hy breakfast.
ASSESSMENT: (BT: evaluate and analyze).
a) Groups exchange their menus with the others.
b) Do peer checking in pars.
c) Students evaluate writing of their classmates according to the given descriptors.
Descriptors
A
W
Usage of topical vocabulary
Notices about ingredients benefit for health
Ability to persuade
FEEDBACK
a) List three things your neighbour has learned today
Whiteboard
http://www. youtube. com/watch?vry1E1uzPSU0 Power point presentations (See Appendix 1and 2)
Pictures and recipes
(See Appendix 3 and 4 )
Markers
Power point presentation
(See Appendix 1)
Texts for discussion
(See Appendix 5)
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 students learning?
Cross-curricular links
Health and safety check
ICT links
Values links
Challenge and support for different learners are built in though teacher monitoring, the interaction patterns and task format of the lesson.
Teacher monitoring: teacher can help learners with content and language if need be, and challenge learners on language, and use of learning skills throughout the lesson as necessary.
Interaction patterns: Group work allows both stronger and weaker learners to make contributions at their own language level. It also gives weaker learners the chance to prepare answers which address the task directly and which are linguistically correct.
Task format: Learners can c
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