Module 8 Lesson 5

Teacher’s name:

Date:

Grade: 6

Number of people present

Number of people absent

The Theme of the lesson

Language focus 2 (don’t) want to, would (n’ t)like to, would prefer to

Objectives according to the Curriculum

6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics;

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn (don’t) want to, would(n’t) like to, would prefer to.

• learn (not) enough + noun.

• rewrite conversations using the new language.

Some learners will be able to:

Evaluation criteria

Demonstrate the ability to ask a variety of questions using complex object.

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

Identify the attitude and opinion of the author

Express their opinion about the visited events

Use grammatical structures in the sentences correctly

students respond to greeting and take their places.

students respond to greeting and take their places.

The middle of the lesson – 35 min

• Books closed. On the board write: Do you _____ to go to the cinema?

B: Yes, I do. I _____ like to see the new Pixar film.

• Ask students to complete the gaps. Elicit: want, would.

1

• Ask students to open their books at page 91.

• Tell students that the example sentences are from the listening on page 90. Ask them to copy the table and complete the sentences in pairs.

• Check answers.

• For further information and additional exercises, students

can turn to page 120 of the Grammar reference section.

2

CD 2.24 Read out the information in the Get it right! box.

• Complete the first sentence as an example.

• Ask students to work alone to complete the rest of the exercise. Encourage weaker students to check their answers against the examples in Exercise 1.

(not) enough + noun

3 • Books closed. Pick up two pens. Say: I need four pens, but

I’ve only got two pens. Then say: I haven’t got enough pens. Write this last sentence on the board and underline enough. Check students understand that enough means the necessary amount.

• Ask students to open their books at page 91.

• Ask students to work alone to put enough into the correct place in the sentences.

• Check answers.

• For further information and additional exercises, students can turn to page 120 of the Grammar reference section

/f/

1 CD 2.25 Ask students to turn to page 113.

• Play the recording. Students listen and repeat.

2 • Put students into pairs to identify which of the words in the box have the /f/ sound.

• Monitor and help as necessary.

3 2.26 Play the recording for students to check

their answers to Exercise 2.

4 • Put students into pairs to write down words that have the /f/ sound. Challenge stronger students to come up with more than ten.

• Monitor while students do this.

5 • Put students into pairs.

• Students should look back at the words in Exercise 2 and Exercise 4 and then write a list of the different ways that the /f/ sound can be spelled, e.g. f, ff, ph, ugh.

• Check answers.

4 • Read out the example.

• Ask students to work alone to rewrite the remaining sentences with enough.

• Check answers.

5 CD 2.27 Put students into pairs and ask them to complete the two short conversations with the words in the box.

• Play the recording for students to check their answers.

• Students can practise the conversations in pairs

6

• Read out the information as well as the example.

• Check that students understand that they have to rewrite the conversations in Exercise 5 using the words in the box or their own ideas.

• Students can practise the new conversations in pairs.

Students answer the questions and share ideas

Students copy and complete the sentences

Students read the information and complete the rest of the exercise.

Students repeat the sentences and work on grammar

Students complete the sentences and check each other

Students listen to the recording and work in pairs to complete the task

Students work in pairs and write words. Stronger students write more than 10 words

Students work in pairs and make a list of words

Students work individually and rewrite the sentences

Students work in pairs and complete the conversation

Students answer the questions and share ideas

Students copy and complete the sentences

Students read the information and complete the rest of the exercise.

Students repeat the sentences and work on grammar

Students complete the sentences and check each other

Students listen to the recording and work in pairs to complete the task

Students work in pairs and write words.

Students work in pairs and make a list of words

Students work individually and rewrite the sentences

Students work in pairs and complete the conversation

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

Students evaluate each other

1 point for each correct answer

1 point for correct answer

Point for correct answer

Teacher evaluates and guides students

Point for each correct answer

Book, slide

Book, slide

Book, slide

Book, slide

Book, slide

Book, slide

Book

Book, slide

Book, audio

The end of the lesson – 5 min

Homework (5 min)

Set Exercises 1, 2, 3, 4, 5 and 6 on page 68 of the Workbook for homework.