Page 125 - Учитель Казахстана-1

«Қазақстан ұстазы» «Учитель Казахстана» 2020

Students again exchange their worksheets and check each other
using success criteria
Students write yes / no opposite the second objective of the les-
son
Teacher collects the worksheets to analyze the results.
End  Reflection (W)
5 min. Teacher asks learners
1) What was difficult to do at the lesson?
2) What do you need to work on?
Feedback (I) Evaluation paper
Learners complete an evaluation sheet of what they did during
5 min. the lesson writing a number in each statement or circling one
word:
I know ________ (how many?) parts of the house.
I know ________ (how many?) furniture and household objects
Additional information

Differentiation – Assessment – how are you Cross-curricular links
how do you plan to planning to check learn- Health and safety check
give more support? ers’ learning? ICT links
How do you plan to Values links
challenge the more
able learners?

 More support can be  Monitor how much vocab-  Links to the L1: Do learners know this story in the
given at the start and ulary learners can recall L1 and do they know any other Aesop’s fables?
in middle of lesson by from images on the video  Make sure learners have sufficient space to act out
providing less-able without sound and then the role-play.
learners with story vo- from video with sound.  As the unit is on the topic of values, it is very im-
cabulary in a word list portant to leave time to discuss the end two ques-
so they can read ex-  Monitor learners as they re- tions with the whole class.
amples of words seen order events from the story.
or heard. Can they read and under-
 Learners who are less stand each event and can
confident at making they sort them into chrono-
up dialogue, can be logical order? Notice any
given copies of parts sentences which are diffi-
of the dialogue from cult for learners to under-
the story to read stand and adapt for a future
aloud. lesson.
 More-able learners  Monitor groups of learners
can be encouraged to as they agree on and prac-
use the full range of tise dialogue for the role-
language from the play activity. Do they take
video when they prac- turns to speak? Do they
tise the role-play. contribute appropriate lan-
guage for the role-play?

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