• Explain the task. Allow Ss time to read the quotation and formulate answers.
• Elicit answers from Ss around the class.
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Main activities
S7
W3
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To talk about healthy habits; to use adverbs of frequency Ask Ss to read out the activities. Ask Ss to get into pairs. Together, they tell each other which activities they do and how often. Allow Ss time to complete the task. Check Ss’ answers around the class.
To create a poster promoting a healthy lifestyle . Ask Ss to get into groups of four. Explain the task. Suggest that one S writes the ‘Dos’ section and another writes the ‘Don’ts’ section. The other two should find or draw appropriate pictures. For the ‘Don’t’ column, the picture of the forbidden activity can be crossed out. Allow time in class for Ss to complete the task. Alternatively, assign the task as HW. Put the best posters up around the class. |
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To test knowledge learnt in the module Explain the task. Allow Ss some time to read the statements and decide whether each one is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to mark the statements correctly. Check Ss’ answers. | |||||||||
| Ending the lesson C10 |
To revise knowledge taught in the module
• Explain the task. Allow Ss time to look through the module and think of quiz questions in pairs. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (Teens like to go to bed later than adults. T). • Ss swap their quizzes with another pair, and do them. Ss then report back to the class. • Set the song tasks for HW |
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? |
Assessment – how are you planning to check learners’ learning? | Cross-curricular links | |||||||
| prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz
| monitor question production in group activity | values link: citizenship [when to help others] | |||||||
| challenge more able learners to write different types of quiz question e.g. multiple choice complete the missing word etc.. | assess extent to which learners are using language from Module accurately across tasks |
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| 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 9
Lesson plan
LESSON: Module 9 Lesson 1
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
S5 S7 L7 C10 R2 R6
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 and freer speaking tasks
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 and freer speaking tasks
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 and freer speaking tasks
basic clothing and accessory vocabulary verbs relating to wearing clothes
Plan
Planned activities
Smiles
Resources
What’s in this module?
Read the title of the module Clothes & Fashion and ask Ss to suggest what they think it means. Go through the What’s in this module list and stimulate a discussion to prompt Ss’ interest in the module
Дата: 2019-02-02, просмотров: 259.
