Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Middle
10 min
20 min
Activity 1 (G,I)
Read the poster and answer the questions.
Activity 2 (G)
Make a poster.
SB p.64
End
3 min
Feedback: Learners give their own opinion on the learnt material
Homework:WB Ex.1-4,p.40
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?
Cross-curricular links
More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Unit 5: Values
Term 2, Lesson 35(11): What we value
School №3
Date: 28.11.17 – 5 G
30.11.17 - 5 V
Teacher name:Gofman I.A.
CLASS:5V,5G
Number present:
absent:
Learning objective(s) that this lesson is contributing to
5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe a friendship relationship
5.W5 link without support sentences using basic coordinating connectors
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