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Are you okay? (Asking about health)
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Created by
Lyazzat_KozhakovaTeacher
Everyday English
Terms in this set (10)
Are you okay? (Asking about health)
Are you alright?
What’s wrong? (Asking about health)
What’s the matter?
You don’t look well. (Asking about health)
You look ill.
I feel awful. (Responding)
I feel terrible.
My tooth is hurting. (Responding )
I’ve got a terribble(toothache).
I feel not well. (Responding)
I don’t feel well at all.
Oh, dear! I’m so sorry! (Expressing sympathy)
I’m sorry to hear that.
Poor you! (Expressing sympathy)
You poor thing.
You should take an aspirin. (Giving advice)
Why don’t you take an aspirin?
If I were you, I would see the doctor. (Giving advice )
The best thing you can do is see the doctor.
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Ашық сабақ «Everyday English» 6-сынып
Материал жайлы қысқаша түсінік:
Материал 6-сыныпқа ағылшын тілінен сабақ беретін мұғалімдерге арналған. оқушылардың жас ерекшелігін жан-жақты ескеріліп жасалған жоспар.
Төмендегі Ашық сабақ толық нұсқасы емес, тек сізге танысу үшін көрсетілген, сайтқа жарияланған документтен айырмашылығы болуы мүмкін. Жүктеу үшін осы беттің төменгі жағындағы жүктеу деген жазуды басу керек
Ашық сабақ «Everyday English» 6-сынып
Кенжекулов Нурлыбек Спанбекович
Түркістан облысы, Сайрам ауданы, №30 Ы. Алтынсарин атындағы жалпы орта мектебі КММ ағылшын тілі пәні мұғалімі
19.07.2019
1729
0
Назар аударыңыз, сертификатты “менің материалдарым” деген бетте жүктеп алуға болады
Өз пікіріңізді қалдырыңыз
УМК «EXCEL 6 FOR KAZAKHSTAN» МЕЖДУНАРОДНОГО ИЗДАТЕЛЬСТВА
A different language is a different vision of life
How many languages you know — that many times you are a person.
ОСНОВНЫЕ ЗАДАЧИ МОДЕРНИЗАЦИИ КАЗАХСТАНСКОГО ОБРАЗОВАНИЯ:
- повышение доступности, качества и эффективности образования.
- Это предполагает не только масштабные структурные, организационно-экономические изменения, но и в первую очередь — значительное обновление содержания образования .
ОСНОВНЫЕ ПРИНЦИПЫ РАЗРАБОТКИ СИСТЕМЫ УЧЕБНИКОВ:
УМК Excel 6 for Kazakhstan:
- Индивидуальные особенности учащихся
- Подача материала с учетом этих особенностей
- Знания как средства для
формирования личности
учащихся
- Собственная активная деятельность учащихся
ОТЛИЧИТЕЛЬНЫЕ ОСОБЕННОСТИ УМК EXCEL 6 FOR KAZAKHSTAN:
- Задания направлены на формирование и развитие коммуникативных умений в реальных ситуациях общения
- Осуществление меж предметных связей как фактора оптимизации процесса обучения английскому языку
- Проектная деятельность формирующая опыт творческой и поисковой работы
Данный курс позволяет учителю реализовать обучающий, развивающий и воспитательный потенциал каждого урока. Данный школьный возраст является благоприятным для развития творческого воображения, поэтому в учебник включены задания, способствующие приобретению детьми опыта творческой деятельности
- Знакомство с новыми словами
- Формирование предтекстовых ожиданий
- Понимание прочитанного, узнавание языковых структур
- Тренировочные и коммуникативно-ориентированные упражнения
- Песни
- Упражнения на развитие аудитивных навыков и умений
СТРУКТУРНЫЕ КОМПОНЕНТЫ СОСТАВЛЯЮЩИЕ УМК:
- Student’s Book ( SB ),
- Teacher’s Book (TB),
- Workbook and Use of English
- DVD Activity Book,
- DVD Activity Book Key,
- Class CD (1, 2, 3 )
- Interactive
- Whiteboard Software ,
- PAL Express DVD
- Video,
- eBook.
- Teacher’s Resource
- Pack
- and Tests ( CD-ROM )
В УМК «Excel 6 for Kazakhstan» материал разделен на 9 тематических модулей: полностью соответствует содержанию основного общего образования по английскому языку: предметное содержание речи, коммуникативные умения по видам речевой деятельности, языковые средства и навыки пользования ими.
- Our class
- Helping & Heroes
- Our countryside
- Drama & Comedy
- Our health
- Travel & Holidays
- Reading for Pleasure
- Our neighbourhood
- Transport
MODULE 1
MODULE 1
Reading
Vocabulary
MODULE 1
Use of English
Skills
MODULE 1
Everyday English
Across Culture
MODULE 1
Across Culture
Writing
MODULE 1
Edutainment
List of words
MODULE 1
Language review
Self-check
MODULE 1 WB
Vocabulary bank
Translator’s corner
MODULE 1
Presentation skills
Teacher’s book
THANKS FOR YOUR ATTENTION
PRE-LISTENING
Vocabulary
Read out the definition and explain/elicit the meanings of any unknown words.
