• Explain the task. Allow Ss to work in closed pairs and describe each uniform.
• Monitor the task around the class
• Ask some individual Ss to present their answers to the whole class.
Play the video for the Ss and elicit their comments at the end.
Video
Additional information
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
Health and safety check
ICT links
Values 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
| 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 6
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
S5 S6 L3 C4 C8 W1 W8
Lesson objectives
All learners will be able to:
identify some of the main ideas and specific information correctly in listening text and use some target vocabulary correctly in line with allotted section of writing task
Most learners will be able to:
identify most of the main ideas and specific information correctly in listening text and use a range of target vocabulary correctly in line with allotted section of writing task
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 line with allotted section of writing task
writing short descriptions language of clothing / verbs relating to wearing clothing
Plan
Planned activities
Excel
Resources
To generate vocabulary and expand the topic
• Explain the task and brainstorm with the class for jobs in which people wear uniforms. Write each job on the board.
• In pairs, Ss talk about why people wear uniforms. Ask some pairs to report to the class.
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L3
S5 S6
W1 W8 C8
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To listen for specific information • Explain the task. Play the recording. • Ss listen and answer the questions. • Check Ss’ answers. |
Class CD
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To check Ss’ comprehension of a text • Explain the task. Ask a pair of Ss to read the example sentence. • Allow Ss time to discuss the questions. • Monitor the activity around the class. • Elicit some examples from various Ss. | |||||||||
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To write a short description of a person in uniform • Explain the task and divide the class into small groups. Elicit what person each group will write about to avoid repetition. • Assign the task as HW and remind Ss to answer the questions in the rubric and to stick on a picture.
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| Ending the lesson C4 |
Check Ss’ answers by asking all groups to present their work to 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: 237. 
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