vocabulary relating to the theme of character qualities / vocabulary of jobs/occupations

LESSON: Module 4. Lesson 2. Professions.

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S6 S7 C4 C7 W3

Lesson objectives

All learners will be able to:

identify some specific information in the text correctly and use some target language correctly in production tasks with support

Most learners will be able to:

identify most specific information in the text correctly and use a range of target language correctly in production tasks with support

Some learners will be able to:

identify all specific information in the text correctly and use a range of target language correctly in production tasks with little support

Previous learning

vocabulary relating to the theme of character qualities / vocabulary of jobs/occupations

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

S6

To present job qualities

Play the recording with pauses for Ss to repeat the job qualities chorally and/or individually.

Check Ss’ intonation and pronunciation.

Main Activities

C4

S6

C7

S7

W3

To generate vocabulary

Explain the task and ask Ss to write the headings into their notebooks.

Give Ss a one-minute time limit to think whether the jobs on p. 45 are indoors or outdoors.

Check Ss’ answers.

To match job qualities to jobs

Explain the task and read out the example.

Give Ss time to write sentences and then ask various Ss around the class to read out the sentences

To practise new vocabulary

Explain the task. Give Ss time to complete it.

Check Ss’ answers.

To write a short text about working as a basketball mascot

Explain the task. Play the video. Go through the plan with Ss on the board or in their books and give Ss time to complete the task.

Video

Ending the lesson

Tell Ss to use the information from the video they watched or from the text. Ask some Ss to read out their texts.

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

monitor less able groups in controlled tasks and highlight any errors in choice of word, structure and spelling for learners to self-correct in their writing

monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

cross-curricular links: languages [contrasts with L1]

provide challenge to more able learners by asking them to mark word stress on new words of more than one syllable

take in final piece of writing to assess