Part of the
lesson/Time
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Teacher’s
activity
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Student’s
activity
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Assessment
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Resources
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Beginning of the
lesson
Pre-learning
«Brainstorming» method
5
min.
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Revision of previous lessons
materials with the help of the
teacher.
Differentiation:
“Verbal
support”
T asks different
questions connected with the theme and tries to help Ss to give the
correct answer. T asks leading questions to
clarify the theme to the Ss who needs T
support.
Ss give their possible
answers. After that T introduces the aim and theme of the
lesson.
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Questions:
1.What kind of books do you
know?
2. Are you reading a book at this
time/ if so which one?
Aim: Revise the previous lessons
material.
Efficiency: Ss refresh their mind before
starting new theme.
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Descriptor:
-answer
the 1st-question
- answer
the 2
nd-question.
Total: 2point
Encourage
Ss who
answer the
questions
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Whiteboard
Cards
Students
Book
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11
min
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Ask Ss to read words
from Check these
words box, try to find the
definition of these
words
Aim: to enrich Ss
vocabulary
Efficiency:
To develop reading
skills
Differentiation:
«Librarian» method is used to develop
their vocabulary knowledge.
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Read the words and say their
definitions
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Descriptor:
-Give right
answers
theme -2
point
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Whiteboard
Students
Book
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Middle of the
lesson
Presentation
part.
8
min.
|
“Reading
time” Give Ss time to read the text
and answer the question. Elicit an answer from the
class.
Aim: To read for specific
information
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Exercise 3.
Read about H.G. Wells. What
kind of novels did he write?
|
Descriptor:
-pronounce words
correctly
-give right
answers
Total: 2point
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Whiteboard
Students
Book
Poster
|
8
min
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Have Ss ask and answer
questions in pairs about H.G. Wells following the example. Monitor
activity around the
class.
Aim: To consolidate information in
a
text.
Efficiency:
Develop speaking
skills.
Differentiation:
Verbal
support
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Exercise 4
Ask and
answer questions as an
example.
-Where was
H.G.Wells
born?
- He was
born in
Bromley.
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-make sentences correctly ,
pronouncing the words
correctly
2
point
|
Whiteboard
Students
Book
Poster
|
8
min.
|
Explain the task and ask Ss to
read the statements and then read the text and mark them according
to what they
read.
Aim: to read for specific
information (T/F/DS
statements)
Efficiency:
Develop their
reading skills.
Differentiation:
read, understand, mark
sentences
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Exercise
5
Read the text and decide if
statements are T(true), F or
Ds.
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Descriptor:
- give right
answer
- read words
correctly
Total: 2point
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Whiteboard
Students
Book
Poster
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End of the
lesson.
Reflection
Individual
work:
5
min.
|
“Finger” method is
used to find out was the lesson clear or
not.
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Ss show their
knowledge according to the
lesson
5 fingers- I
understood
4 fingers -I have
some questions
2 fingers-I need a
help.
Aim: To know how many Ss got the
theme.
Efficiency:
Ss can use our
fingers to show how much do they
remember.
Differentiation:
«Conclusion» method is used to finish the
lesson.
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Ss evaluate each other and
encourage classmate with phrases
like:
Well done! Brilliant! Good
job! I like it!
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Whiteboard
Students
Book
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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 check
ICT links
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By individual support, peer
support and tasks
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Success criteria for reading
task
Feedback on
language
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ICT
links
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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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Use the space below to
reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
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