t to interact with the partner but doesnt take a leading role.
2
poor
Speech is frequently hesitant with some sentences left uncompleted; volume very soft.
Pronunciation is lacking and hard to understand; No effort towards a native accent
Basic vocabulary choice with some words clearly lacking
Frequent grammatical errors even in simple structures that at times obscure meaning.
Limited interaction with the partner.
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice.
Observe learners when participating in use of English activities.
Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
Formative assessment is held through observation/monitoring.
Students think critically, exploring, developing, evaluating and making choices about their own and others ideas
Short term plan 7
Term 1
Unit 1 "Hobbies and qualities"
School:
Date:
Teachers name:
Grade 9
Number present:
Number ab
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