- Ss close their books. Present the -ing form. Explain that the -ing form is the verb form that ends in -ing. Say, then write on the board: I like running. Explain that we use the -ing form with the verbs like, love, hate, dislike, enjoy, prefer.
- Present the infinitive forms. Explain that the infinitive is the base form of all verbs. Explain that we can use it with or without the preposition to.
Say then write on the board:
I want to play football. I can play football.
- Explain that we use to-infinitive after the verbs would like, would love, want and that we use the infinitive without to with modal verbs (can, must, should etc).
- Ss open their books and read the theory. Elicit the L1 equivalents for the examples.
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UE17
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To practise the -ing and infinitive forms Explain the task. Ss complete the task. Check Ss’ answers. Ask Ss to justify their answers
To practise the -ing and infinitive forms using personal examples Ss complete the task in writing and then tell their partners. · Check Ss’ answers. |
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To present relatives • Ss close their books.
Say and write on the board: I met the boy who won the race. Explain that who is a relative pronoun and gives information about a person. Then say and write, This is the book which he lent me. Explain that which is a relative pronoun and gives information about things. Say or write: That is the cupboard where you will find the book. Explain that where is a relative adverb and gives information about places. Explain that who, which and where are all relatives which give information about the noun in the main clause of a sentence.
• Ss open their books. Read the examples and allow Ss time to complete the rules. • Check Ss’ answers. Elicit further examples from Ss and L1 equivalents to concept check.
To practise use of relatives • Explain the task. Allow Ss time to complete the sentences. • Check Ss’ answers.. | |||||||||
| Ending the lesson W3 C10 |
Game Choose a leader. He/She says various nouns. Ss, in teams make sentences using the noun and an appropriate relative pronoun. Each correct sentence gets one point. The team with the most points is the winner.
Suggested list: museum, doctor, school, teacher, park, actor, pilot, a fax machine, department store, table
Team AS1: A museum is a place where we can see ancient statues. |
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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 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] | |||||||
| ask more able learners to sit with weaker learners and explain points of usage and elements of tasks to them |
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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 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
UE4 UE6 UE17
Lesson objectives
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
basic uses of articles, determiners and quantifiers
Plan
Planned activities
Excel
Resources
Дата: 2019-02-02, просмотров: 319.
