Краткосрочный план урока по английскому языку на тему "Housework"

Lesson plan

LESSON:  Module 3 Lesson 4 Housework		School:
Date:		Teacher name:
CLASS:		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	UE7   S4   S7  W3
Lesson objectives	All learners will be able to:
	Learn expressions for housework. •     Do a questionnaire on being helpful at home. With support
	Most learners will be able to:
	Learn expressions for housework. •     Do a questionnaire on being helpful at home. with little support
	Some learners will be able to:
	Learn expressions for housework. •     Do a questionnaire on being helpful at home. without support
Previous learning	interrogatives
Plan
Planned timings	Planned activities			Resources	Teacher Notes
Beginning the lesson S7	Warm-up (2 minutes) •     Write the word housework on the board. •     Elicit or explain the meaning, and ask students what things they do to help at home. They can discuss this in their own language.

	Main activities UE7	Exercise 1  CD 1.19 •     Read through the table with the class and make sure students understand the verbs in the headings. •     Students check the meaning of the words in the box, then use them to complete the table. •     Play the CD for students to check their answers. •     Model and drill the pronunciation of any words that are new to students.  answers. clear: the table make: your bed, breakfast, lunch, dinner do: the ironing, the shopping, the vacuuming, the washing up tidy: your room clean: the car, the floor, your room take: the dog for a walk, out the rubbish Exercise 2 •     Read the title of the questionnaire and the questions under the title with the class. •     If students do not understand the word helpful, refer them back to the housework phrases and ask if they think these help other people at home. Ask some individual students if they think they are very helpful or not very helpful. •     Students can complete the questionnaire in pairs and compare their scores. •     Ask students what they learned about their partner. Ask if they agree with their own scores. In a stronger class, encourage students to give reasons.  answers. Students’ own answers. Exercise 3  CD 1.20  Tapescript page 135 •     Allow students time to read the question before listening.  answer. b Exercise 4  CD 1.20 •     Allow students time to read the questions and all the options. •     Play the CD again and ask students to answer the questions individually, then compare their answers in pairs.  answers. 1 b 2 c 3 c 4 a 5 b 6 c Exercise 5 •     In a weaker class, start this activity off by doing one or two mimes for the class to interpret. •     Encourage students to stand up and move around to make the mimes more effective. •     Ask one or two individuals to perform for the class if you think they will enjoy this.  answers. Students’ own answers. •
	Ending the lesson S4 W3	End the lesson with this personalisation task. To practise talking about the past with time expressions using personal examples Explain the task and read out the example. Then elicit a variety of answers from Ss around the class. Get Ss to write sentences about themselves. Set as homework task.
	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
elicit and model correct answers by giving more support to less able learners in pair and group work			monitoring outcomes in group work with aim of feeding back to whole class on errors noted		cross-curricular links :  languages [ how things are expressed differently across languages]
	encouraging more able learners to expand their contributions in group and plenary exchanges

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.