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Plan | ||||||
Stages of the lesson | Teacher’s activities | Students’ activities | Assessment | Resources | ||
Greeting
| Greet students; students respond to greeting and take their places. Hello, boys and girls! |
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Warm-up | Clothes memory
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Students close their eyes and say what classmates are wearing | Verbal Assessment
| NPictures | ||
Presentation
Practice
Ending the lesson Reflection | Activity 1.Conveying the meaning of new words
Grammar Presentation.
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KEY Vocabulary Clothes: coat, jacket, sandals, boots, Jumper
Students listen, point to the pictures and repeat the words.
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Oral Assessment
Self-Assessment
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Worksheets Key Words
Grammar in Tables | ||
Activity 2. Match and play.
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KEY They are talking about the seasons and the weather and they are making requests. |
Peer Assessment | Textbook
Worksheets | |||
“Pair hunting” activity.
Descriptor: A learner:
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KEY: Students who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts. |
Group |
Worksheets Questions for Discussion
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Peer-assessment. Think/Write/Pair/ Share.
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Homework | WORKBOOK: Activity 2 and 3 | |||||
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? | Health and safety check ICT links | ||||
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support | -through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task
| -White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson. | ||||
REFLECTION | Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult? | |||||
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