Topic 2. Read the beginning of the story and create your continuation. 5 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 2
Lesson plan
LESSON: Module 2 Lesson 3 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to |
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Lesson objectives | All learners will be able to: | ||||
use some target structures correctly in receptive and productive tasks | |||||
Most learners will be able to: | |||||
use a range of target structures correctly in receptive and productive tasks
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Some learners will be able to: use a range of target structures correctly in receptive and productive tasks and give more expansive examples | |||||
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Previous learning | ‘can/ can’t’ and ‘am able to’ structures | ||||
Plan | |||||
Planned timings | Planned activities | Excel | Teacher Notes | ||
Beginning the lesson S7 | Elicit from learners to board different ways we can talk about ability in English [present and past]
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Main activities
UE13
UE13
| To present can/could, be able to Say and write on the board: I could read when I was six. Explain that we use could to express ability in the past. Say then write on the board I was able to finish my homework early yesterday. Explain that we use was able to to express ability in the past in a particular situation. Ss close their books. Say and write on the board: I can speak French. Underline can and explain that we use can to express ability in the present. Ss open their books. Read the table aloud. Then elicit the Kazakhstani equivalents for the examples
To practise can/could, be able to Explain the task. Ss complete the task. Check Ss’ answers.
To practise can/could, be able to using personal examples Explain the task and allow Ss some time to complete it. Say, then write on the board: I couldn’t play the guitar when I was five. I couldn’t find my hat this morning. Elicit/Explain that couldn’t expresses lack of ability in the past both generally and in a particular situation.
Check Ss’ answers around the class. |
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To present used to and practise talking about past habits Read the examples in the table aloud and elicit the L1 equivalents from various Ss around the class.
To present time words Read the examples aloud and elicit the L1 equivalents from Ss around the class. To practise the future use of the present simple Give Ss time to complete the task, then check Ss’ answers. | |||||||||||
Ending the lesson |
Allow learners to exit class when they can give one true sentence about themselves using an item of today’s target language. |
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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 support less able learners in sentence writing tasks and highlight where they should self-correct | monitor learners’ answers in sentence production tasks and use a range of correction techniques | cross-curricular links: languages [contrasts with L1] | |||||||||
challenge more able learners to correct other learners’ sentences written on the board |
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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 4 | School: | |||||
Date: | Teacher name: | |||||
CLASS: | Number present: | absent: | ||||
Learning objectives(s) that this lesson is contributing to | C6 C10 UE3 UE12
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Lesson objectives | All learners will be able to: | |||||
use some target language to correctly describe some features of people, objects, places and activities with support
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Most learners will be able to: | ||||||
use a range of target language to correctly describe some features of people, objects, places and activities with support
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Some learners will be able to: | ||||||
use some target language to correctly describe a range of features of people, objects, places and activities with little support
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Previous learning | a range of types of adjective used before nouns and some adverbs used to qualify adjectives e.g. very | |||||
Plan | ||||||
Planned timings | Planned activities | Excel | Teacher Notes | |||
Beginning the lesson C6 | To generate interest in the lesson
Ask learners to write a sentence about something they own using 6 adjectives in front the object [noun]
Explain that part of the lesson today will be about the correct order of adjectives in such sentences
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Main activities
UE3
UE3
UE3
UE12 | To present and practise adjectives and order of adjectives Ss’ books closed. Explain/Elicit that adjectives describe nouns and go before nouns. They can be used alone, after the verb to be or after verbs such as look, smell, sound, feel, taste etc. They have the same form in the singular and plural. Explain that opinion adjectives (nice, beautiful, ugly, etc) go before fact adjectives (big, old, glass, etc). Write the following examples on the board: a) a pretty young girl, b) an ugly old man. Elicit which is the fact/opinion adjective in each example (opinion = pretty, ugly; fact = young, old). Ss open their books. Go through the theory box and draw Ss’ attention to the table. Explain that when there are two or more fact adjectives in a sentence they go in the order shown. Also, point out that we do not usually have a long list of adjectives before a noun – three is usually the most. Explain the task. Ss complete it. Check Ss answers
To present and practise adjectives with -ing/-ed endings
Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something. Explain the task. Ss complete the task. Check Ss’ answers. |
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To present and practise adjectives with -ing/-ed endings Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something. Explain the task. Ss complete the task. Check Ss’ answers. To present and practise adverbs of degree (quite – rather) Go through the theory box for quite – rather with the Ss. Elicit further examples from the class. Ss complete the exercises. Check Ss’ answers. | |||||||||||
Ending the lesson C10 | Play in teams. Point to an object/person in the class. The other team has to use two adjectives to describe it. Each correct answer gets one point. The team with the most points is the winner. |
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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 less able groups during controlled tasks and provide further modelling support use a narrower range of questions and prompts in whole class elicitation and feedback activities to engage less able learners
| monitor learners’ answers in sentence production tasks and use a range of correction techniques | cross-curricular links: languages [contrasts with L1] | |||||||||
provide more able learners with the challenge of coming up with a way to remember the difference in use of -ed and -ing adjectives |
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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 5 | School: | ||||
Date: | Teacher name: | ||||
CLASS: | Number present: | absent: | |||
Learning objectives(s) that this lesson is contributing to | C6 C10 R1 R2 S1 S3
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Lesson objectives | All learners will be able to: | ||||
identify some of the main ideas and specific information correctly in text and use some target vocabulary correctly in response to prompts | |||||
Most learners will be able to: | |||||
identify most of the main ideas and specific information correctly in text and use a range of target vocabulary correctly in response to prompts
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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 response to prompts
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Previous learning | basic vocabulary relating to computer hardware and programme commands | ||||
Plan | |||||
Planned timings | Planned activities | Excel | Teacher Notes | ||
Beginning the lesson C10 |
To introduce new vocabulary about computers • Read out the list of actions and draw Ss’ attention to the labelled pictures. • Explain the task and read out the example. • Ss complete the task. • Check Ss’ answers around the class.
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Main activities R1 R2 S3 | To predict the content of a text Ask Ss to read the title and the first paragraph in the text and elicit Ss’ guesses as to what the text is about. Play the recording. Ss listen and follow the text in their books and find out.
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. Check Ss’ answers.
To consolidate and expand on information in a text • Give Ss time to formulate their answers to the question in the rubric and write them down. • Ss share their answers with their partner, then ask some Ss to share their answers with the rest of the class. |
Video
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Ending the lesson C6 S1 | To personalise the topic
• Explain the task. Allow Ss time to work in closed pairs, and fill in information under the different headings given in the rubric. • Monitor the activity around the class. • Ss present their answers 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 | |||||||
encourage less able learners to scan text and locate area of text where answers might be located and to compare this with other learners | use thumbs up and down and follow-up question technique to check comprehension answers | ICT links: computer science | |||||||
challenge more able learners to give more expansive answers in response to each category in final task | monitor accuracy of language use in final presentation task and note errors for whole class feedback |
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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. |
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