Cross-curricular links
Health and safety check
ICT links
Values links
support less able writers in writing task by eliciting and guiding them towards ways of linking ideas in narrative
ask learners to look at other learners’ writing and highlight in pencil using a correct code where it could be improved
cross-curricular links: literature [narrative structure]
provide more challenge to able writers by highlighting in their draft texts where they could improve narrative cohesion and coherence
take in extended piece of writing for assessment
| 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 9
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 L5 R3 S3 W3
Lesson objectives
All learners will be able to:
express some views and ideas accurately in language, question writing and song tasks using some target language from module with support
Most learners will be able to:
express a range of views and ideas accurately in language, question writing and song tasks using a range of target language from module with support
Some learners will be able to:
express a range of views and ideas accurately in language, question writing and song tasks using a range of target language from module with little support
vocabulary from the Module vocabulary relating to basic positive and negative feelings
Plan
Planned activities
Excel
Resources
To match sentences with similar
Meanings
• Ask Ss if they can think of some characteristics of
nature (beautiful, amazing, cruel, etc.)
• Ask Ss if they think people can learn things from
nature.
• Ss read out sentences 1-4 and A-D.
• Explain that 1-4 are statements and A-D are lessons.
Ss should match them up.
• Check Ss’ answers around the class.
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S3
C1
R3
W3
L5
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To develop critical thinking Skills by discussing lessons from nature • Ask Ss to work in pairs. • Ask them to discuss what we can learn from nature using the prompts and ideas from Ex 1. • Monitor the activity around the class and then ask some pairs to tell the class. |
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To consolidate knowledge from The module; to answer a quiz • Explain the task. Suggest Ss try the quiz without looking back through the module, if they can. • If an answer is false, have Ss suggest the correct answer. • Give Ss time to complete the task. • Check Ss’ answers around the class. | |||||||||
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To consolidate knowledge From the module; to write a quiz • Ask Ss to work in pairs and look back over the module and create a quiz like the one in Ex 3. • Ss swap quizzes and try and answer them.
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To identify optimism and pessimism in a song • Explain the words 'optimistic' and 'pessimistic' to Ss, as well as 'positive' and 'negative'. Ask Ss if they are optimists or pessimists. • What are the advantages and disadvantages of the two points of view? (Pessimists may be more realistic and avoid mistakes, optimists are happier and create new opportunities, etc.) • Play the song. Ask Ss if they think the song is optimistic or pessimistic. |
Class CD | ||||||||
| S3 |
To personalise the topic • Ask Ss if they agree with the song. • Give Ss time to consider how their own personalities compare to the singer’s. • Ask Ss to complete the three sentences. Remind them that they can use phrases from the song. If they wish to change the meaning, they can turn affirmative statements into negative ones, etc. • Check Ss’ answers around the class. |
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| Ending the lesson | • Play the video and elicit Ss' comments. | Video | |||||||
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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: 257. 
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