End of the lesson.
Individual work:
3 min.
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Reflection:
At the end of the lesson, students reflect on their learning. Teacher asks concept checking questions.
When we use be going to structure?
What is the difference between will and be going to?
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Ss answer the questions.
Aim: reflect the knowledge at the end of the lesson
Efficiency: repeat the structure of the grammar to build correct comprehension.
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Feedback:
“Sandwich” method.
Very well, you understood the theme, at home practice a lot.
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Whiteboar
PPP-6,7
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Additional information
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners?
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ASSESSMENT – how are you planning to check learners’ learning?
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Health and safety rules
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During the lesson some tasks differentiated by outcomes of the students and by their abilities.
All learners utilize digital literacy tools to develop writing and grammar skills
Most learners generate ideas from sources to develop content.
Some learners use grammar structure correctly to complete sentencesLess able Ss work with more able Ss to build general comprehension.
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Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.
During the activity teacher after each right answer gives feedback with the method: During the activity teacher after each right answer gives feedback with the method: “The Praise”.
“You are right”
“Great!”
“Good”.
“Sandwich” method.
“Sandwich” method.
Very well, you understood the theme, at home practice a lot.
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Provide some physical exercises for learners
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Reflection
Were the lesson objectives/learning objectives realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
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