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meanings of the words and ask Ss to use their dictionaries to look them up.
Differentiation:
«Librarian» method is used to develop their vocabulary knowledge.
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5min
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Explain the task. Aim:to develop critical thinking skills Efficiency:
Develop their speaking skills
Differentiation: Verbal support
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Exercise 3
Tell the class four things you have learnt about sculpture
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Descriptor: Make sentences without mistakes
2point
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Whiteboard Students Book
Poster.
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5min
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“ICT” Collect photos of sculptures in your country. Present them to the class. Aim: to research and report on a topic.
Differentiation: Digital resources
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Exercise 4 to collect photos of sculptures in your country.
Present them to the class
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-make sentences without mistakes
-find interesting and captivating information
2point
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Whiteboard Students Book
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10min
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Play recording. Ss follow and find answer to the questions
Aim: to listen and read for specific information Efficiency: to develop Ss’
listening and reading skills
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Exercise 1 (Culture spot)
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Give write answers 2point
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Whiteboard Students Book CD 2.15
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“ICT” Collect information about art galleries. Write a short text about it
Aim: to research and present information about an art gallery Differentiation:Digital
resources
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Exercise 2
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T praise active Ss with phrases such as: “Good job!
Well done!”
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Whiteboard Students Book
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End of the lesson.
Reflection
5 min.
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The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.
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Ss answer the questions like : What is the most important issue discussed today?
What did you find difficult to comprehend?
What are some questions you would like to explore further?
Aim: To know how many Ss got the theme.
Efficiency: To make appropriate modifications that would enhance
students’ learning engagement and performance 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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Summary evaluation
What two things went really well (consider both teaching and learning)? 1:
2:
What two things would have improved the lesson (consider both teaching and learning)? 1:
2:
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
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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
10 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.How was art different 200 years ago?
2 How will art be different 200 years in the future?
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
Card Students Book
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Middle of the lesson
5min.
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Ask Ss to read the statements 1-8. Give Ss time to read the text and mark each statement according to what they read in the text.
Aim: to read for specific information
Efficiency: to develop Ss reading skills
Play the video for Ss.
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Exercise 1 Mark the sentences T or F.
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-choose the right answer
1 point
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Whiteboard Students Book Poster
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6min.
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Explain the task and give Ss time to choose the correct response for each item.
Aim: to consolidate situational language
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Exercise 2 choose the correct response
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Descriptor:
-Choose the right answer
1point
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Whiteboard Students Book
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Individual work
9 min.
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Explain the task. Ss complete the task.
Aim:to practice vocabulary; determiners, pronouns and quantifiers
Efficiency: to develop Ss writing skills Differentiation: practice
method is used to assess Ss writing
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Exercise 3 and 4
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Descriptor:
-Choose the right answers
2 points
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Whiteboard Students Book Poster
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5 min
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Ask Ss to read the gapped text. Play the recording. Ss listen and fill in the missing information. Ask Ss identify what each gap asks for (noun, adjective, number etc.)
Aim: to listen for specific information (gap filling) Efficiency:
Develop their listening skills
Differentiation: practice method is used to assess Ss writing
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Exercise 5 Listen and fill in
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Descriptor:
-write the correct answer
- 2 points
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Whiteboard Students Book Poster.
CD 2.16
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Writing task
5 min
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Explain the task. Give Ss time to plan and complete their work.
Aim: to write an article Differentiation: digital resources
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Exercise 6
Write an article about a famous artist from your country.
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Descriptor:
-write sentences without mistakes
-120-180 words
Follow the instructions for writing an article
2 points
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Whiteboard Students Book
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End of the lesson.
Reflection
5 min.
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The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.
|
Ss answer the questions like : What is the most important issue discussed today?
What did you find difficult to comprehend? What are some questions you would like to explore further? Aim: To know how many Ss got the theme. Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance Differentiation:
«Conclusion» method is used to finish the lesson.
|
Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
|
Whiteboard Students Book
|
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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Students will support each other.
More capable students will be given more challenging material to work with in order to allow them to be more challenged.
The students will be supported by the teacher during independent work.
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Students will be assessed through revision exercises: vocabulary, grammar
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ICT
Make short breaks while writing
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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?
|
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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