Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

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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?

Cross-curricular links Health and safety check ICT links Values links

· more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

· through questioning and the redirecting of questioning in feedback activities

· through observation in group

· culture and social studies

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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. 

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 or individuals that will inform my next lesson?

LESSON: Unit 1 All about me

Colors

School:

Date:

Teacher name:

CLASS: 1A, C (I, II)

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3   recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

 1.S3 pronounce basic words and expressions intelligibly

 1.S1 make basic personal statements and simple statements about objects

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