EFL Lesson Plans for June - July

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Lesson: Bridge course ( Key technical skills)

Teacher: Shraddha
Class: IGCSE Class size: 04
Sessions 16 sessions (June)
Learning  Understand the functions of different types of words
Objectives:  use a range of vocabulary and sentence structure appropriate to context
 use of different types of sentences
 use tenses in sentences
 use punctuation accurately and effectively
 organise and structure ideas and opinions for a deliberate effect
 use register appropriate to context
Reference Cambridge IGCSE English as a first language student’s book
Plan
Topic Activities Resources
Introduction The teacher will ask the learners to write their expectations for the
course.

I will also give a brief idea on the bridge course that will be offered
in the upcoming classes.
Pg no. 52 – 54
Parts of The teacher will ask the students what they know about parts of
speech speech. I will then write it on the board. Collins PPT 2.1 a-d
(2 sessions) A brief discussion on each of the word classes along with
examples.

H/W : workbook pages 36 - 41

Sentences Discussion on types of sentences and its function. Pg no.56 – 57

Students will be giving the examples. Collins PPT 2.2 a -d

Students read a small paragraph from the course book to identify


sentences and functions.

Workbook pages 42 – 47

The students explore the meaning of tenses. The teacher will


Tenses and introduce different types of tenses.
verb
agreement Pg no. 58 - 59
The teacher will give examples and ask the students to give some
(2 sessions)
more on their own.
Collins PPT 2.3 a –f
Discuss questions 1,2 and 3 from the coursebook.

Explain that it is important not to use modal verbs excessively.

Point out that using too many modal verbs can be irritating

Display the PPT 2.3f and ask the students to complete it with
sentences that represent a vague hypothesis.

Assessment: question 4 from page 59


Workbook : Pg no. 48 – 50

Student pairs read through the information from the coursebook


Sentence and discuss any rules they were unsure of. The teacher will list Collins PPT 2.4 a - i
punctuation out the confusions and misunderstanding with the help of
(2 sessions) examples.
Pg no. 60 - 61

The teacher will display a slide and students work on Q1 from the
book

Students also work through brackets and dashes, and then


complete Q2 in pairs. The student pairs will present a case for
brackets and dashes.

The use of colons and semicolons to be discussed.

Workbook: Pg no. 51-55

The use of colons and semicolons to be discussed.


Pg no. 62 - 63
Reported The teacher will ask the students to recall a conversation they had
and direct earlier in that day, write out a part of the conversation and try to Pg no. 64 – 65
speech punctuate it accurately. Students then swap their work and identify
punctuation errors in speech punctuation. They look at the
annotated dialogue in the student’s book and redraft their
conversations. PPT slides 2.5 a-c

The teacher will display a slide that has examples.

Workbook pages: 51 - 55

Learners brainstorm over when to start a new paragraph


Accurate use Pg no. 66
of
The teacher will explain the specific rules for paragraphing.
paragraphs

(2 sessions) Ask the students what’s a topic sentence. Collins PPT 2.6 a-e

Display a slide that contains four paragraphs and answer Q1 in Pg no. 67


pairs

Explain different types of paragraphs and their uses.

2
Workbook: Pg no. 56 - 59

Levels of Learners elicit how vocabulary is modified to suit different Pg no. 72 -75
formality and circumstances. They discuss Q1 from the student’s book.
Audience
(3 sessions)
Practice role play between an adult and a child to choose the
correct level of formality
Collins slide 2.9 a-c
Discussion on formal and informal elements with an example
A slide is shown to practice different levels of formality

Define the terms objectives and impersonal using slides. Work on Collins 2.9 c
Q4

Workbook: Pg no. 65 - 66

End of the chapter evaluation:


