etion.
Ex. 4 p. 22. Word-formation activity.
Ex. 5 p. 22. Speaking in a form of discussion.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1. 16
Ending the lesson
Giving the hometask. WB p. 18
Self-reflection.
My participation in the lesson
My feelings and emotions during the lesson
My difficulties
Valuable thoughts for me from the lesson
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 15
Term 1
Unit 2
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