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 writing activity 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 11
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C1 C5 C6 C9 R3 S1
Lesson objectives
All learners will be able to:
use some language from the module to some express views accurately and use some features such as signposting and appropriate functional language in giving a class presentation
Most learners will be able to:
use a range of language from the module to some express views accurately and use features such as signposting, interacting with audience and appropriate functional language in giving a class presentation
Some learners will be able to:
use a range of language from the module to some express views accurately and use features such as signposting, interacting with audience and appropriate functional language in giving a class presentation to good effect
basic template for giving presentations and vocabulary relating to looking after yourself
Plan
Planned activities
Excel
Resources
To introduce the topic
• Draw Ss' attention to the dictionary definition.
• Explain the task and allow Ss some time to answer the question in the rubric.
• Ask various Ss around the class to share their answers with the rest of the class.
To do a quiz
• Explain the task. Ss read the quiz.
• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.
• Allow Ss some time to complete the quiz. Ask Ss to compare their results with a partner.
| C6 C9 S1 |
To consolidate Ss’ understanding of the topic · Explain the task. Remind Ss that they are only writing notes, not full sentences. · Allow Ss some time to make their notes. · Encourage Ss to share their notes with the rest of the class. · Tell Ss they may look up further information on the Internet using the key phrase ‘self-respect’ in the search bar and tell them that they can also use the website suggested on the Express Publishing website. · Allow time for Ss to collect the information and prepare their talks either in class or as HW. · Remind Ss that a talk should start with a greeting (Hello/Good morning, etc) and then state what the talk is about (I would like to talk to you about …). Ss should present their points as clearly as possible and end their talk by thanking the audience (Thank you for listening.). · Ask various students to give their talk to the class.
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| Ending the lesson | Play the video for the Ss and elicit their comments at the end. | 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? | Дата: 2019-02-02, просмотров: 251. 
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