Interactive Board: Differentiation: Fast Finishers Make Up Their Own Sentences With These

School:
Unit 2. Daily Life and Shopping
Date: Teacher’s name:

Grade: 8 Number absent:
present:
The theme My country: daily life and shopping/unit review lesson
Learning 8.4.1.1 understand the main points in texts on a limited range of unfamiliar
objective(s) that this general and curricular topics, including some extended texts
lesson is 8.4.5.1 deduce meaning from context in short texts and some extended texts on a
contributing to growing range of familiar general and curricular topics
Lesson objectives All students will be able to
read the text for getting the main idea
Most students will be able to
read the text for getting specific idea
Some students will be able to
deduce meaning from context in the text.
Assessment criteria  Read the text for finding main idea in it
 Figure out the meaning and details of the reading texts
Value links Respect for self and others. Cooperation. Academic honesty. These values can
be fostered through pair, group work, when students do reading and speaking
practice.
Cross curricular Social sciences
links
ICT skills Interactive board
Previous learning Daily life and shopping lessons
Plan
Planned Planned activities (replace the notes below with your planned Resources
timings activities)
Beginning 1. Warm up: the cool thing PPT slides 1-2
8 min. Students are divided into groups of 3-4. They discuss in their groups the
following questions: 1. What is your cool thing? 2. Where did you buy
it? 3. Why did you choose it? 4. What do your friends think?
2. Teacher introduces the lesson objectives.
Middle PPT slide 3
Vocabulary revision Handout 1
7 min. (I,P) Students are provided with Handout 1. Students work individually,
then check each other in pairs. Keys: 1c; 2f; 3j; 4h; 5a; 6b; 7i; 8e; 9d; 10g “Prepare 5” _
Differentiation: fast finishers make up their own sentences with these Cambridge
words. University
10 Pre-reading Press, Niki
( G/W) Teacher gives students time to discuss in groups these questions. Joseph, Anette
Then teacher checks as a class. Capel p.4 Ex.1
Do you like shopping for new clothes? PPT slide4
Do you often buy new clothes? Do you think that the clothes we wear
reflect what is inside us? Did you wear a school uniform? Handout 2
Do you think wearing uniforms is a good idea? Do you think there's a Reading
difference between" fashion " and "style" ?
1
Teacher monitors and gives positive feedback for interesting suggestions.
Teacher asks a spokesperson from each group to give a reason, and write
key words on the board. Differentiation: Teacher monitors and supports
struggling students by providing appropriate grammar structures and
15 min vocabulary units. Teacher gives feedback to each students.
Reading
Students are provided with Handout 2. Students individually read the
text and do the tasks.
Assessment: formative assessment Handout 3. Teacher introduces
students with assessment criteria before starting reading activity. Handout 3
Students are able to check themselves conduct peer assessment using PPTslide5
criteria.
End PLENARY PPT

10 min Come back to lessons objectives to understand what students have done Slides 6-7- 8
during the lesson.
Feedback:
Students reflect the lesson by answering the questions:
A human sequencing game is played! Teacher gives students a statement
relating to the topic and asks students to line up in order of how strongly
they agree/ disagree with the statement.
Homework: revise vocabulary
Additional information
Differentiation – how do you Assessment – how are you planning to check Health and
plan to give more support? How learners’ learning? safety check
do you plan to challenge the
more able learners?
• Pair, Group Work: Students •Points from

collaborate in pairs whose • Monitor learners to check speaking activities. Safety rules
membership changes as needed. were used at
• Record what they considered they had learned
• Differentiation by this lesson.
from the lesson. Could they express what they
individual support, taking into had learned about content and language? Could •Breaks and
account individual abilities of they express which skills they had developed? physical
learners activities used.
• On-going assessment
• Formative assessment is held through
• Differentiation by observation/monitoring and checking reading
enrichment and support task.
2
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that
will inform my next lesson?

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School:

Unit 2. Daily Life and Shopping

Date: Teacher’s name:

End PLENARY PPT

• Pair, Group Work: Students •Points from

Were the lesson objectives/learning

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