How might we describe students who have strengths and weaknesses in different areas? E.G. A student who has very good speaking and listening skills but
... [Show More] struggles with writing in English
Spiky Profile
Cardinal Numbers
Beginner
00:47
01:11
Crime and punishment (verdict, investigate, evidence, guilty)
Upper-Intermediate
Basic greetings (Hello, how are you? I'm fine, thank you)
Beginner
Idioms (I looked in every nook and cranny, but couldn't find my earring)
Proficiency
Clothes (blouse, belt, tie, tights)
Pre-Intermediate
Sounds (slurp, hiss, creak, hum)
Proficiency
Comparatives (elephants are bigger than lions)
pre-intermediate
Relationships (classmates, have something in common, get in touch, get engaged)
pre-intermediate
Days of the week
beginner
Used to, be used to, get used to (I'm getting used to living in Spain)
Upper-intermediate
First, second, third person of 'be' (I am, you are, he is....)
Beginner
00:33
01:11
Present perfect (I have eaten frog's legs)
Pre-intermediate
Presenting Arguments (one justification often given for... is that...)
Proficiency
Third conditional (if I'd known you were ill, I would have visited you)
Upper intermediate
Learners prefer physical stimulus in the classroom
kinesthetic
learners prefer listening to podcasts, music, or the radio
auditory
learners prefer pictures and diagrams to text
visual
by the end of the lesson, students will be able to identify and use modals of deduction (might, can't, must) in the context of a crime scene
lesson aim
By the end of the lesson, students will be able to find specific information quickly in a text by practicing scanning skills
lesson aim
by the end of the lesson, students will have designed a poster showing what they 'can' and 'can't' do in the classroom, e.g. we can't eat food in the classroom
lesson outcome
by the end of the lesson, the students will be better able to identify and produce sentences starting with 'i have...' plus body parts, e.g. I have a nose.
lesson aim
by the end of the lesson, students will have asked and answered questions with a group about their free-time activities
lesson outcome
by the end of the lesson, the students will be able to identify eight sports (tennis, football, rugby, badminton, golf, cricket, basketball, gymnastics)
lesson aim
By the end of the lesson, students will have written a letter to a friend about their recent experience in the UK
Lesson outcome
by the end of the lesson, most of the students will have practiced writing an informal letter to accept/decline an invitation using appropriate language (e.g. I wouldn't miss it for the world or I wish I could)
lesson aim
By the end of the lesson, most of the students will have written a story with their partner, which uses narrative tenses on the topic of 'a crime in the city'
lesson outcome
by the end of the lesson, students will have written a letter to their future selves using the future perfect (e.g. By the time you read this, you will have finished your degree)
lesson outcome
it doesn't matter if a lesson doesn't have a clear aim as long as the students are learning English
false
any lesson that doesn't achieve its aim will be a waste of time for the students
false
I will introduce the present perfect simple
Unclear
by the end of the lesson, students will be able to identify and produce the names of six types of crimes (murder, mugging, pickpocketing, fraud, blackmailing, burglary)
clear
students will make a poster about the four seasons
unclear
to enable students to say words connected to the human body e.g. head, shoulders
unclear
Students will be better able to use should and ought to give advice to a friend who is sick
clear [Show Less]