H00250598_Shaima

Abdulrehman_EPC4403

Week3:
In week three I made the students talk more to explain me what they
learned

through

the

lesson

in

peers.

However,

we

call

this

differentiation by dialog which allows students to speak and share their

thoughts with each others or with teacher in term to increase their
understanding by linking to their experiences to talk about, also the
listeners are learning from their peers. For example, make them talk
about their families jobs, so most of the students could pronoun the
job title and then adding -er such as my mother is teacher, she
teaches, my father is a firefighter, he works in fire station, and
many others job were described from the students like police officer,
player, etc.

However, making them talk to share information allows

me to listen to what they say and identifying the students level of

learning progression, for example:

Students A: my father is a police officer; he works on police station.

Student B: my father also a police officer and he works in police
station.
Teacher: excellent, so both of your father are working in similar place,
your father is a police officer and he works in police station, also you!

This was conversation between two students A, B and their teacher.

However, this conversation was between meddle and high ability
1

H00250598_Shaima
Abdulrehman_EPC4403

students and it showed me that they can make full sentences using the
new sound that they learned which is adding -er after the job to
describe the person who is working in this job such as teach,
teacher, write, writer and clothes designer, design clothes.
Additionally, in week four I started using differentiation in instructions,
the picture shows that students can read and listen to instructions, and
when they forget what they they are doing, they can read the
instructions on the board to remember the steps of each activity:

Also, the students can see the sequence of the activities that they will
do in the class.