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Readiness

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Readiness

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Interests

Readiness

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Readiness

Learning Profile

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Readiness

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Interests

Learning profile

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Writing Task Step 3: Give Anchor Activities

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Writing Task Step 3: Give Anchor Activities

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Some high-achievers may finish early with good quality of work. Teachers should give them anchor activities in order to keep them busy.

In this lesson, the anchor activity can be asking the students to describe an imaginary place, like the Hong Kong after 500 years. Teachers can ask them to present orally to the other students who have finished their writing tasks, or present to the teachers themselves.

This is a more challenging task, but an interesting one. We design this as an speaking task because we do not want the students to see this anchor activity as a burden.

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Students write their composition individually.

Teachers should walk around to see their progress so as to know more about the students' standard. Teachers may give assistance to the low-achievers as they may encounter problems in writing, like not knowing the appropriate words or expressions.

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Writing Task Step 1: Give Students Tiered Tasks

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Writing Task Step 1: Give Students Tiered Tasks

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Since students have mixed abilities, teachers can give them tiered tasks to tackle the individual differences.

Students are asked to write a descriptive writing on the photos they presented on. There are two writing tasks. The easier one asks the students to write a descriptive writing on the scenery only. The harder one asks the students to describe the scenery as well as writing about the emotions when they see the photos.

The high-achievers are given the harder task while the others are given the easier task.

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Speaking Task Step 3: Present in Heterogeneous Group

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Speaking Task Step 3: Present in Heterogeneous Group

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Students form a group of 4. We adopt the heterogeneous grouping because the low-achievers can learn from the high-achievers. Also, The high-achievers can help the low-achievers to find the appropriate expression if they do not know how to express at a certain point. Students should also give comments and suggestions to their group members on their presentation.

Teachers should walk around to see the progress.

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Speaking Task Step 2: Think Individually

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Speaking Task Step 2: Think Individually

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Give 10 minutes for students to prepare for their presentation, in which they have to think about how to describe the scenery in the photos the students choose.

Teachers should walk around to see if students need help. Teachers should give more assistance to the low-achievers by giving them hints on what and how to describe.

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Describe a photo with appropriate and detailed description and elaboration orally.

Compose the descriptive writing with appropriate and detailed description and elaboration

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Speaking Task Step 1: Find an Appropriate Photograph 

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Speaking Task Step 1: Find an Appropriate Photograph 

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The theme of this lesson is natural scenery.

Each Student should use the Internet to find a photo of natural scenery that he or she is interested in.

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We will demonstrate how to incorporate different strategies to tackle individual differences in a speaking and writing class.

The first half of the lesson focuses the speaking task. The second half of the lesson focuses on the writing class, which requires students to use what they talked about in the speaking task in this task.