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 final task for more able learners by asking them to use target structures to explain good ways to remember new vocabulary
| 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 5
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 C10 L2 L6 S5 S7 R3 W3
Lesson objectives
All learners will be able to:
show some understanding of detail and arguments in text, make some inferences about it and express some views accurately about the topic
Most learners will be able to:
show understanding of most detail and arguments in text, make some inferences about it and express a range of views accurately about the topic
Some learners will be able to:
show understanding of most detail and arguments in text, make a range of inferences about it and express a range of views accurately about the topic
food vocabulary , nutritional benefits of different food groups
Plan
Planned activities
Excel
Resources
To introduce the topic and stimulate interest in the text
• Draw Ss’ attention to the picture. Explain that an ‘eatwell plate’ is a summary of the main food groups and recommended portions.
• Elicit vocabulary for the food and drinks.
• Elicit which food and drinks Ss eat/drink most often.
| Main activities
L6
R3
L2
S7
S5
C1 |
To predict the content of a text and listen for main idea Ask Ss to go through the Check these words box and look up any words they don’t know. Elicit predictions from the Ss about the text. Play the recording. Ss listen and read to find the answers. Check Ss’ answers.
To read for specific information and test comprehension Explain the task. Read out the questions and give Ss time to look back at the text. Allow Ss time to complete the task. Check Ss’ answers.
To listen for specific information Explain the task. Play the recording. Ss listen and fill in the missing information. Check Ss’ answers.
To practise talking about food Explain the task. Allow Ss time to make sentences in closed pairs. Monitor the activity around the class for pronunciation and intonation. Elicit answers from Ss around the class. |
Video
Class CD | |||||||
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To use adverbs of frequency to describe a lifestyle • Explain the task. Ss should copy out the table and tick the correct boxes. • Give Ss time to complete the task. When they are done, ask a S a question, such as: How often do you eat out? The S answers: I sometimes eat out. Then ask: Who else sometimes eats out? Ss raise their hands. In this way, Ss identify who shares the same tastes. • Check Ss’ answers around the class. To describe a daily diet Ask the Ss to get into pairs. Explain the task. Suggest they use the eatwell plate in Ex. 2 and the menu in Ex. 4a for ideas. Monitor the activity around the class. Check Ss’ answers. | |||||||||
| Ending the lesson W3 |
To design a healthy menu • Direct Ss’ attention to the layout of Ex. 4a. Suggest four headings: breakfast, lunch, dinner, snack. • Ask Ss to get into groups of four. • Within the group, two Ss should write the text and the other two find pictures and design the poster. • Allow Ss some time to complete the task in class. • Alternatively assign the task as HW. • Check all Ss’ answers. |
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Additional information | |||||||||
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