Professional Documents
Culture Documents
What do my pupils
need to know?
Names of the body parts (eyes, head, ears, hand, leg, fingers, teeth,
feet, tongue), structures: how many ___ has it got? structure, it
has got (number) ___ (body part), What colour is/are___?; numbers 110, colours (pink, green, blue, yellow, brown, orange, white); names
of clothes (T-shirt, shorts, trousers, boots)
What prerequisite
skills do my pupils
need to have? (you
are not assessing
those)
At what level do
my pupils need to
perform? (with
reference to the
requirements of the
task)
Will it the same
level of
performance be
required of all my
pupils? (Consider
criteria for: all, most,
som0 pupils;
differentiate up and
down)
What type of
knowledge is being
assessed?
(reasoning, memory,
or process)
What are the exact
criteria for this
assessment task?
(be specific and refer
to the aim)
how many ___ has it got? structure; question and answer formation;
knowledge of colours and names of clothing; filling in the worksheets
that involve self-assessment;
All children should know the names of the body parts and
ask&answer questions to find out at least five differences between
two pictures.
Most children should know the names of the body parts, clothes,
colours and ask&answer questions (without long pauses) to find out
at least five differences between two pictures.
Some children should identify at least five differences between two
pictures with a teachers or peers support.
Memory
Procedure:
Before the lesson T prepares two pictures of monsters (appendix 1) that differ (the first
monster: three eyes, one ear, orange tongue one tooth, two hands, four legs and a pink T-shirt
whereas the second monster: one eye, two teeth, two ears, orange tongue, four hands, two
legs, blue T-shirt)
T divides the students into pairs and gives them two pictures and tells that they show a
monster (each child gets a different picture). T tells that they cannot look at them yet and the
pictures have to be upside down. T points out that each student has a different picture and
cannot look at the picture of his/her peer.
T chooses one of the students (a good idea is to choose the strongest one) to demonstrate the
task. They together show how to identify the differences between two pictures (e.g. T asks a
student about his monster: how many heads has it got? And a student looks at his picture and
answers: It has got two heads. And then a student asks a questions etc. After the
demonstration, T shows the two pictures that were used so that the rest of the students can
compare them.
T also presents a worksheet that includes some elements of self-assessment (appendix 2) and
tells children that when they find out some differences between their pictures they have to
write them down.
T tells about the time limit to complete the task (15 minutes) and asks some questions to
check the understanding: Can you show your picture to the friend? How many minutes do
you have to finish the task? Do you have to fill in the worksheets while speaking? Students in
pairs start their speaking task. T focuses on two/three pairs to observe them more carefully
and assess.
Students finish their task. They show their pictures to each other and can assess how they did
the task and they can fill in a score they achieved.
T gives a very general oral feedback to the whole group - what were the stronger and weaker
sides of their performance and also he/she gives the private small feedback letters to the pairs
that were closely observed.
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