the actions above.
G) Class is divided into two lines facing each other. Teacher gives random instructions, e. g. clap your hands and all learners perform the mime. Teacher gradually speeds up with instructions.
W) Learners listen to and sing the song Come on everybody! with the help of teacher.
W) Learners dance to music and sing the song with pleasure. Poster Commands
CD1 Track 38
Song: Come on everybody!, CD
End
5 minReflection with the game Simon says!
Teacher goes around and assign a command to each pupil. Give a command Simon says! each pupil with the assigned command perform it .
Self-assessment: Traffic lights
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?Cross-curricular links
Health and safety check
ICT links
Values links
More support: Use pair work and group work. Use toys, ask more questions
More-able learners: Encourage learners to exchange opinions and views in small groups
Criteria based assessment
Assessment criteria:
Give classroom instructions or commands using imperative forms
Descriptor:
A learner
gives command to classmates;
follows instructions correctly.
Self-assessment: Traffic lightsPhysical training
Total Physical Response
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions f
Страницы: << < 3 | 4 | 5 | 6 > >>