Direct Ss’ attention to the pictures and read out the situations. Initiate a class discussion about shyness and
how someone can overcome their shyness.
LISTENING
Listening specific information
Teacher plays the video about school rules. Students listen.
POST-LISTENING
Teacher asks Ss what rules they listened about.
PRE-READING
Teacher asks Ss to look at the text and pay attention to the verbs: must, mustn’t, need and should.
READING
Reading specific information
Allow Ss some time to read the text and find out the sentences with modal verbs.
Ask Ss to read the sentences and translate.
POST-READING
Teacher asks students to write the verbs in their copybooks.
PRE-WRITING
Use of English
Presenting and practicing modal verbs: must/mustn’t, need, should
Read out the theory and explain how we can express obligation, prohibition, necessity and advice, and provide further examples where necessary.
WRITING
Put the appropriate modal verb:
-
It’s a secret. You … tell it to anyone.
-
You … read this book. It’s really nice.
-
You … be on time for the exam.
-
Do they … to reserve seats on the plane?
Answer keys: 1 – mustn’t, 2 – should, 3 – must, 4 – need.
POST-WRITING
Activity
Learners will play Victorine. The rules of the game are the following: Students divide in two teams. Each team will choose a question from three categories: Grammar, School rules and School subjects.
Questions of victorine:
GRAMMAR:
10 – Form adverb from the adjective: He sings (wonderful).
Answer: He sings wonderfully.
20 – Put the verb into the correct form: We (have) an English lesson now.
Answer: We are having an English lesson now.
30 – Name the adverbs of frequency
Answer: always, usually, often, sometimes, never, rarely
SCHOOL RULES:
10 – Put the appropriate modal verb: We _____ switch off our mobile phones.
Answer: We must switch off our mobile phones.
20 – Put the appropriate modal verb: We _____ be polite.
Answer: We should be polite.
30 – True or False? We can leave school during the lesson.
Answer: False
SCHOOL SUBJECTS:
10 – Guess the subject: How to use computers
Answer: ICT
20 – Guess the subject: The study of plant, animal and human life
Answer: Biology
30 – Guess the subject: The study of the past
Answer: History
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MODULE 6
Lesson plan
LESSON: Module 6 Lesson 1 |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives(s) that this lesson |
C8 R2 R3 R4 |
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Lesson objectives |
All learners will be able to: |
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identify some specific information in the |
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Most learners will be able to: |
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identify most specific information in the |
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Some learners will be able to: |
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identify all specific information in the |
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Previous learning |
basic vocabulary relating to types of |
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Plan |
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Planned timings |
Planned activities |
Excel |
Teacher |
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Beginning the lesson R2 |
What’s in this module? Read the title of the module Reading |
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Main Activities R4 S7 C8 R2 R2 |
To present and categorise types of · Explain that in literature non-fiction refers to texts that · Explain the task. Allow Ss time to look at the pictures and choose · Check Ss’ answers. To present new vocabulary · Explain the tasks. Ss explore the books in the school library or · Ss present answers to the class. |
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To introduce the topic and · Explain the task. Allow Ss time to read through the text in order · Check answers around the class. |
Video |
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To present vocabulary for a story · Explain the task. Allow time for Ss to look at the pictures and · Check Ss’ answers. To read for specific information · Play the recording. Ss listen and read the text. Allow Ss time to · Check Ss’ answers |
Class CD |
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Ending the lesson R3 |
To read for specific information · Allow Ss time to prepare their answers. Ss can work in closed · Check Ss’ answers. |
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Additional information |
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Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
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support less able learners through |
monitor accuracy, use of vocabulary and |
cross-curricular links: Literature [types |
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challenge more able learners through |
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Lesson plan
LESSON: Module 6 Lesson 2 |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives(s) that this lesson |
S3 S4 S6 S7 C7 C9 |
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Lesson objectives |
All learners will be able to: |
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express some views using some target |
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Most learners will be able to: |
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express a range of views using a range of |
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Some learners will be able to: |
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express a range of views using a range of |
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Previous learning |
basic vocabulary for describing |
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Plan |
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Planned timings |
Planned activities |
Excel |
Teacher |
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Beginning the lesson |
To personalise the topic Elicit answers from the Ss around the |
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Main Activities S7 C7 C9 S3 C7 S4 S6 |
To practise adjectives · Draw Ss’ attention to the Study Skills box. Have one student read · Allow Ss time to complete the task. · Check Ss’ answers. · Play the video for the Ss and elicit their comments at the end. To personalise the topic · Explain the task. Allow Ss to work in closed pairs and come up · Elicit answers from around the class. |
Video |
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To develop thinking skills · Explain the task. Allow Ss to work in closed pairs and choose an answer. · Elicit answers from around the class |
