monitor pronunciation performance in final activity
| 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 6
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L1 R3 C6
Lesson objectives
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some detailed understanding of the text and find some relevant information in research task
Most learners will be able to:
most target vocabulary successfully in opinion tasks, show good detailed understanding of the text and locate a range of relevant information in research task
Some learners will be able to:
most target vocabulary successfully in opinion tasks, read effectively for gist and and show good detailed understanding of the text and locate a range of relevant information in research task
vocabulary relating to natural disasters and geographical location and weather from this Module
Plan
Planned activities
Excel
Resources
To assess prior knowledge; to predict the
Content of a text; to listen and read for main ideas
• Direct Ss’ attention to the title. Explain that ‘great’
in this instance means ‘very significant’ or ‘very
large’, and not ‘good’ or ‘enjoyable’.
• Tell Ss to note the dates in the headings and the
differences between the buildings (one is a church,
one is a column).
• Prompt Ss to say what they know about the two
events.
• Play the recording. Ss listen and read the text and
find out.
Class CD
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R2
C10
R2
C6 |
To read for specific information • Explain the task. Read the sentences and then direct Ss to read the text again. • Give Ss time to complete the task. Ask them to correct the false statements. • Check Ss’ answers around the class. Go through the Check these words box and elicit the meaning of the words/phrases. |
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To present and practise homophones • Remind Ss that 'Pepys' is pronounced 'Peeps'. Tell Ss that there is a verb 'to peep', which means to look secretly. • Write 'Pepys peeps' on the board. Explain this is an acceptable sentence and an example of a homophone. • Direct Ss to the Study Skills box. Read it aloud. • Play the recording and do the task. • Check Ss’ answers. • Play the recording again with pauses for Ss to repeat chorally and/or individually. |
Class CD | ||||||||
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To relate places/names to events; to Consolidate the information in the text • Read out the names and tell Ss to find the information from the text. • Point out that 'Pepys' is pronounced ‘Peeps’ and ‘Wren’ is pronounced ‘Ren’. • Check Ss’ answers around the class. • Play the video and elicit comments from Ss.
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Video | ||||||||
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To research and write about another Disaster in Kazakhstan • Explain the task and ask Ss to work in small groups. • Allow Ss time to research online and make notes under the headings in Ex. 5 about another disaster and compare it to the ones in the text. | |||||||||
| Ending the lesson | • Check Ss’ answers around the class. • Alternatively, assign the task as HW and check Ss’ answers in the next lesson. |
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Additional information | |||||||||
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Дата: 2019-02-02, просмотров: 616. 
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