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Can I take a message?

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«Can I take a message?»

Lesson Plan

Unit: Hobbies and leisure

School: #12

Theme:

Can I take a message?

Date: 18-19/October/2018

Teacher name: Avezova Zamira

Grade: 7

Number present: 14 absent:

Learning objectives:

7.C4 evaluate and respond constructively to feedback from others

7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

Lesson objectives:

All learners will be able to:

  • Learn key phrases for leaving phone messages.

  • Most learners will be able to:

Listen to someone leaving a phone message.

Some learners will be able to:

  • Practise leaving phone messages.

Assessment criteria


• Can use key phrases for leaving phone messages.

• Understands to someone leaving a phone message.

• Can practise leaving phone messages.

Level of thinking

Understanding, Knowledge, Application



Cross-curricular links

Communication technology

Value links

Friendship, culture of speaking on the phone

Previous learning

Statistics and chart

Plan


Planned timings

Planned activities


Resources

Start





Greeting, checking for the absence, and the home task.

Warm-up (2–3 minutes)

• With books closed, I ask students if they ever leave phone messages.

• I ask when they leave phone messages, and who the messages are for.

• I ask students if they know how to leave a phone message in English.

• I tell students they are going to practise leaving phone messages in English.

Teacher’s book, Students’ book,

Middle





































Exercise 1

• Students work in pairs to match the information with the details.

• I check answers with the class, and model and drill pronunciation of the numbers.

• I point out that we say phone numbers as individual numbers (7-5-2-4 NOT 75-24), and we say oh for zero. If two successive numbers are the same, in British English the word double is used (0-7-7-0 = oh-double seven-oh).

• I point out that there are two ways of saying dates: August the eighteenth or the eighteenth of August.

• I point out that for prices we can say nine pounds fifty or just nine fifty.

ANSWERS: 1 c 2 b 3 d 4 e 5 a


Exercise 3 CDR 2.37

• Students listen and decide which numbers they hear.

ANSWERS: 07702 90453, 68 Long Road, £9.50, 18.40


Exercise 5 CDR 2.38

• I refer students to the message and allow them time to read it.

• Students read and listen to the dialogue. I tell them not to worry about the blue words at this stage.

• Students practise the dialogue with a partner. I remind them to swap roles and practise it again.

ANSWERS

Students’ own answers.


Pair work “On the phone”

Students work in pairs to do this task.

Consolidation: Exercise 6

• Students work in pairs to prepare their own dialogues.

• Students practise their dialogues in pairs, then swap roles and practise again.

ANSWERS

Students’ own answers.


Giving home task

• Vocabulary puzzles • Time and numbers • Adjectives: characteristics

Tasks 1-3, page 89

Students book, Board,

workbooks












CD, Workbooks









CD, Board, Workbooks



Handouts


Student’s book, workbooks, handouts





Student’s book, workbooks

End


Feedback:Uncompleted sentences”

1. I learnt and understood this:

2. It was difficult for me:

3. I want to learn next lesson:

Students complete the sentences with their own ideas.


stickers

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?

Health and safety check


Teacher should circulate the theme constantly offering support to for less able students and encouraging stronger students to write more complex, abstract thoughts.

For more able students: can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.

Group, peer, individual assessment will use by formative assessment and descriptor

I will remind them that they use hobbies and leisure for a healthy lifestyle.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. 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)?

1:


2:


What have I learned from this lesson about the class or individuals that will inform my next lesson?



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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 7 класс

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Can I take a message?

Автор: Авезова Замира Мухтаровна

Дата: 20.08.2019

Номер свидетельства: 517986

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