|
Beginning of the
lesson
Warming-up
3 min
Pre-learning
«Brainstorming»
method
7 min.
|
Organization moment
:
1.Greeting.
Ask about the
weather.
The teacher sets the lesson
objectives, letting students know what to anticipate from the
lesson.
Warming
up
Where are you
from?
How old are
you?
What color is
it?
How many students
are there in class?
What day of the week
today?
Ask a few pupils to stand up and stand
in a row. Ask the rest of the class questions to revise the
ordinals.
Lead –
In
|
The aim:
To develop pupils speaking skills and create
friendly atmosphere
Efficiency:
By wishing each other they feel better and feel
the support of others
Students of the class are
listed.
Students' attention is drawn to the
lesson.
Determines the topic and purpose of the
lesson
•Learners remember previous
lesson vocabulary
Students say different words from the
picture
Answer the
question.
What time is it
now?
|
The teacher to assess learners for
their ability.
“Good job!
Well done!”
Formative
Assessment
Good job!
Descriptor:
- know daily routines
vocabulary
-
know prepositions of place
Point
1
Assessment
criteria
- Learners have met the learning
objectives if they can talk about
time;
|
Pictures
worksheet
Student’s
book
|
|
Middle of the
lesson
Presentation
part.
30
min
|
Ex:4
P:36
• Put up the picture flashcards on the
board. Point to them, one at a time, and name them. The pupils
repeat, chorally and/or individually. Repeat the procedure with the
remaining flashcards. Then point to each flashcard in random order.
Ask individual pupils to name them.
• Show the pupils picture flashcard 20.
Ask: What time is it? Write the question on the board. Have the
pupils repeat the question. Then say and write: It’s eight o’clock.
Have the pupils repeat, chorally and/or individually. Write
different times on the board. Elicit the time from the
pupils.
Ex: 5 P:
36
•
Point to the first clock and ask the pupils to
say what time it is. Repeat the activity with the remaining clocks.
Then read the example and explain the
activity.
•
Allow the pupils some time to complete the
activity. Check their answers.
Ex: 6 P:
37
•
Say
and write on the board: I get up at seven o’clock. The pupils
repeat, chorally and/or individually. Underline the words in bold.
Elicit the use of present simple for routines. Follow the same
procedure to present the other persons of the affirmative
(singular) focusing on the -s ending in the third
person.
•
Present the spelling rules. Focus on the
pronunciation of the suffixes (e.g. gets \s\, goes \z\, watches
\Iz\).
•
Present the interrogative and negative in the
same way. Explain how the short answers are
formed
Ex: 7 P:
37
•
Allow the pupils time to complete the activity.
Check their answers.
|
• Pupils listen, point and
repeat.
ANSWERS
repeat, chorally and/or
individually
• Pupils rearrange the letters and complete the sentences.
Then match.
ANSWERS
1
B
2
breakfast, D
3
lunch, A
4
homework, E
5
dinner, C
• Pupils choose. Then talk with your
friend.
ANSWERS
Pupils own answer
• Pupils complete the activity.
ANSWERS
2
brushes
3
Does she play
4
does
5
doesn’t watch
6
Do you walk
|
Descriptor:
-
point to each flashcard
-
ask individual pupils to name them
Total: 2 point
pupils are
evaluated by collecting fish
Descriptor:
- read the example
-match the sentences
Descriptor:
-use grammar
-make correct
sentences
Total: 2 point
Self assessment
Descriptor:
-can use grammar
structure
-can make sentence in Present
Sp
-
can choose the correct option according to the
listening
Total: 1 point
-Make CCQ questions Yes /
No
Total: 10
point
|
Card
Worksheet
Students book
|
