Module 6 Structure and criteria for a good film review
Aitzhanova B
| Learning objectives(s) that this lesson is contributing to | L2 understand with little support most specific information in extended talk on a limited range of general and curricular topics
S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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| Lesson objectives | All learners will be able to: | ||||||
| use some target functional language appropriately in functional exchanges and pronounce some target words and phrases clearly with support | |||||||
| Most learners will be able to: | |||||||
| use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with support | |||||||
| Some learners will be able to: | |||||||
| use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with little support | |||||||
| Previous learning | basic phrases for making and accepting suggestions/asking about alternatives | ||||||
| Plan | |||||||
| Planned timings | Planned activities | Excel Resources
Teacher Ex.1-3,p.72
Class CD
Ex 4, p 72 |
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| Beginning the lesson | To present situational language
Play the recording. Ss listen and repeat chorally or individually.
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| L2 | To listen and read for specific information
Play the recording. Ss listen and follow the dialogue in their books and answer the question in the rubric. Direct Ss to the Word List to look up the meaning of the words in the Check these words box.
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.
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S6
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To act out a dialogue and to consolidate situational language through translation
Explain the task and read out the Study Skills box and give an example (e.g. say ‘Not really. Quiz shows are boring.’ in a dull monotone voice and point out that in this way you can convey boredom and disinterest). Ask Ss to work in pairs, take roles and read out the dialogue. Monitor the activity around the class and ask some groups to read out the dialogue in front of the class. Pay special attention to Ss’ intonation. Elicit the L1 equivalents for the sentences To practise role-playing
Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well the sentences in Ex. 1 to help them complete the task. Ss complete the task in pairs. To help Ss, draw the diagram (in the T’s book) 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.
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Ex 1-2,4, p.74 |
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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 Health and safety check ICT links Values links |
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| monitor less able learners in group work and give further modelling and drilling support | assess pronunciation of individual sounds and intonation in role play and sentence | cross-curricular links: languages [contrasts with L1] | |||||
| challenge more able learners to leave some lines blank in script of role play to promote spontaneous interaction | assess learner interactive ability in role play | ||||||
| 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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