Teacher stops the students and gets feedback from a few pairs by asking students to describe their partners family.
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Differentiation by outcome. Task for more able students. Learn how to talk about members of their families.
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1.I: Some students give a feedback about their partners families.
FA Teacher gives feedback to Students according to their outcomes.
Task 4
Learn and practice using possessive adjectives
Teacher draws the students attention to the table and elicit the meaning of possessives and the affirmative form of have got.
1.W: Students look at the examples and complete the rules with singular and plural, write the sentences about the people in the Mitchell family, use the possessive s, describe their family using have got.
Rules
We use s for possession with ___ words
We uses for possession with ____ words
Descriptors:
1. Complete the rules with singular and plural.
2. Write the sentences about the people in the Mitchell family, use the possessive s.
3. Describe their family using have got.
FA Success Stairs Students write their names on indexes and glue it on the stair (1,2,3) according to their results.
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Task 5
Working with the text
Teacher focuses students on the text.
1.Students read Family Puzzle: whos who?, complete the sentences and answer the questions.
Descriptors:
1. Read Family Puzzle: whos who?
2. Complete the sentences with the names on the picture.
3. Answer the questions:
a) What is Sophies hobby?
b) What sport does Paul play?
c) Whose dog is Gonzo?
FA Peer Assessment, Students change their works with partner and try to check the works, if they have some disagreements they ask Teacher for help.
Task 6
Teacher asks students to draw their Family Tree
Students try to draw their Family Tree and stick it on the Wonderwall. Every Student has one STAR and can give it only for one work (classmates Family Tree)
Students finish the lesson with the phrase I LOVE MY FAMILY
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
Task 1 is Differentiation task by outcome for more able and less able Students
Task 3 is Differentiation task by outcome for more able Students
Peer Assessment Firework,
Teachers feedback,
Success stairs,
Peer Assessment,
STAR on the Wonderwall
Dont break classroom rules and be carefully during pair work
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
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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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