Module 5 “Stress and Fear ” Lesson 9
| LESSON: Module 6 Lesson 9 | The theme: “ Writing an Article” (6e) | |||||
| Date: | Teacher’s name: | |||||
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| Learning objectives(s) that this lesson is contributing to | 10.1.7 - develop and sustain a consistent argument when speaking or writing; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.6.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics; 10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics | |||||
| Lesson objectives | All learners will be able to: analyse a rubric, to analyse a model, to decide on an appropriate title, to practise parts of speech, to practise error correction, to plan an article, to write an article; Most learners will be able to: plan an article, to write an article; Some learners will be able to:
practise peer correction | |||||
| Vocabulary | Adjectives, compound adjectives, comparatives, intensifies | |||||
| Assessment criteria | Learners have met the learning objectives if they can: analyse a rubric, a model, decide on an appropriate title, practise parts of speech, error correction, plan an article, write an article, practise peer correction | |||||
| Value links | Explore the themes of “Stress and Fear” | |||||
| Cross - curricular links | Stress and Fear | |||||
| ICT skills | Working with URLs | |||||
| Plan | ||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | Teacher’s Notes | |||
| BEGINNING THE LESSON | To write an email of advice Give Ss time to complete the task using the Language box and their answers from Exs f Remind Ss to follow the plan and use the Cb Check Ss’ answers.
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| PRESENTATION AND PRACTICE | Alternatively, assign the task as HW and ch answers in the next lesson. Suggested Answer Key From: Jane To: Angie Subject: My advice Hi Angie, I’m sorry to hear that you are afraid of meetir people. It must be awful for you, but I think I ca If I were you, I’d imagine myself at the ba feeling relaxed and confident. This way, you’, the barbecue as you’re already expecting I don’t you ask a friend to go with you? If you you won’t have to face your fear alone. Also, ii be a good idea to focus on other people ins your feelings. If you follow this advice, у hopefully forget your anxiety and start e yourself. I hope I’ve been of some help. Write and tell r you get on. Best wishes, Jane 7 Ш То practise error correction Explain the task and give Ss time to find the grammar and spelling mistakes. Ss work in closed pairs. Check Ss’ answers. Answer Key grammar mistakes = an advice (some advice), will to get better (will get better), If I am you (If I were you), to buying him (to buy him) spelling mistakes = sory (sorry), litle (little), harmles (harmless), sea (see), usefulI (useful) To analyse a rubric Ask Ss to read the rubric. Elicit which the key words are. Ask Ss to underline them and then answer the questions.
Check Ss’ answers around the class. Suggested Answer Key Key words: email, English-speaking friend, Angie, I get nervous, afraid, meet new people. Write an email, giving advice, 120-180 words I have to write an email to my friend, Angie. My reason for writing is to give advice. I should write 120-180 words. I will write three paragraphs -(1) reason for writing, (2) advice, (3) closing comments I’m sorry to hear that you are afraid of meeting new people. It must be awful for you, but I think I can help. / / hope I’ve been of some help. Write and tell me how you get on. | |||||
| ENDING THE LESSON | Check Ss' answers. | |||||
| 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 Health and safety check ICT links | ||||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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