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LESSON:
Unit 2 Lesson
Present
simple
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School:
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Date:
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Teacher name:
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CLASS: 6 А
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Number present:
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absent:
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Learning objectives(s) that this lesson is
contributing to
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S1
S3 R2 S7UE9 W1
W6 W8
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Lesson objectives
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All learners will be able to:
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use,
pronounce and spell some target vocabulary accurately in production tasks
with support
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Most learners will be able to:
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use,
pronounce and spell most target vocabulary accurately in production tasks and
integrate with some success in extended writing task
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Some learners will be able to:
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use,
pronounce and spell a range of target vocabulary accurately in production
tasks and integrate to good effect in extended writing task
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Previous learning
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vocabulary for describing people, places, things /
hobby/interests/ free time/ I really like / to be into/ to be fond of/ have
got
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Plan
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Planned timings
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Planned activities
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Resources
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Beginning
the lesson
S7
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· Teacher suggests singing a song
as a warm-up for the lesson. Learners sing A Free Time Song (Hobbies
+ Pastimes)
To present vocabulary for free - time activities
· Draw
Ss’ attention to the picture. Play the recording.
· Ss
listen and repeat chorally or individually.
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Main
Activities
C6
R2
W8
S1
W6
UE9
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To categorise
vocabulary
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Write
words "Hobby" and "Interests" and give associations with
these words. Speak about your hobby.
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Students
look at the photo on p.10 for a minute and guess three people's interests.
Ss copy the headings into their notebooks and try to list as many words as
they can remember under each heading. Ss in pairs check their answers and add
more words under each heading.
To activate and
consolidate vocabulary
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Explain
the task and read the text aloud.
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Ask
various Ss to say what the people's interests are.
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Write about
friend's hobby or interest
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Explain
the task and allow Ss some time to speak about 3 people's interests. Ss then
compare with their partner their interests and note the similarities and
differences.
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Ask
various pairs around the class to present their friend's interest to the
class.
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Alternatively,
assign the task as HW and check Ss’answers in the next lesson. Display the
conceptual tables tothe class.
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Ask
Ss to make a dialogue with a structure have got and prepositions: of,
about,by
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Present simple
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Ending
the lesson
S3
W1
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Game
A Play
in teams. One team says a letter from the English
alphabet. The
other team says a word which
starts with this letter and is related to hobbies or interests. If the
team
can’t
think of a word within 5” they miss their turn.
Any correct answer gets 1 point. The team with
the most points wins.
Team
AS1: S!
Team
BS1: Skateboarding!
" Spelling Bee" (competition)
B Play
in class. Take a card, give it to the teacher. The teacher says a word, you
in turn spell this word.
A:
Taekwondo
B:T
-A-E-K-W-O-N-D-O.
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Additional information
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Differentiation – how do you plan to give more
support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’
learning?
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Cross-curricular links
P.E., Social Studies, Languages
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support
less able learners by getting them to highlight problem parts of word
spellings e.g. double letters, long vowel sounds
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monitor
learner spellings in categorisation task and provide remedial support
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Health and safety check
Everyday
classroom precautions will ensure that safety measures are provided to
prevent the exposure of electrical power cords.
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provide
challenge for more able learners by getting them to present information about
class's hobbies and interests.
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check
learner pronunciation in whole class feedback and drill and highlight
word-stress to board as necessary
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ICT links
Projector
or Smart board for showing a presentation
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Provide
less able learners with the names of the hobbies for kids and teens
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Create
mixed ability groups for discussion
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Values links
Responsibility,
Global Citizenship, Respect
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Reflection
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Were the lesson objectives/learning objectives
realistic?
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Did all learners achieve the lesson
objectives/learning objectives?If not, why?
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Did my planned differentiation work well?
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Did I stick to timings?
What changes did I make from my plan and why?
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Answer the most relevant questions from the box on
the left about your lesson.
Summary
evaluation
What
two things went really well (consider both teaching and learning)?
1:
2:
What
two things would have improved the lesson (consider both teaching and learning)?
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2:
What
have I learned from the lesson about this class or individuals that will
inform my next lesson?
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