esson objectives, letting students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities
Ex. 1 p. 30. Gap-filling.
Ex. 2 p. 30. Word formation activity.
Ex. 3 p. 30. Blank-filling
Ex. 4 p. 30. Filling in gaps.
Ex. 5 p. 30. Multiple choice.
Ex. 6 p. 30. Substitution drill
Ex. 1 p. 31. Brainstorming.
Ex. 2 p. 31. Gist listening.
Identifying situations and people.
Ex. 4-5 p. 31. improvising a conversation.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1,24
Ending the lesson
Giving the hometask. WB p. 21
Peer-assessment.
Two stars and a wish.
You did a really good job on . . .
I really like how you . . .
Maybe you could . . .
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
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