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LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning

6.4.1.1 understand the main points in a limited range of short simple texts

objectives(s)

on general and curricular topics

that this

6.4.4.1 read and understandwithsome support a limited rangeofshortfiction

lesson is

and non-fiction texts

contributing

6.4.2.1 understandwith littlesupportspecific informationanddetail

to

inshort,simpletexts onalimitedrangeof generalandcurricular topics

6.1.3.1 - respect differing points of view

6.2.5.1- understand most specific information and detail of supported, extended

talk on a range general and curricular topics

6.5.1.1- plan, write, edit and proofread work at text level with some support on a

growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Previous learning

compound nouns, abstract nouns and noun phrases / sport

Plan

Planned

timings

Planned activities

Excel

Resources

Teacher

Notes

Beginning the

To compare the Present Simple and the Present

lesson

Continuous Tenses

Ss’ books closed. Say, then write on the board: Ialways

6.6.9.1

eat breakfast in the morning. Elicit what tensethe verb is

in (present simple) and what thesentence expresses (a

habit/routine). Say, then writeon the board: I am teaching

a lesson now. Elicit whattense the verb is in (present

continuous) and whatthe sentence expresses (an action

happening now).

Explain that stative verbs (i.e. verbs that describe astate

6.6.9.1

not an action) don’t usually have continuousforms (e.g. I

6.4.1.1

believe in fairies. NOT I’m believing infairies).

Ss’ books open. Read the theory box aloud andelicit the

L1 equivalents for the example sentencesfrom Ss around

the class. Then ask Ss to findexamples in the text on p. 6.

6.4.2.1

Examples in the text:

Present simple:I’m 12 years/ICT is really fun/myfavourite sport is football/She has a great sense ofhumour/She is very good at drawing and painting, etc.

Present continuous:We’re having a great time!

Main Activities

6.5.1.1

To practise the present simple and the present continuous

Explain the task and explain that stative verbs are verbs that express a state rather than an action (e.g.like, love, hate, believe, etc). Remind Ss that they don’t have continuous forms.

Give Ss time to complete the task then check Ss’ answers.

6.2.5.1

Class CD

6.5.1.1

To revise the third-person singular form of the present simple and identify third-person verb endings

Explain the task and ask Ss to copy the table into their notebooks.

Give Ss time to complete it with the verbs and then play the recording for Ss to listen and check their answers.

Play the recording again with pauses for Ss to repeat either chorally or individually. Pay attention to Ss’ intonation.

6.6.12.1

To present adverbs of frequency

Ask various Ss around the class to read out the sentences. Point out that the words in bold are adverbs of frequency and they show how often we

do something.

Elicit where in the sentence the adverbs of frequency appear (before the main verb, but after the verb ‘to be’) and read out the table and elicit the missing words.

To present and practise other adverbs used as time expressions with the present simple and present continuous

Explain the task. Read out the time expressions and the

example and elicit sentences from Ss around the class.

Ending the lesson

6.1.3.1

Check Ss’ answers.

Additional information

Differentiation

Assessment – how are you planning to check learners’

Cross-curricular links

– how do you

learning?

Health and safety

plan to give

check

more support?

ICT links

How do you

Values links

monitor less

monitor pair sentence completion tasks and encourage

Benefits of

able groups in

learners to give feedback to each other onanswers

learning a foreign

controlled

language

tasks and

provide extra

check pronunciation in whole class feedback and remodel/

challenge by

drill final sounds

getting more

able learners to

use short

answers

Reflection

Answer the most relevant questions from the box on

the left about your lesson.

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?