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To design a cover for the story · Explain the task. Ss work in groups and think of ideas of what · Allow Ss time to draw or design the covers. Alternatively allocate · Present Ss’ designs to the whole class. |
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Ending the lesson C9 |
To act out a mime of the story · Explain the task. Allow Ss to work in groups and take roles and · Allow Ss to videotape the performances. · Present the videos to the whole class. |
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Additional information |
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Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
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monitor less able groups in preparing |
monitor accuracy and pronunciation in |
cross curricular links: Literature |
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challenge more able learners to give more |
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Lesson plan
LESSON: Module 6 Lesson 3 |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives(s) that this lesson |
C8 R1 R2 R5 W3 |
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Lesson objectives |
All learners will be able to: |
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identify some specific information in the |
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Most learners will be able to: |
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identify most specific information in the |
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Some learners will be able to: |
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identify all specific information in the text correctly and use a |
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Previous learning |
vocabulary for talking about events |
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Plan |
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Planned timings |
Planned activities |
Excel |
Teacher |
||
Beginning the lesson C8 |
To introduce the topic and · Explain the task. Allow Ss time to read through the text in order · Check answers around the class. |
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Main Activities R2 R2 R5 |
To read for specific information · Explain the task. Allow Ss time to match the pictures with the · Check answers. To read for gist and specific · Explain the task. Play the recording. Ss listen and read the text. · Allow time for the Ss to identify the people in the pictures. · Check Ss’ answers aloud around the class. |
Class CD |
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To read for specific information · Explain the task. Allow Ss time to put the pictures in the correct · Check Ss’ answers. To read for specific information · Draw Ss attention to the Check these words box. Elicit meaning of · Explain the task. Allow Ss time to complete the sentences. · Check Ss’ answers. |
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Ending the lesson W3 |
To consolidate vocabulary learnt in · Explain the task. · Allow Ss time to complete the sentences. · Check Ss’ answers. |
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Additional information |
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Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
|||||
support less able learners through |
monitor accuracy, use of vocabulary and |
cross-curricular links: Literature |
|||||
challenge more able learners through |
|||||||
Lesson plan
LESSON: Module 6 Lesson 4 |
School: M.Makataev |
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Date: 14.02.2019 |
Teacher name: T.V.Poteryaiko |
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CLASS: 5 G |
Number present: |
absent: |
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Lesson title |
Robin Hood |
||||
Learning objectives(s) that this lesson |
R1 R4 R5 S8 C7 C9 |
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Lesson objectives |
All learners will be able to: |
||||
identify some specific information and |
|||||
Most learners will be able to: |
|||||
identify a range of specific information |
|||||
Some learners will be able to: |
|||||
Identify a range of specific information and |
|||||
Previous learning |
basic narrative linkers and |
||||
Plan |
|||||
Planned timings |
Planned activities |
Excel |
Teacher |
||
Beginning the lesson R1 |
Remind Ss of vocabulary from previous To expand vocabulary · Explain the task. Ask Ss to work in pairs and find alternatives to · |
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Main Activities R5 S8 R2 C7 |
To practise sequence of events · Explain the task. Ask Ss to work individually or in pairs to put · Allow time for Ss to complete the task and check Ss’ answers. |
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To retell a story · Explain the task. Choose whether Ss will say or write the task. · Allow Ss to read for specific information · Explain the task. Allow Ss time to complete the table. · Check Ss’ answers. Ss time to write or say the story around the · Alternatively set the task as HW and have the students present · Check Ss’ answers. |
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To read for specific information · Explain the task. Allow Ss time to complete the table. · Check Ss’ answers. To talk about differences between · Ss work in pairs and tell each other the difference between the · Monitor the activity around the class. · Ask some students to present to the class. |
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C9 |
To develop thinking skills · Ask Ss to work in groups and decide what happened next in the · Elicit discussion of the question and answers around the class. |
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Ending the lesson R4 |
To develop research skills/thinking · Explain the task. · Allow Ss time to research the story. · Play the video for the Ss and elicit their comments. Check answers |
Video |
|||||
Additional information |
|||||||
Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
|||||
support less able learners through |
monitor accuracy, use of vocabulary and |
cross-curricular links: Literature |
|||||
challenge more able learners through |
|||||||
Lesson plan
LESSON: Module 6 Lesson 5 |
School: M.Makataev |
||||
Date: 15.02.2019 |
Teacher name: T.V.Poteryaiko |
||||
CLASS: 5 G |
Number present: |
absent: |
|||
Lesson title |
Robin Hood |
||||
Learning objectives(s) that this lesson |
C10 R2 R5 R6 S7 |
||||
Lesson objectives |
All learners will be able to: identify some specific information and |
||||