Questions from Collins worksheet 2.1, 2.3, 2.4, 2.5, and 2.9

Developing reading skills


Lesson: skimming and scanning, selecting information, explicit and implicit meaning, Recognizing fact,
opinion and bias, understanding form and purpose,
Teacher: Shraddha
Class: IGCSE Class size: 4
Sessions 16 sessions (July)
Learning  Skimming and scanning to locate information
Objectives:  Exploring how to identify and unpack the explicit meanings of a text
 Select and use information for specific purposes
 Demonstrate understanding of explicit meanings
 Demonstrate understanding of implicit meanings
 Analyze, evaluate and develop facts, ideas and opinions

Vocabulary: Intuition, shimmer, inventory, destitute, squabbles, grandeur, unbiddable, oddly attenuated,
growled
Previous Essential language skills
learning:
Reference Cambridge IGCSE English as a first language student’s book
Plan
Topic Activities Resources
Explanation for skimming Pg no. 8
Skimming Learners read an extract from the coursebook and then answer
the questions following the same. PPT slide 1.1 c-d
The teacher will use a slide to help develop the skill of skimming.
class discussion on Q2 PPT slide 1.1 a-b
Students re-read the extract ad give a heading to each of the
paragraph.

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Workbook: Pg no. 9-10
Scanning Explanation for scanning Pg no. 10- 11
(2 sessions) Students complete Q1 in pairs
The learners read through the information in the extract and Worksheet 1.2
explore ways to unpick a question and scan for appropriate
information through a worksheet.
The teacher will explain the importance of using context to gain
understanding of certain meanings. The students will read a
sentence and answer Q3
Ask the students to scan the extract to select the best words for
the fragments

Workbook: pg no. 11-12


Selecting
information Discuss how skimming and scanning lead selecting relevant PPT slide 1.3a
information
Pg no. 14
Use slide to show alternative answers for Q1. Learners come
forward and highlight the less relevant information that can be
removed. Pg no. 15
PPT 1.3b-f
Students read the two sample answers and answer Q2

During the feedback, use a slide to highlight pieces of


unnecessary information in the 1st sample

Introduce the purpose of anecdote and discuss Q3


Students rewrite the sentence in their own words ( Q4)

H/W: Pg no. 12 - 14

Explicit Students read through Pg no. 20 and explain what they have Pg no. 20
meaning understood.

Learners read through an extract ‘The salt road’ and answer Q1 Pg no. 21

The learners complete the table


Pg no. 22

Think: select explicit information that shows is Izzy different from


her parents.

Students’ re-read the sentence starters leading to Q3 and ask the Worksheet 1.5a or b
students to write up their findings about three of the words from
the worksheet. For each chosen word, the learners should use
starter 1, 2 or 3.
Workbook : Pg no. 18 – 21

H/W (evaluation) : Q4

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Students read through the information and complete the spider
Implicit diagram in Q1. Pg no. 25
meanings
(characters) The students look at the table to understand the technique
demonstrated and complete Q2 and Q3 on implicit meaning in
pairs.
Pg no. 26
The learners read through an extract from ‘great expectations’ by
Charles Dickens. A worksheet will be given where students Worksheet 1.6 a
complete the character table for Pip and Magwitch in Q4

Students complete Q5 as a homework


Q7 : assignment
Workbook: Pg no.18-21

The teacher will draw a spider diagram and learners brainstorm for
Implicit ideas.
meanings
Pg no. 28
(setting) The teacher will discuss pathetic fallacy with examples.
PPT 1.7a
Students think of words that sum up the atmosphere in the room.

Discuss connotations

Students read an extract from ‘set in stone’ and complete the


setting chart using worksheet. Worksheet 1.7b

Students work on Q8 independently. PPT 1.7b


Workbook : Pg no. 18 – 21

The teacher will check on the understanding of the terms fact, Pg no. 38 – 39
Recognizing opinion and bias.
fact, opinion
and bias
Students look at the picture in the student’s book. Ask students
how far they would expect a travel guides to feature facts or
opinions.
PPT 1.10a-d

Students read the extract and work on Q2 and Q3. A slide will be
displayed to help the students complete the table.

Students look at the box and ask for examples of bias.

Workbook: Pg no. 25 - 27
Assessment: The learners will be provided with a news paper. A set of questions will be provided where
they will have to apply all the acquired skills.

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