Term 2, Lesson 40(16): Asking questions in class
Содержание книги
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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- Assessment – how are you planning to check learners’ learning?
- 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?
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- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- 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?
- Term 2, Lesson 40(16): Asking questions in class
- 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?
- Complete the sentences with do or does
- 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?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- 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?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Unit 6: The world of work
Term 2, Lesson 40(16): Asking questions in class
School №3
Date: 11.12.17 – 5 G
12.12.17 - 5 V
Teacher name:Gofman I.A.
CLASS:5V,5G
Number present:
absent:
Learning objective(s) that this lesson is contributing to
5.S2 ask simple questions to get information about a limited range of general topics ( Language quiz) p.72
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R4 read with some support a limited range of short fiction and non-fiction texts
5.R7 recognise typical features at word, sentence and text level in a limited range of written genres
5.W3 write with support factual descriptions at text level which describe people and animals
5.UE14 use Present Simple ( question form) to ask and answer questions on a limited range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
· Complete the questions and write your answers. Then ask your partner the questions.
Most learners will be able to:
· Invent more ”Do you…” questions using verbs from the box. Then ask and answer the questions.
· Order the words to make questions.
Some learners will be able to:
· Make up a dialogue.
Language objectives
Present Simple: question forms
Value links
Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills
Projector
Previous learning
Language and communication
Plan
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