Topic 2. Read the beginning of the story and create your continuation. 4 страница
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 1
Lesson plan
LESSON: Module1 Lesson 11 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | C3 C4 S1 S3 UE5
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Lesson objectives | All learners will be able to: | ||||
use some language from the module to express views and pose some relevant questions accurately | |||||
Most learners will be able to: | |||||
use a range of language from the module to express views and pose a range of relevant questions accurately | |||||
Some learners will be able to: | |||||
use a wide range of language from the module to express views and pose a range of relevant questions accurately
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Previous learning | language of hobbies , benefits of hobbies, adjectives that describe different kinds of activity | ||||
Plan | |||||
Planned timings | Planned activities | Excel | Teacher Notes | ||
Beginning the lesson C3 S3 |
To personalise the topic and talk about hobbies • Explain the task. Ask Ss to read through the list and tick the benefits. • Elicit answers from some Ss.
To express an opinion • Elicit answers around the class. Alternatively allow Ss to work in pairs and explain why they think people need hobbies. • Monitor the activity around the class. • Ask some Ss to present answers.
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Main activities
C4
UE5
UE5
| To invent a hobby; to generate new ideas Explain the task. Allow Ss plenty of time to invent a hobby. Monitor the activity around the class. Ask each pair to present their inventions to the class.
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
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To revise knowledge taught in the module • Explain the task and allow Ss time to look through Module 1 and think of quiz questions. • Tell Ss they can use the quiz in the previous task as a model. Offer an example, (e.g. Jack Stamford plays video games. F) • Ss swap their quizzes, do them and then report back to the class. They should correct the false sentences. | |||||||||||
Ending the lesson S1 | To predict the content of a song • Explain the task. • Elicit answers from Ss. • Play the recording. Ss listen and check answers.
To personalise the task • Explain the task. • Elicit answers from various Ss around the class. | 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 | |||||||||
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 links: benefits of hobbies | |||||||||
challenge more able learners to write different types of quiz question e.g. multiple choice complete the missing word etc.. |
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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 2
Lesson plan
LESSON: Module 2 Lesson 1 | School: | ||||||
Date: | Teacher name: | ||||||
CLASS: | Number present:
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Learning objectives(s) that this lesson is contributing to | S3 UE9 R1 R2 C7 W5
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Lesson objectives | All learners will be able to: | ||||||
identify some of the main ideas and some specific information in the text and write some sentences accurately in response to ideas in the text with some support | |||||||
Most learners will be able to: | |||||||
identify most of the main ideas and most specific information in the text and write a range of sentences accurately in response to ideas in the text with some support
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Some learners will be able to: | |||||||
identify most of the main ideas and all specific information in the text and write a range of sentences accurately in response to ideas in the text with little support
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Previous learning | simple vocabulary relating to computers mobile phones and the internet | ||||||
Plan | |||||||
Planned timings | Planned activities | Excel | Teacher Notes | ||||
Beginning the lesson S3 |
Read the title of the module Communication & Technology and ask Ss to suggest what they think it means. Go through the What’s in this module section and stimulate a discussion to prompt Ss’ interest in the module.
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Main activities
UE9
R1
R2
| To present vocabulary for means of communication Draw Ss’ attention to the pictures. Play the recording. Ss listen and repeat chorally or individually
To practise vocabulary for means of communication Read the rubric and explain the task to Ss. Explain/Elicit the meanings of the adverbs of frequency Ask various Ss around the class for their answers. |
Class CD
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To introduce the topic and stimulate interest in a text • Draw Ss’ attention to the picture and elicit if Ss recognise the creature and what they know about it. To predict the content of a text
Give Ss’ one minute to read the title and the first sentence in each paragraph and elicit their guesses as to what the text is about. Play the recording. Ss listen and follow the text in their books and find out. |
Class CD | |||||||||
To read for specific information • Allow Ss some time to read the text and answer the questions. • Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Also, draw Ss’ attention to the Did you know? box. • Check Ss’ answers.
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Ending the lesson C7 W5 | To consolidate information in a text; to personalise the topic • Explain the task. • Ss write sentences. • Check Ss’ answers by asking various Ss to read their sentences out to the class. |
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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 | ||||||||
monitor and direct less able learners to correct section of text to locate target answers in reading tasks | monitor written accuracy in sentence production task. Feedback to whole class on common errors | cross curricular links: purposes of space prgrammes | ||||||||
challenge more able learners to underline the part of the text that provides key information to each question |
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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 2
Lesson plan
LESSON: Module 2 Lesson 2 | School: | ||||||
Date:
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CLASS: | Number present: | absent: | |||||
Learning objectives(s) that this lesson is contributing to | C3 C9 S7 W5 C10
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Lesson objectives | All learners will be able to: | ||||||
identify some specific information in listening task correctly and use some target language to express some views and describe some elements of a scene | |||||||
Most learners will be able to: | |||||||
identify most specific information in listening task correctly and use a range of target language to express views and describe some elements of a scene
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Some learners will be able to: | |||||||
identify all specific information in listening task correctly and use a range of target language to express views and describe a range of elements of a scene
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Previous learning | basic vocabulary for describing photos and geographical locations | ||||||
Plan | |||||||
Planned timings | Planned activities | Excel | Teacher Notes | ||||
Beginning the lesson |
To personalise the topic Remind Ss of the text they read last lesson Read the rubric aloud and elicit a variety of answers from Ss around the class.
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Main activities
S7
S7
L5
C3 W5
| To practise vocabulary related to space Explain the task. Allow Ss some time to complete the task. Check Ss’ answers. To practise verbs related to space Go through the list of verbs and the sentences. Explain/Elicit any unknown words. Ss complete the task. Check Ss’ answers. |
Video
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To listen for specific information Explain the task. Play the recording. Ss listen and choose the correct answers for the questions. Check Ss’ answers around the class. To express and justify opinions • Explain the task. Ss work in small groups and decide which five things would best represent Kazakhstan. Monitor the activity around the class and then ask each group to present their choices to the class giving reasons. • Then one group discusses with another which items they agree/disagree on in each other’s time capsules. |
Class CD | ||||||||
Ending the lesson C9 | To describe an imaginary scene
• Explain the task. Write the headings on the board and elicit possible answers from Ss. Write them on the board: where you were (at home, at school, in the fields, etc), what you were doing (walking, sleeping, etc), what happened (lights went out, etc), how you felt (scared, terrified, puzzled, etc). • Allow Ss time to write or give a short description of the scene. Ss can also draw pictures of the scene. • Ask various Ss around the class to present their scenes out loud to the rest of the class with the aid of their written texts or drawings. |
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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 | |||||||
provide support for writing task by providing less able learners with sentence starters | monitor group work and final presentations and feedback on errors to whole class | values links: appreciating national identity and culture | |||||||
monitor and challenge learners to justify their opinions in group task with probing questions |
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