Differentiation: Variable outcomes Ss of different abilities will arrive at outcomes that match their level of understanding and learning.
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Speaking; ICT; Writing
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Descriptor:
-make questions & answers correctly
-find interesting information connected with the theme.
2 points
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Whiteboard
Students Book
Poster
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End of the lesson.
Reflection
5 min.
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“Finger” method is used to find out was the lesson clear or not.
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Ss show their knowledge according to the lesson 5 fingers- I understood 4 fingers -I have some questions 2 fingers-I need a help. Aim: To know how many Ss got the theme.
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Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
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Whiteboard
Students Book
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Additional information
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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?
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Health and safety check
ICT links
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Teacher circulates the room
constantly offering support to
weaker students and encouraging stronger students to think of more complex, abstract thoughts.
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Students will be assessed through
Questioning discussing after-reading activity creating and sharing sentences with new vocabulary
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ICT links
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Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?
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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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
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