at it is a first conditional sentence.
Ask: Does it refer to a present action, or a possible action in the future? (a possible action in the future).
Main Activities
Ex. 1 p. 35. Induction of the rules from examples and explication.
Ex. 2 p. 35. Opening the brackets.
Ex. 3 p. 35. Completion drill.
Ex. 4 p. 35. Structure-based substitution.
Extra task. Transformation exercise.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Ending the lesson
Giving the hometask. WB p. 23
Self-assessment. How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I dont understand this yet.
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice.
Observe learners when participating in use of English activities.
Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
Formative
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