Most learners will be able to: identify a range of specific information |
|||||
Some learners will be able to: |
|||||
Identify a range of specific information |
|||||
Previous learning |
vocabulary relating to myths and |
||||
Plan |
|||||
Planned timings |
Planned activities |
Excel |
Teacher |
||
Beginning the lesson R2 C10 |
To stimulate interest in the topic · Explain the task. Elicit answers from Ss. · Allow Ss time to read the text for answers. · Check answers around the class. |
||||
Main Activities R5 R6 S7 |
To listen and read for gist and · Explain the task. Play the recording. Students read and listen to · Check Ss’ answers. |
Video Class CD |
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To read for specific information · Explain the task. Allow Ss time to answer the questions working in · Check the answers by asking individual Ss around the class. · Check Ss’ answers |
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To practise vocabulary learnt in · Explain the task. · |
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Ending the lesson |
· Check Ss’ questions. · Ask Ss to choose a story or book they like or remember from when |
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Additional information |
||||||||
Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
||||||
support less able learners with |
use thumbs up and down technique and |
cross-curricular links: Literature [myths |
||||||
provide challenge to more able learners |
monitor pronunciation of target words in |
|||||||
Lesson plan
LESSON: Module 6 Lesson 6 |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
|||
Learning objectives(s) that this lesson |
C4 C9 S3 S8 W2 UE17 |
||||
Lesson objectives |
All learners will be able to: identify some specific information and |
||||
Most learners will be able to: identify a range of specific information |
|||||
Some learners will be able to: |
|||||
Identify a range of specific information |
|||||
Previous |
basic |
||||
Plan |
|||||
Planned timings |
Planned activities |
Excel |
Teacher |
||
Beginning the lesson |
To read for specific information · Explain the task. Allow Ss time to fill in the answers. · Check Ss’ answers · Play the video and elicit comments from the class. |
Video |
|||
Main Activities UE17 UE17 C4 W2 C9 S8 |
To present linkers · Draw Ss’ attention to the grammar box on Linkers. · Read through the box and have Ss read the examples. Elicit further · Allow Ss time to find further examples in the text. · Check answers. To practise linkers · Allow Ss enough time to complete the exercise. · Check Ss’ answers. |
|||||||
To write or present a summary of · Explain the task. Allow Ss time to summarise the story. They · Monitor the activity around the class. Alternatively, allocate the · Several Ss around the class present their summaries. |
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To develop creative skills · Explain the task. Explain that a cover should have the title of · Ss work individually or in pairs to create a cover that they think · Allow enough time for the Ss to finish the task. · |
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Ending the lesson C9 S3 |
To develop thinking skills · Explain the task. Elicit alternative answers from the Ss. · Allow Ss time to discuss alternative endings in pairs. · Then ask several Ss around the class to present their answers. |
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Additional information |
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Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
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support less able learners through supportive |
monitor accuracy, use of linkers in |
cross-curricular links: Literature |
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challenge more able learners through |
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Lesson plan
LESSON: Module 6 Lesson 7 |
School: |
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Date: |
Teacher name: |
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CLASS: |
Number present: |
absent: |
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Learning objectives(s) that this lesson |
C5 S1 S2 UE5 L5 |
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Lesson objectives |
All learners will be able to: use some language from the module to |
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Most learners will be able to: use a range of language from the module |
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Some learners will be able to: use a wide range of language from the |
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Previous learning |
vocabulary from the Module / |
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Plan |
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Planned timings |
Planned activities |
Excel |
Teacher |
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Beginning the lesson C5 |
To develop values and talk about · Explain the task. Ask the Ss to work in pairs and read the · Allow Ss time to discuss the reasons for reading. · Monitor the activity around the class. · Ss present answers in pairs. |
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Main Activities S1 R2 UE5 S2 L5 |
To personalise the topic Elicit Ss’ reasons why they like reading To test knowledge learnt in this · Explain the task. Allow Ss some time to read the questions and · Alternatively, you may allow Ss to review the module and find the |
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To revise vocabulary taught in the · Explain the task and allow Ss time to look through the module and · Tell Ss they can use the quiz in the previous task as a model. · Ss swap their quizzes with another pair and do it and then report |
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To listen for specific information · Explain the task. Play the recording for Ss to fill in the missing · Check answers. · Play recording again for Ss to sing along. |
Class CD |
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Ending the lesson |
Play the video for the Ss and elicit |
Video |
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Additional information |
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Differentiation – how do you plan to |
Assessment – how are you planning to |
Cross-curricular links |
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prompt less able learners to ask a range |
monitor question production in group |
cross-curricular links: Literature |
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provide challenge for more able learners |
monitor pronunciation of new vocabulary |
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