ding so that you have a complete sentence on the board.
Ask SS to translate the sentence into their own language and elicit or teach that it is a second conditional sentences.
Main Activities
Ex. 1 p. 37. Deduction from the rules and exemplification.
Ex. 2 p. 37. Multiple choice.
Ex. 3 p. 37. Situation-response.
Ex. 4 p. 37. Matching task.
Ex. 5 p. 37. Structure-based substitution.
Ex. 6 p. 37. Completion drill.
Asking and answering questions.
Extra task. Extension.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Ending the lesson
Giving the hometask. WB p. 25
Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I dont understand this yet.
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
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