Cross-curricular links
Health and safety check
ICT links
Values links
support less able learners prior to listening by highlighting key opinion/attitude language from text on board
use thumbs up and down technique to monitor comprehension
health and safety: lifestyle choices
challenge more able learners in vocabulary task by asking them to come up with strategies for grouping new words in their notebooks
monitor pronunciation: sentence stress and intonation in dialogue tasks. remodel and drill for whole class as appropriate
| 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 8
Lesson plan
LESSON: Module 8 Lesson 3
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 UE9 UE17
Lesson objectives
All learners will be able to:
use some target structures accurately to communicate intended meanings
Most learners will be able to:
use most target structures accurately to communicate intended meanings and pronounce target language intelligibly most of the time.
Some learners will be able to:
use target language accurately and flexibly with clear pronunciation to communicate a range of intended meanings
Plan
Planned activities
Excel
Resources
Put vocabulary [jumbled letters] from previous lessons on the board and ask learners to find words
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Main activities
UE17
UE17
UE9
UE17
UE17 | To present the zero conditional. Ss close their books. Say and write on the board: If I get up late, I arrive late at school. Explain that this is a conditional sentence. Every conditional sentence has a condition and a result. Explain that there are different types of conditionals for different situations and tenses. Explain that this is called the zero conditional and it uses the present tense for the conditional and for the result. It is not used very often, and its main use is for factual information, where the result is always the same if the condition is met. Write further examples. If you press that button, the TV comes on. Elicit further examples from Ss. Ss open their books. Read the theory box. Elicit Ss’ L1 equivalent of the example. Allow Ss time to find examples of zero conditionals in the text on p. 88.
To practise the zero conditional • Explain the task. • Allow Ss time to complete the exercises. • Check Ss’ answers.
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To present the first conditional • Ss close their books. Say and write on the board: If I get my homework done early, I will go for a run. Explain that this is a first conditional. Explain that it uses the present tense for the conditional and the future tense for the result. It is used to talk about a possible result in the present or the future. Explain that we usually use a comma after the conditional part of the sentence, if it comes before the main clause. Write further examples. If I eat this cake, I will not be able to eat my dinner. Explain that each sentence can also be written with the conditional and result reversed. If the result comes first in the sentence, then we don’t use the comma. Write on the board: I will go for a run if I get my homework done early. and I will not be able to eat my dinner if I eat this cake.
• Elicit further examples from Ss. Ss open their books. Read through the theory with the class. Elicit Ss’ L1 equivalents for the examples around the class. Allow Ss time to complete the task. Check Ss’ answers. To practise the first conditional Explain the task. Allow Ss time to complete the exercises Check Ss’ answers. | |||||||||
| Ending the lesson | Дата: 2019-02-02, просмотров: 282. 
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