ࡱ> @ bjbjFF n,,l ~~~~$:)))PN*D*L:N@++" , , ,...MMMMMMM$APRRhM.~.~.^..M~~ , ,rM000.~ ,~l ,M0.M00FX~,H ,+ v3)|/`G(IM0NG$R/RPH::~~~~RH..0.....MM::#)0::)Duration 1.5 hours Aims For students to practise structuring simple sentences using nouns and adjectivesLearning Outcomes: At the end of the lesson, the students should be able to: use a range of simple and complex adjectives to describe objects read and understand descriptive text consolidate their knowledge and understanding of adjectivesMaterials and equipment required: Internet, paper based exercisesFunctional Skills coverage and range Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb-tense Follow the main points of discussion Obtain specific information through detailed reading Strategies for differentiation All students to work at own levels on specific areas for development. Pair work, differentiated resources and activities, extension activities Use of targeted questioning techniques Assessment methods (how learning outcomes will be assessed): Tutor observation and feedback Self evaluations and reflection  Lesson Outline DurationSubject matter/contentTeacher ActivityLearner ActivityResources  Welcome and registerExplain structure and content of lesson Listen and ask questions Interactive white board 10 minsRecap of adjectivesFacilitate brief review of adjectives, uses and structure in sentences Review what is a nounListen and give appropriate responses20 mins Selling game Whole group activity  Model activity using a prop, i.e. mobile phone, use descriptive words and phrases try to sell students the prop take feedback asks students to take turn using their knowledge of descriptive words and phrases to sell an object ask more able students to list descriptive words and phrases used on board facilitate activityParticipate in game giving responses as appropriate Give feedbackPens , flip chart paper, interactive whiteboard 10 mins Flash cardsShow students flash cards with pictures of familiar nouns: using targeted questioning techniques ask students to describe using one simple adjective ask more able students to use more complex adjectives give feedback and encouragement as necessaryParticipate in game giving responses as appropriate Give feedbackInteractive white board Assortment of flash cards 30 mins Differentiated written descriptive activities Ask students to work in pairs/small groups: give out text and ask students to re-write adding descriptive words and phrases as necessary for less able students also give out suggested words and phrases to use as appropriate ask most able students to write their own descriptive text describing a familiar object Completes individual tasks as requested Differentiated resources 10 minsIndividual work as appropriate Give students a choice of activities: select, read and understand use of adjectives in text of personal interest note phrases used research famous people on internet read descriptions of them and note descriptive phrases used ask students to note/log interesting adjectives used for future use facilitate Complete tasks as directed Give feedbackVarious worksheets/text as required Computers, internet10 mins  Review of aims and outcomes  Ask questions to check understanding Review of aims and outcomes on boardClose  Duration 1.5 hours Aims For students to choose language to correctly write formal and informal letters. Learning Outcomes: At the end of the lesson, the students should be able to: identify and analyse language of both types of letters identify appropriate style for letter type write formal and informal letters using correct languageMaterials and equipment required: Internet, examples of formal and informal lettersFunctional Skills coverage and range Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb-tense and subject verb agreement Check work for accuracy including spelling Follow the main points of discussion Make relevant contributions, allowing for and responding to others input Strategies for differentiation All students to work at own levels on specific areas for development. Pair work, differentiated resources and activities, extension activities Use of targeted questioning techniques Assessment methods (how learning outcomes will be assessed): Tutor observation and feedback Self evaluations and reflection  Lesson Outline DurationSubject matter/contentTeacher ActivityLearner ActivityResources Welcome and registerExplain structure and content of lessonListen and ask questionsInteractive white board15 minsMatching formal with informal meaning activityShow a range of informal expressions ask students to discuss and give formal equivalent facilitate discussions of appropriate uses Participate in activity Resource with a range of formal and informal words/phrases20 minsReview and analysis of example formal and informal letters Show a range of formal and informal letters facilitate discussion about, style, language and uses take feedback Participate in discussion giving responses as appropriate Give feedbackVarious formal and informal letters as required 30 mins Students to choose and write preferred style of lettersAsk students to choose style of writing they wish to do facilitate writing activity giving feedback and encouragement as necessary Writes preferred style of letters as requested Proofread workInternet, pens computers 20 minsPeer evaluation of lettersAsk students to work in pairs/small groups get them to review and evaluate use of formal/informal language in each others letters facilitate activity Complete reviews as directed Give feedback to class matesComputers, internet5 mins  Review of aims and outcomes  Ask questions to check understanding Review of aims and outcomes on boardClose  English: Entry level 3 Lesson plan 1 PAGE  PAGE 7  English: Entry level 3 Lesson plan 2    3lm! \ ] ^ Ͼ磚}qeWeqMF hYLh#0QhYLh>5CJhYLh!{5CJ^JaJhYLhKb5CJ^JhYLh!{5CJ^JhYLh>OJQJhYLh 4CCJhYLh>CJhYLh` CJhYLh!{5CJ hYLh>CJOJQJ^JaJ hYLh!{CJOJQJ^JaJ hYLh` CJOJQJ^JaJ hYLhXj hYLh!{hYLh}OJQJ hYLh>m! ]  & F !$Ifgd!{  !$Ifgd!{$1$7$8$H$Ifgd` $Ifgd}gd}gd} t~] ^  C 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