 |
Module 3 Earth and our place on it
|
|
|
|
Module 3 Earth and our place on it
|
LESSON: Module 3 Lesson 6 Earth and our place on it Everyday English 3d Talking about places | School: | ||||||
| Date: | Teacher’s name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives that this lesson is contributing to | 9. 2. 6. 1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9. 4. 5. 1- deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9. 6. 1. 13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topicsж 9. 3. 8. 1- recount extended stories and events on a range of general and curricular topics | ||||||
|
Lesson objectives | All learners will be able to: | ||||||
| Listen and read for gist, read for specific information, learn phrases to express regret Most learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, make up own dialogue | |||||||
| Assessment criteria | Learners have met the learning objective if they can: express regret and use the situational language with the correct intonation in the dialogues | ||||||
| Value links | Explore the themes of wonderful places of the world | ||||||
| Cross – curricular links | Geography | ||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||
| Previous learning | Vocabulary “City/ country life” | ||||||
| Plan | |||||||
| Planned timings |
Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON |
1 To practise pronunciation of situational language; to identify phrases which express/ask for opinions Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary. Then elicit which of the items ask for an opinion or express a positive/negative opinion and ask Ss to mark them accordingly. Check Ss’ answers.
| Recording | |||||
| PRESENTATION AND PRACTICE 9. 2. 6. 1 9. 4. 5. 1 9. 3. 8. 1 9. 6. 13. 1 |
2 To listen and read for specific information 1 Direct Ss' attention to the sentences in Ex. 1 again. 2 Elicit Ss' guesses as to what the dialogue may be about. Play the recording. Ss listen and follow the dialogue in their books and check if their guesses were correct. Read out the questions. Answer Key The dialogue is about two friends talking about a holiday one of them had.
3. To learn synonymous phrases and consolidate situational language through translation 1 Elicit the LI equivalents for the sentences in Ex. 1 from various Ss around the class. 2 Refer Ss back to the dialogue and elicit the synonymous phrases from various Ss around the class. Answer Key I'd like to hear all about it. - So, tell me everything. I bet it is really nice there. - It must be a lovely place. We enjoyed ourselves so much that we would like to go on holiday there again. - We had such a wonderful time that we want to go again next year. 4 To practise role-playing Explain the situation and ask Ss to work in pairs and act out a dialogue. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task. Suggested Answer Key A: Hi, Maria. How was your holiday? You went to Turkey, didn’t you? B: No, we didn't. We went to Greece and it was great, thanks. A: So, tell me everything! Where did you stay? B: We stayed on a great little island called Santorini. A: That's in the Aegean, isn’t it? B: Yes, it is. A: It must be a lovely place! B: It is. The weather was fantastic and it was a very scenic place where we could really enjoy the beauty of nature. A: That’s nice. 5 To pronounce sounds correctly Play the recording with pauses for Ss to repeat chorally and/or individually. 1 though 2 thorough 3 laugh 6. To present/practise if only [1] past perfect Read out the theory. Give Ss time to complete the task, then check Ss' answers.
b) To match adjectives to feelings Read out the pairs of adjectives and explain/ elicit their meanings or ask Ss to look them up in their dictionaries. Play the recording and elicit which adjective best describes each speaker’s feelings. Check Ss’ answers Play the recording again with pauses for Ss to repeat chorally and/or individually. Answer Key 1 ➘ 2 ➚ 3 ➘ 4 ➚ 1 a 2 a 3 b 4 a | ||||||
| ENDING THE LESSON | Make up your dialogue. | ||||||
|
Additional information
| |||||||
|
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? monitor less able groups and participate and prompt in their brainstorming activity | Assessment – how are you planning to check learners’ learning? monitor learner language for accuracy |
Cross-curricular links Health and safety check ICT links Values 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 | ||||||
|
|
|
|
|
|
