• Explain the task. Ss work with a partner. Ask one pair to read the example.
• Allow Ss time to complete the exercises.
• Monitor the activity around the class.
• Check Ss’ answers.
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 less able groups during controlled tasks and provide further modelling and drilling support
monitor learners’ production and pronunciation of target language in whole class plenary checking of tasks
cross-curricular links: languages [contrasts with L1]
extend question/sentence writing task for more able learners by asking them to come up with three strategies using the structure related to study issues
| 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 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C9 UE13 UE17
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
Ask learners to speculate what the learner next to them would do if they won 1 million Tenge. Then ask learners what they would do and see if partners’ predictions were right.
| UE17 UE13 UE13 C9 |
To practise the second conditional • Explain the task. Ss work with a partner. Ask one pair to read the example. • Allow Ss time to complete the exercises. • Monitor the activity around the class. • Check Ss’ answers.
To present modals (must/have to/need to/ might) • Ss close their books. Write on the board: Modal Verbs. Then say and write: I must do my homework before I go to the cinema. Underline must and explain that it is a modal. Write: I have to read this book by the weekend. Underline have to and explain that it is a modal. Write: I need to go to the shop on the way home. Explain that need to is a modal verb. I might have time to meet you for coffee on Saturday. Underline might and explain that it is a modal verb. Explain that modal verbs express obligation, necessity, duty, advice, possibility and prohibition. They are formed simply by using the form without suffixes, and they are followed by bare infinitives. Elicit further examples from Ss, and write them on the board. • Ss open their books. Draw their attention to the theory box. Read through the box with the Ss and elicit Ss’ L1 equivalents for the sample sentences. • Allow Ss time to read the text on p. 88 and find further examples. • Check Ss’ answers. To practise modals (must/have to/need to/might) Explain the task. Allow Ss time to complete the exercises. Check Ss’ answers.
To practise modals (must/have to/need to/ might) Explain the task. Allow Ss time to fill in the gaps. Check Ss’ answers. |
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| Ending the lesson |
To personalise the topic • Explain the task. • Allow Ss time to formulate answers. • Elicit answers from Ss around the class. |
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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: 256. 
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