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Cross-curricular links
Health and safety check
ICT links
Values links
support less able writers in writing task by eliciting and guiding them towards ways of linking ideas
ask learners to look at other learners’ writing and highlight in pencil using a correct code where it could be improved
values links: friendship
provide more challenge to able writers by highlighting in their draft texts where they could improve coherence and cohesion
take in extended piece of writing for assessment
| 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 13
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C10 R3 L2 W3 W8
Lesson objectives
All learners will be able to:
use some language from the Module accurately and intelligibly in speaking tasks and writing questions for others
Most learners will be able to:
use language from the Module mostly accurately and with clear pronunciation speaking tasks and writing questions for others
Some learners will be able to:
use a range of language from the Module mostly accurately and with good pronunciation in speaking tasks and writing questions for others
vocabulary in previous units relating to respecting yourself and others vocabulary for fashion accessories
Plan
Planned activities
Excel
Resources
To personalise the topic and talk about respect
• Explain the task. Ss choose verbs for the gaps in the sentences.
• Check Ss’ answers.
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R3
W3
L2 W8
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To test knowledge learnt in this 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. To revise knowledge taught in the module · Explain the task and allow Ss time to look through Module 9 and think of quiz questions. · Tell Ss they can use the quiz in the previous task as a model. Offer an example, (e.g. Most skaters like the band Blink 182. T) · Ss swap their quizzes, do them and then report back to the class. |
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To listen for specific information • Explain the task. Allow Ss time to fill in the gaps. • Play the recording. Ss listen and check answers. Play the video and elicit comments from Ss at the end.
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Class CD Video | ||||||||
| Ending the lesson C10 |
Game Write these words on the board. Ss, in teams, make phrases, then use them in sentences of their own. Each correct sentence gets 1 point. The team with the most points is the winner. (see T’s book) |
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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 [respect for self and 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. |
[Bob Obee1]
Дата: 2019-02-02, просмотров: 282.