The objective is clear.
Why/Why not? Could it be improved? How?
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b.
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The objective is obtainable.
Why or why not? Could it be improved? How?
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c.
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The objective is observable.
Why or why not? Could it be improved? How?
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d.
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Activity relates back to the lesson objective.
How? If no, how can it be revised?
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e.
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Activity demonstrates that students meet the objective.
How? If no, how can it be revised?
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Gather the ingredients: flour, sugar, baking powder, salt, beaten egg, milk, oil.
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Mix all the ingredients together to form a batter.
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Heat a frying pan over medium heat and pour ¼ cup of the batter into the pan.
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Cook the pancake til it’s light brown on both sides.
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Remove the pancake from the frying pan.
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Put the pancake on a plate and enjoy!
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Gather the ingredients: flour, sugar, baking powder, salt, beaten egg, milk, oil.
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Mix all the ingredients together to form a batter.
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Heat a frying pan over medium heat and pour ¼ cup of the batter into the pan.
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Cook the pancake 'til it’s light brown on both sides.
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Remove the pancake from the frying pan.
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Put the pancake on a plate and enjoy!
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Handout: Activity 13 -- Sequencing Activities Note-taker
What is scaffolding? Why is it important?
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3 Rules for Lesson Planning
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1.
2.
3.
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Lesson Plan
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1. Warm-up
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Presentation
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3. Practice
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4. Application (Production)
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Wrap-up/ Assessment
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Follow-up
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| Handout: Activity 14 -- Identifying Parts of a Lesson Plan
Grade 10: Unit 4 lesson 2B: (45 min)
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Date: Nov 24
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Content Objectives: MWBAT:
Add modals to sentences to show obligation
Write riddles using modal verbs of obligation
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Language:
Must, have to, need to, mustn’t, don’t have to, don’t need to, should, shouldn’t
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Preparation:
Activity 1: video
Activity 2: poster (scale 100%-0%) and word cards
Activity 3: sentences ordering gallery walk
Activity 4: sentences for relay
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Instructions
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Resources
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Time
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Activity 1 (Present Theme and Vocabulary)
Mr. Bean Video: https://youtu.be/jJpNjvMvU-k
Before you watch, ask:
Where is he?
What does he do?
Watch again. Ask:
Which ones are against the rules?
Which ones are okay?
Write answers on the board:
He must not smoke.
He must turn off electronic devices.
He mustn’t drink alcohol.
What are some other things you can or can’t do in a theatre?
You shouldn’t talk.
You should throw your trash a way.
You don’t have to sit in an assigned seat.
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Video
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8
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Activity 2: Modal Verbs.
Refer to the sentences on the board.
Ask which of the words in the sentences tell us what we can or cannot do? Underline them. Explain that modals have different degrees of strength.
Hand out modal verb word cards and have students place them on the scale.
Ask CCQs: thumbs up or down
Boys have to wear black pants in school.
Is it required?
Is there a choice?
You mustn’t smoke in class.
Is it prohibited?
If I smoke, will I get in trouble?
Do I have a choice?
Is there a rule about this?
I don’t need to get up early Sunday.
Is it required?
Will I get in trouble if I sleep late?
Can I get up early if I want to?
I should do my homework before dinner.
Is it a rule?
Is it better if I do it before dinner?
If I do it after dinner, will I get it in trouble?
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Poster
word card
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7
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Activity 3
Sentence Relay
Pair work: Grab a sentence and rewrite it using a modal.
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Sentence strips
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8
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Activity 4
RIDDLE
Show:
She must have a ticket.
She doesn’t have to stay in her seat.
She should get a window seat so she can watch the scenery.
She must not smoke.
Where is she?
In pairs: Have students write a riddle: Where or Who?
Post around the room
Hand out post-its so students can answer.
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Paper pens
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15
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Activity 6: Write 3 things
Before you leave write down 3 things you will do when you get home. You MUST use a modal verb.
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Paper
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3
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Homework: page 42
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workbook
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1
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Grade 8: Unit 4 lesson 5: (45 min)
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Date: Nov 22
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Content Objectives: SWBAT:
Identify the pros and cons of eBooks and books
Hold a discussion about which type of reading is best.
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Language:
Lend/borrow, screen, reader, electronic, pages, text, download
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Preparation:
Activity 1: Realia
Activity 2: Textbook
Activity 3: T/F Questions
Activity 4: Charts
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Instructions
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Resources
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Time
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Warmup
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|
|
You choose:
Bring in an e-book and book
What is the difference? Which is the most popular in Uzbekistan?
Write words you associate with these on the board.
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Realia
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5 min.
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Present
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Resources
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Time
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Scanning Race
Ask students to open their books to the reading text.
Students scan the text to find the vocabulary words.
Explain you don’t need to read everything, just find the words!
Give 2 minutes to find which words from the book are in the text. Circle them on the board when you find them.
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Student book
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5 min
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Agree or disagree
Students read the whole text individually. They underline or copy out sentences that they find interesting.
When they finish, they come to the front, find their group, and discuss their opinion.
|
Student book
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10 min
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Practice
|
Resources
|
Time
|
T/F cards
Have students make T and F cards.
Read a sentence. If the sentence is true, students hold up the “T” card. If it is false, they hold up the “F” card. Students change the false sentences to true sentences.
Books have been around for hundreds of years.
E-Books have pages.
There about 325,000 books on Amazon.
Thousands of books are added every year.
Books have been completely replaced by eBooks.
Books will only be found in museums in the future.
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None
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5 min
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Application
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Resources
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Time
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Divide into two groups—A & B.
Group A thinks books are better than eBooks.
Group B thinks eBooks are better than books.
Give students 5 minutes to write sentences that support their opinion.
Do a fishbowl debate with the two groups.
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None
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20 min
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Wrap-Up Assessment
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Resources
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Time
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One-minute write: Students have one minute to write their opinions of books and eBooks.
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|
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Follow- Up
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Resources
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Time
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Homework: Complete pros and cons of books and eBooks activity on page 9 of your Workbook.
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