F. opportunities for physical movement/activity. - 1. They’re often sleepy in the afternoons so we generally do some group project work where they’re measuring or doing something like a science experiment., E. help with underlying language patterns. - 2. They worry about their spelling so, each week, we choose a vowel sound and brainstorm all the words we can think of. Then we look at how they’re spelt and categorise them., D. the chance to have fun as a whole class. - 3. One of the things my pupils like most is to learn a chant and then try to say it faster and faster but still keep in time. That part’s really hard!, A. routines in the classroom. - 4. At the start of the lesson, two pupils give out the books and another writes the date on the board., C. opportunities to respond to and use language creatively. - 5. We often do visualisations. They close their eyes and I ask them questions about a story: who’s in it? where are they? what happens? Then they draw a picture and write a few sentences about it., G. enough time to complete their work. - 6. I’ve got a bank of worksheets at the back of the room for fast finishers so that they don’t get bored waiting for everyone else., B. personalised feedback on their language. - ---------------------------------------,

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