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Three-minute Pause
Strategy:
Teacher shows video: “The
Wildest Dream” stop any time during watching
the video and give learners three minutes to review what has been
said, summarize key ideas, and to ask clarifying
questions:
- What do you think? Did these
two brave men manage to reach the summit?
Descriptors:
A
learner:
ThinkPad Brainstorming
strategy: Teacher draws learners
attention to the board and says that they are going to work in
pairs. The task is to watch the video “The Wildest Dream” again and
try to find the main idea of this video. Learners should work in
collaboration with a neighbor and actively participate in a
discussion and expressing their own
ideas.
Descriptors:
A
learner:
-
works in a
pair;
-
participates in a
discussion;
-
shares own
ideas;
-
gives a constructive feedback
on peer’s answers;
-
gets a feedback from a
peer.
Differentiation is
provided by support:
Less able
students are supported through
wait-time strategy, think-pair-share
activity.
More able
students are challenged to have less
thinking time.
Pre-reading (P,
W)
Teacher distributes handouts
to the learners to check their background knowledge about the first
mountaineering expedition. Learners work in
pairs.
Descriptors for less able
students:
A
learner:
Descriptors for more able
students:
A
learner:
Differentiation is provided
by task:
Less able
students are supported through
think-pair-share activity and they
complete Web graphic
organiser
More able
students are challenged with the
opportunity to generate the main facts while
completing Web graphic
organiser
While-reading
(I,
R)Teacher allows time to read
the text focusing on the main aspects.
(
G, R,
W)After reading the text teacher
divides learners in a group of four and asks to compare the main
characters. Learners use ‘Venn Diagram’ and present their ideas to
the class.
Descriptors:
A learner:
Think
Pair Share Strategy:Listening and
reading time
approach
ex 3 p 6-7 –
Students
listen to the text and skim
the text for understanding= Reading with
remarks. Partners share their answers
with another set of partners before the
whole-class discussion.
-
Their
goal
-
Mount Everest
is
-
At the level 240 meters die
two mountaineers, their names…
-
What happened 29 years
before…
-
The purpose of the expedition
in 1999…
-
2007 Why did Anker
returned….
-
Why Anker failed to reach the
summit in 2007…
-
Whose body wasn’t
found
Post-reading
Three-Step Interview: (G,
W)
Students are presented asked
some questions. Interview each other and share
what they have learned with another team of
two.
Group
assessment
Descriptors:
A
learner:
Differentiation is provided
by learning styles:
Visual
learners are supported by providing
pictures and PPT slides
Auditory
learners are supported with the
possibility to work in groups
Kinesthetic
learners are supported with the
opportunity walking around and do mingle
activity
Imagine this (W,
G)
Teacher asks learners to
imagine that they are mountaineers and they are going to compose
and design their own expedition. Learners should use ‘Storyboard’
graphic organizer.
Descriptors:
A
learner:
• names the
expedition
• describes the
expeditions
• draws a picture according to
the short description
• evaluates groups’
answers
We are going to learn more
about tenses which we have already learned before. Today’s theme is
“past simple”. Here is the structure of each
tense:
Past simple – the action which
happened in the past. Affirmative form created by using verb-2 or
with adding “–ed” to regular verbs. We also use adverbs such as
“yesterday”, “… ago” and/ or “last …”, etc. For example: Leny
learned German language last year.
Negative form created by using
did + not + verb-1. For example: Leny did not learn German language
last year.
Interrogative form created by
using did + noun/pronoun + verb-1 ….? For example: Did Leny learn
German language last year?
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Ассистент
29 Қазан 2021
1564
