Cross-curricular links
Health and safety check
ICT links
Values links
monitor less able learners in internet search task: elicit appropriate search terms
monitor less able learners as they produce posters in pairs – highlight areas of language where they can self-correct
monitor learners’ use of structure and vocabulary from the Module thus far across tasks and note to give whole class feedback on board
cross-curricular links: Biology [bacteria and viruses]
provide challenge for more able learners by requiring them to use three technical medical terms in their presentations
use a checklist to assess learner poster presentations for accuracy, delivery and organisation.
| 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 8
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C7 C10 R1 R8 S3
Lesson objectives
All learners will be able to:
identify some of the main ideas and specific information correctly in text and use some target vocabulary correctly in response to prompts
Most learners will be able to:
identify most of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts
Some learners will be able to:
identify all of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts
basic vocabulary relating to emotions and behaviour
Plan
Planned activities
Excel
Resources
To introduce the topic
• Read the dictionary entry and the rubric aloud.
• Explain/Elicit the meaning of any unknown vocabulary and elicit what constitutes bullying.
| Main activities
C10
R1
R8 C7
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To listen and read for general understanding Allow Ss some time to read the poem and answer the question in the rubric. Direct Ss to the Word List to look up the meanings of the words in the Check these words box and then check Ss’ answers.
To read for specific information Explain the task and ask Ss to read through the list of pieces of advice and then read the poem again and find which ones are mentioned. Check Ss’ answers around the class |
Video
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To practise giving advice with should/shouldn’t Explain the task and read out the example. Then elicit a variety of sentences from Ss around the class. To give a presentation on bullying Ask Ss to work in groups and look up information on the Internet, using the key word ‘bullying’ in the search bar, or in encyclopaedias/other reference books. Tell Ss that they can use the website on the Express Publishing website to help them. Remind Ss to answer the questions in the rubric. Ask various Ss to present their information on bullying to the class. Alternatively, assign the task as HW and allow Ss to give their presentations in the next lesson. | |||||||||
| Ending the lesson | To pronounce /œ/, /ø/ • Explain the task and play the recording. Ss listen and tick the correct boxes. • Play the recording again with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss’ pronunciation and intonation and correct as necessary. Then elicit other words with the same sounds from various 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: 246. 
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