School: RBSFQS #4
Teacher name: Sattarbek Asel
Number present: 12 absent:
Learning objectives(s) that this lesson is contributing to
7.UE1 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
7.UE10 use present continuous forms with present and future
meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics
7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
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All learners will be able :
Most learners will be able to:
Some learners will be able to:
4- 10 minutes
61- 65 minutes
66- 77 minutes
4) Final draft (I)
5) Peer review. Here learners look at each other’s work and state two things they like about it and one area of improvement. (P, f)
Use fun activities to revise tenses.
One way to do it may be the following activity:
The past/present/future game Learners give some information about themselves without using a full sentence, e.g. “two friends”. Their partner has to guess if it is something that happened in that person’s past, is true in the present or is about that person’s picture of their future.
As the next stage up in difficulty, learners can then do the same but go on to guess the whole true sentence for their partner, e.g. You were one of two friends for the past, You have two friends for the present, or You will have two friends for future prediction or You are having a party next week (present continuous with future meaning).
To help learners practice past continuous forms for background and interrupted past actions you may draw a past continuous timeline to illustrate interrupted action.
Then ask them to continue a story by adding more sentences, e.g.
Suddenly the ship began to plummet. The crew fought to keep the ship under control…
(What happened? Why was the ship out of control? Who was on board? What was the crew doing? What were they thinking/feeling?).
Activities with photos or pictures will also be helpful with the past tenses. Encourage learners to describe the event in the past. You can model this by using a photo in a magazine to describe such an event.
Resources for writing science fiction story (writing frame, plan, word-bank, etc.):
Roger Gower, Grammar in practice 4, CUP, 2011, unit 3, p. 7(present simple and continuous). Unit 9, p. 15 (past continuous and past simple)
Zaorob Maria Lucia, Games for grammar practice, CUP, 2001, unit 1.2, p. 10
David Seymour and Maria Popova, 700 classroom activities, Macmillan
Zaorob Maria Lucia, Games for grammar practice, CUP, 2001, unit 4.2, p. 40
Grammar resources http://www.youtube.com/watch?v=ZBuOQboSvwU (determiners)
http://www.youtube.com/watch?v=_62242Pf5F4 (will or going to)
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Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
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