Topic 2. Read the beginning of the story and create your continuation. 6 страница
MODULE 2
Lesson plan
LESSON: Module 2 Lesson 6 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | S2 S7 UE13 L7 C10
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Lesson objectives | All learners will be able to: | ||||
identify some specific information in graph and listening comprehension tasks and write some correct questions for survey activities | |||||
Most learners will be able to: | |||||
identify most specific information in graph and listening comprehension tasks and write some correct questions for survey activities
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Some learners will be able to: | |||||
identify most specific information in graph and listening comprehension tasks and write a range of correct questions for survey activities
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Previous learning | basic language for describing number and amount and graphs | ||||
Plan | |||||
Planned timings | Planned activities | Excel | Teacher Notes | ||
Beginning the lesson S7 S2 |
To discuss survey results in a graph • Draw Ss’ attention to the graph and explain that it shows how American teens use their computers. • Explain the task. • Give Ss some time to read the key to the graph and the numbers on the graph. • Check Ss’ answers around the class.
To personalise the topic • Ss work in pairs and ask and answer the questions 1-4. • Monitor the activity around the class and ask some pairs to report their answers back to the class.
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Main activities UE13 L7 | To practise giving advice (should/shouldn’t) • Explain the task. (ICT = Information and Communications Technology). • Read the example aloud and explain/elicit the meanings of any unknown words in the prompts. • Ss then use the prompts to give advice. Elicit a variety of answers from Ss around the class.
To listen for specific information • Explain the task. Play the recording. Ss listen and match the people to their computer activities. • Check Ss’ answers around the class. |
Class CD | |||||||||
Ending the lesson C10 | To conduct a survey and make a graph of the results
• Explain the task and tell Ss to do a survey using the key in Ex. 4 as well as any other ideas of their own. Ask Ss to say which of these uses they use the Internet for. • Tell Ss to add up the numbers for each use and make a graph similar to the one in Ex. 4 • Ask various Ss to present the graph 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 prompt less able learners to self-correct language when preparing questions for survey | monitor accuracy of language use in final presentation task and note errors for whole class feedback | cross-curricular links: Maths [presenting graphical information] | |||||||||
prompt more able learners to speculate how graph would look if young people in Kazakhstan were surveyed. |
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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 7 | School: | |||||
Date: | Teacher name: | |||||
CLASS: | Number present: | absent: | ||||
Learning objectives(s) that this lesson is contributing to | C10 L5 L7 S7
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Lesson objectives | All learners will be able to: | |||||
identify some target language correctly and use some target language correctly in functional exchanges with some control of pronunciation | ||||||
Most learners will be able to: | ||||||
identify most target language correctly and use some target language correctly in functional exchanges with good control of pronunciation
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Some learners will be able to: | ||||||
identify all target language correctly and use most target language correctly in functional exchanges with good control of pronunciation
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Previous learning | imperative forms for giving instructions basic questions asking for guidance and clarification | |||||
Plan | ||||||
Planned timings | Planned activities | Excel | Teacher Notes | |||
Beginning the lesson |
To present situational language
Play the recording for Ss to listen and repeat chorally or individually.
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Class CD | ||||
Main activities L5 C10 S7 | To listen and read for specific information Play the recording. Ss listen and follow the dialogue in their books and order the pictures. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. To consolidate situational language through translation Elicit the Kazakhstani equivalents for the sentences in Ex. 1 from various Ss around the class. To act out a dialogue • Ask Ss to work in pairs and take roles and read out the dialogue. • Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. |
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Ending the lesson L7 | To pronounce /s/,/S/ • Play the recording. Ss listen and tick the correct boxes. Check Ss’ answers. • Play the recording again with pauses for Ss to listen and repeat. Pay attention to Ss’ pronunciation and intonation and correct as necessary. |
Class CD | |||||||||
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 less able groups when learners practise in pairs and provide further modelling, elicitation and drilling support
| monitor learners as they work in pairs and note errors with target forms and remodel for whole class | cross-curricular links: languages [L1 contrasts] | |||||||||
challenge more able learners to perform a version of the dialogue to the class just using the visuals as prompts | assess pronunciation, individual sounds, sentence stress and intonation in role play and final activity. |
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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 8 | School: | ||||||
Date: | Teacher name: | ||||||
CLASS: | Number present: | absent: | |||||
Learning objectives(s) that this lesson is contributing to | C3 C7 L8 R2 W5
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Lesson objectives | All learners will be able to: | ||||||
identify some specific information in the text by scanning effectively and producing a simple short text with some organisational features an article | |||||||
Most learners will be able to: | |||||||
identify most specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and which shows clear organisational features an article | |||||||
Some learners will be able to: | |||||||
identify all specific information in the text by scanning effectively and producing a short text in which language is mostly accurate and in which organisational features an article are used to good effect | |||||||
Previous learning | use of scanning and confirmation strategies in reading / use of headings and neutral style in articles | ||||||
Plan | |||||||
Planned timings | Planned activities | Excel | Teacher Notes | ||||
Beginning the lesson C7 L8 |
To predict the content of the text • Read the question in the rubric aloud and elicit Ss’ guesses. • Play the recording. Ss listen and follow the text in their books and find out.
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Video | |||||
Main activities R2 | To read for specific information Allow Ss some time to read the text and answer the questions then check Ss’ answers. Direct Ss to the Word List to look up the meanings of the words in the Check these words box. To consolidate information from a text Explain the task and allow Ss some time to formulate their answers. Elicit a variety of answers from Ss around the class. |
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Ending the lesson C3 W5 | To personalise the topic
• Ss talk in groups about etiquette (a set of rules about how to behave politely in social situations) in their country. • Elicit suggestions from Ss around the class and then allow them some time to write their sentences. • Ask various Ss to read out their sentences 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 | |||||||
support less able writers in article task by eliciting from them clear and accurate section openings | use thumbs up and down technique and follow-up questions to check text understanding | values link: appreciating cultural differences | |||||||
challenge more able learners to rephrase ideas that they take from the input text in their own article | take in extended article to assess |
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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 9 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | L8 R3 S3 C3 W3 W5
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Lesson objectives | All learners will be able to: | ||||
identify some specific information in the text by scanning effectively and producing a short text with some accurate use of structure and textual linking with support | |||||
Most learners will be able to: | |||||
identify most specific information in the text by scanning effectively and producing a short text with mostly accurate use of structure and some good textual linking with support
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Some learners will be able to: | |||||
identify all specific information in the text by scanning effectively and producing a short text with mostly accurate use of structure and good textual linking with little support
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Previous learning | use of simple past to describe historical events / use of narrative sequencers | ||||
Plan | |||||
Planned timings | Planned activities | Excel | Teacher Notes | ||
Beginning the lesson L8 |
To introduce the topic of the text • Elicit what Ss know about the Industrial Revolution. Elicit questions that they would like to know the answers to. Write three of them on the board. • Play the recording. Ss listen and follow the text in their books and check if their questions were answered.
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Video | |||
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