End of the lesson.
Reflection
Individual work:
2 min.
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Concept checking questions:
What we do if we have headache?
What we do if we have stomach ache?
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Ss answer the questions.
Aim: define how many Ss understand the theme.
Efficiency: memorize the topical words and their pronunciation correctly.
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“Sandwich”
Well done, you can say the topical words correctly, at home repeat words again and learn by heart.
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Whiteboard
PPP-9
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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 complete an opinion of the writer correctly.
Most learners express the advise for people clearly
Some learners compose a dialogue on a curricular topic.
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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: “Thumbs up, Thumbs down” In order to evaluate students’ knowledge teacher asks them show Thumps Up if everything was easy, and to show Thumps down if they think task was difficult. Teacher can observe the level of the knowledge “Sandwich”
Well done, you can say the topical words correctly, at home repeat words again and learn by heart.
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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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