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Template for task 2 adaptation (không bắt buột)

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Template for task 2 adaptation (không bắt buột)

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TEACHING CONTEXT

(Class Environment and Size)

STUDENT LEVEL

(Learners’ Ages

(Language Levels of Learners)

For example: all level – grade 5

LANGUAGE FOCUS

Reading

LEARNING GOALS/ AIMS

(Target Skill of the Lesson)

To read and understand the text.

TIME: 7 minutes

MATERIALS

- worksheets

- Chalk/ table/ pencils…

PREPARATION

Prepare 3 types of worksheets (enough copies for all students. Some advanced students can choose three if they have time)

Procedure:

STEP ONE: PROCEDURE FOR ADAPTATION

STEP TWO: PROCEDURE FOR CLASSROOM ACTIVITY

EXTENSIONS

(for weaker students and for stronger students)

APPENDIX

# data[].attributes.body
Adapted to Task: Information Gap.
Ask students to work in pairs, ask their friend to write the time that is missing in their paper. E.g. What time does Tony get up?
The winner is the pair to complete all the missing information.
Student A: Get up Tony 6:00
Student B: (a clock on the paper, st B ask sts A and draw the time)
Why?
The original activity makes students not have a meaningful context to practice telling the time. The adapted activity helps students to practice telling the time in meaningful context.

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Adapted to Task:
Students work in pairs
T asks each student to write down some his own school things without letting his partner know about them. Then asks them to take turns using "Do you have .....?" to ask their partner.
Or
T gives each pair 2 pictures including some different school things and asks them to use "Do you have...?" to ask their partner. They have to use both of the answers Yes and No for sure.

Why?
At school, students have to prepare almost the same kinds of school things and they know their partner have those school things, so they are not eager to make questions but if they have two pictures with different school things, they will be more curious to know and join the activity more enthusiastically.

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Adapted to Task:
Students work in groups of 6, each student mixes his/her favorite color and then answers the teacher's interview on how to create that color. The students use the structures they learn in last lesson "My favorite color is ...I can make ... with ... and ..."

Why?
For kids, it’s so much fun to see what colors the students can create by doing  a little color-mixing experiment. They also tell about how they make color easily and confidently because they did that by themselves. Please watch this video to see that my students were excited when they were doing the task
https://youtu.be/nQQH-0R21_M