Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Books closed. Say to the class: I’m Liza. Choose a student and repeat: I’m Bob. What’s your name? Elicit the response I’m (student’s name) from the student.

• Write the short exchange on the board. Then move around the class, asking each student their name. Finally ask the students to mingle and ask each other their names.

-What’s your name?

- I am Dina

- What’s your name?

- I am Jack

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/YRZebMmpXri54PQE8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:4

• Focus on the pictures and ask the students what they can see in each one. Elicit the words teacher, student, boy, girl and pencil model and drill pronunciation.

• Instruct students to follow the dialogues and play the recording. Ask them to try to name the people in the pictures and elicit any acceptable answers

Differentiation: We will repeat simple words from the dialogue for a less motivated student and discuss with more motivated students

Students listen and read the dialogues.

Then choose the correct words in 1-3

ANSWERS

1 student

2 friends

3 teacher

T’s feedback

Descriptor:

-Identify the basic key words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:4

• Choose three stronger students from the class and give them the roles of Sally, Tom and Rosa. Act out the dialogues with the students, playing the role of teacher yourself.

• Play the recording a second time. Divide students into groups of four, if possible, and explain the task.

• Circulate and monitor as they act out the dialogue, helping with pronunciation issues where necessary.

TAPESCRIPTS

T Hello, Sally. How are you?

S I’m fine, thanks. And you?

T Good thanks, Sally. See you later. S OK. Bye.

S Hi, Tom.

T Hi. This is my friend Rosa. She’s from Italy.

S Hi, Rosa.

R What’s this in English?

T It’s a pencil.

R Oh, yes. Thanks

T asks some CCQs:

• Is Sally a teacher?

• Are Tom and Rosa friends?

• Is Rosa from London?

• Learners listen again the dialogue. Then practice it.

Learners answers Yes or No in CCQ ANSWERS

-No

-Yes

-No

Self -assessment

T’s CCQs

Descriptor:

- read the theory box

- complete the gaps

Total: 2 point

Descriptor:

- answers Yes or No

Worksheets

Stickers

Task. III

(Task for understanding)

Ex: 3 P:4

• Hold up a pencil to the class and ask: What’s this in English? Elicit the response It’s a pencil, referring students to the dialogue in exercise 1 if they cannot remember.

• Focus students on pictures 1–12 and explain the task. Draw their attention to the example and to the first picture. In pairs, students do the task.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Task: A learner write missing letter individually.

Differentiation: A less motivated student completes the sentences with support

Learners ask and answer questions. What are objects 1-12 in English? Use the words in box.

What’s this in English?

It is a book

ANSWERS

1 book 2 pen 3 bag

4 computer 5 car

6 poster 7 table

8 boy 9 teacher

10 bicycle 11 phone

12 girl

D* a learner:

- A learner tick the correct answer individually.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Pictures

Worksheet

https://images.app.goo.gl/UNXjZsdLYwNrLF7p6

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Books closed. Say to the class: I’m (your name). I’m from (name of your town or city).

• Ask a student to repeat and then move around the rest of the class. Write the sentences on the board for a weaker class

Setting the aim of the lesson.

T gives opportunity to show learners finished tasks and find out new words to try them use in their speech.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/mMphRyAuRKap6aX48

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 5

Focus on the four pictures and ask the students what they can see in each one. Elicit that there is a boy, a girl and an alien. Write alien on the board and check pronunciation.

In a stronger class, students work in pairs to do the task themselves.

Differentiation:

Modelling- teacher gives clear description of the task with examples

By task – less motivated learners can do task with support

Learners repeat the words

D* a learner:

Model the words for the students and encourage them to repeat after you before they do the task.

T’s feedback

Descriptor:

- work in pairs to do the task themselves

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 5

Focus students on the left hand column of the table and read each form of the verb be aloud, asking them to repeat.

• Write I am and He is on the board. Ask students to repeat.

Students look at the table and complete the shorts forms with words in the dialogue

ANSWERS

1 I’m

2 She’s

3 It’s

Self -assessment

Descriptor:

- repeat the words

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 5

• In a stronger class, ask students to do the activity individually.

• In a weaker class, do the first one together as an example, eliciting why am is the correct answer. Students then continue with the task on their own.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Task: A learner color the correct answer individually.

Differentiation: A less motivated student completes the sentences with support

Learners choose the correct words

ANSWERS

1 am

2 It’s

3 is

4 ’re

5 ’s

6 She’s

D* a learner:

- A learner color the correct answer individually.

ANSWERS

1 is

2 are

3 is

4 are

5 am

6 are 7 is 8 is

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- choose the correct words

Total: 2 point

Pictures

Worksheet

https://images.app.goo.gl/YkF4byohJZrqN6ns6

Task. IV

Ex: 4 P: 5

• Students work individually and complete the sentences. Point out that each item in the box can only be used once, so students should start with the ones they know before attempting ones they find more difficult.

Learners work individually and complete the sentences with words in the box.

ANSWERS

1 It’s

2 is

3 you

4 is

5 I’m

6 What’s

Self -assessment

Descriptor:

- choose the correct words

Total: 2 point

Task. V

Ex: 5 P: 5

• Focus on the photo and ask students what they think the people in it are doing. Elicit that they are introducing each other. In a stronger class, ask students to go ahead and complete the dialogue by themselves, then play the recording for them to check their answers.

TAPESCRIPTS

R = Rosa,

T = Tom,

M = Mario

R Hi, Tom. This is my friend, Mario.

T Oh, hi Mario. How are you?

M Fine, thanks.

R OK. See you later.

T Bye, Rosa.

M See you later

Differentiation:

Allow learners time to read through the key phrases, and the dialogue, helping them with vocabulary with support by helpers.

