Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Cross curricular links
ICT skills
Projector
Previous learning
Correction work and Unit revision
Plan
Planned timings
Planned activities
Resources
Beginning
2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Questionnaire (p.69)
English plus SB.
Page 69
PPT
Middle
10 min
10 min
10 min
Activity 1 (G,I)
Complete the columns with phrases from the questionnaire. Then exchange opinions.
Activity 2 (W)
Study the adverbs of frequency. Then choose the correct word in the rule.
Activity 3 (P,I)
Rewrite the sentences using an adverb from the box in each sentence.
Students can make their own sentences using the phrases from the questionnaire.
English plus SB.
Page 68- 69
End
3 min
Feedback: Learners give their own opinion on the learnt material
Homework:WB p.42
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 using the phrases from the questionnaire.
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?
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