• Explain the task. Direct Ss’ attention to the pictures.
• Play the recording. Ss listen and repeat chorally or individually.
Class CD
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Main Activities
S7
S5
L7
C10
R2
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To categorise new vocabulary • Explain the task. Allow Ss time to complete the lists. • Check Ss’ answers.
To practise new vocabulary Explain the task. Ask Ss to tell their partner what each person is wearing. • Monitor the activity around the class. • Ask some Ss to present their answers to the class. |
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To personalise the topic Draw Ss’ attention to the Study Skills box. Read the contents of the box about pair nouns. Elicit further examples from Ss around the class to check understanding. Explain the task. Ask one pair to read the example. Ss work in closed pairs to ask and answer questions using new vocabulary. Monitor the activity around the class. • Ask some pairs to present their answers to the whole class. • Play the video for the Ss and elicit their comments at the end. |
Video | ||||||||
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To introduce the topic and predict the content of the text • Draw Ss’ attention to the pictures and elicit answers to the question. • Play the recording and Ss listen and read to find out if their answers were correct. • Check Ss’ answers.
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Video | ||||||||
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To read for specific information • Explain the task. Allow Ss time to read the text again and answer the questions. • Ss can look up the words in the Check these words box. • Check Ss’ answers. | |||||||||
| Ending the lesson R6 |
To identify writer’s opinion • Explain the task. Allow Ss time to formulate their answers. • Elicit answers around the class from Ss. Alternatively, set as homework task. |
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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 | |||||||
| monitor less able groups in reading activities and provide oral prompts to support and guide understanding | use thumbs up and down technique when checking comprehension answers and ask learners to point to evidence for answers in text | cross curricular links: Art and Design [fashion and accessories] | |||||||
| challenge stronger learners to justify answers through questioning when eliciting views and to cite examples from the text | monitor use of target vocabulary in prompted speaking activities and feedback to whole class |
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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 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
L5 S5 S6 W6 W9
Lesson objectives
All learners will be able to:
identify some specific information and opinions in listening text and use some target language to express some views in speaking and presenting ideas with support
Most learners will be able to:
identify most specific information and opinions in listening text and use a range of target language to express some views in speaking and presenting ideas with support
Some learners will be able to:
identify most specific information and speaker opinions in listening text and use a range of target language to express a range of views in speaking and presenting ideas with little support
basic ways of expressing likes/dislikes and commenting
Plan
Planned activities
Smiles
Resources
To listen for specific information
• Explain the task. Play the recording. Ss listen and answer the questions.
• Check Ss’ answers
Дата: 2019-02-02, просмотров: 289.