Learners complete the dialogue with three of the key phrases.

ANSWERS

1 This is my friend

2 Fine, thanks.

3 See you later.

D* a learner:

Allow students time to read through the key phrases and the dialogue, helping them with vocabulary.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- complete the dialogue

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task Ex: P:

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Books closed. Ask the students, in their own language, if they have been to any other countries. Elicit the names of these countries. You could put them on the board.

• Ask the class if they know the names of these countries in English. Elicit any names they give you and put them on the board. Translate the names of any countries the students do not know into English.

Setting the aim of the lesson.

In what country do you live?

Which country is the biggest in the world?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/miMmf2NK6vyDcdac9

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 6

Draw students’ attention to the flags in the pictures and ask if anybody knows them. Elicit any ideas.

TAPESCRIPTS

1 Hi. My name’s Lucas and this is a poster of my favourite basketball player. He’s from the United States.

2 Hello. I’m Jeremy. These are my friends Vendula and Dana. They’re from the Czech Republic.

3 Hi. I’m Yerzhan and I’m 10 years old. I’m from Astana. It’s the capital of Kazakhstan.

4 Hello. My name’s Even and this is my friend Yetis. We’re from Istanbul in Turkey.

5 Hi. I’m Clara. I’m 11 and I’m from Sao Paolo in Brazil. It’s a very big city.

6 Hello. My name’s Kati and I’m from Budapest. It’s the capital of Hungary

T asks some CCQs:

• Is Lukas’s favourite basketball player from the United States?

• Are Jeremy’s friends Vendula and Dana from India?

• Is Yerzhan from Almaty ?

Learners read and listen. Match 1-6 with pictures A-F

ANSWERS

1 F

2 D

3 A

4 C

5 B

6 E

Learners answers Yes or No in CCQ ANSWERS

-Yes

-No

-No

T’s feedback

Descriptor:

- read and listen then match

Total: 2 point

Descriptor:

- answers Yes or No

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 6

Remind the students about Yerzhan from exercise

1. Ask: Where is Yerzhan from? and elicit Yerzhan is from Astana. Ask: What’s Astana? and elicit Astana is the capital of Kazakstan.

TAPESCRIPTS

1 Prague is the capital of the Czech Republic.

2 Brasilia is the capital of Brazil.

3 Astana is the capital of Kazakhstan. 4 Moscow is the capital of Russia.

5 Washington DC is the capital of the United States.

6 Ankara is the capital of Turkey.

7 London is the capital of Great Britain.

8 Tokyo is the capital of Japan.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Learners match the countries to the capitals. Write sentences. Then listen and check your answers.

ANSWERS

1 Prague

2 Brasilia

3 Astana

4 Moscow

5 Washington DC

6 Ankara

7 London

8 Tokyo

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match the countries to the capitals

Total: 2 point

Worksheets

PPP

Text

New Inside out by Macmillan SB p.12 ex.1

Task. III

(Task for understanding)

Ex: 3 P: 6

• Remind the students about the countries they mentioned in the Warm-up. Ask them to work in pairs to see if they can identify their capital cities. You could make this more competitive by turning it into a race, with the first pair to find all capitals winning

Extend the activity by asking students to work in small groups to brainstorm more countries and capitals. Allow about 4–5 minutes for this. Monitor as they work together, encouraging them to speak in English as much as they can.

Learners think of more countries and capitals

ANSWERS

Student’s own answer

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match the countries to the capitals

Total: 2 point

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Say something true about the size of your town or city, e.g. I’m (your name). I’m from Budapest. Budapest is big. Use your hands to gesture big to the class.

• Ask a student to repeat then go around the rest of the class. Write the sentences on the board for a weaker class

Setting the aim of the lesson.

I am Liza

You are a pupil

He is a student

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/62eRTJsRMnCinDAb9

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 7

Focus on the pictures A–D and ask the students what they can see in each one. Elicit that there are is more than one child in each picture

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students listen and repeat the words. How do they say we, you and they in L1

ANSWERS

T’s feedback

Descriptor:

- read and listen then match

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 7

• Focus students on the left-hand column of the table and remind them of the singular subject pronouns and singular forms of the verb be. Explain the meaning of singular and then elicit the meaning of plural.

• Go through the verb forms in the plural column asking students to repeat after you. Remind them about short forms and explain the task.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Task circle the correct subject pronouns

Differentiation: A less motivated student completes the sentences with support

Learners complete the table with plural forms in the text.

ANSWERS

1 ’re

2 ’re

D* a learner:

circle the correct subject pronouns individually

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match the countries to the capitals

Total: 2 point

Worksheets

https://images.app.goo.gl/MD7doPVsVXaC935X6

Task. III

(Task for understanding)

Ex: 3 P: 7

Explain to the class that we can use subject pronouns to talk about something that we have alre

ady talked about or that is obvious. • In a stronger class, ask students to do the activity individually.

In a weaker class, look at the example together, pointing out that it refers to London. Students then continue with the task on their own before checking their answers in pairs

T asks some CCQs:

• Is Carla from Brazil?

• Is Julia from Japan?

• Is Eldar from Kazakhstan?

Students replace the words in blue with words in the box.

ANSWERS

1 She

2 We

3 They

4 He

5 You

Learners answers Yes or No in CCQ ANSWERS

-Yes

-No

-Yes

Descriptor:

- match the countries to the capitals

Total: 2 point

Descriptor:

- answers Yes or No

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Ask a student to repeat then go around the rest of the class. Write the sentences on the board for a weaker class

Dias and Duman go to the swimming pool.

They like swimming.

Setting the aim of the lesson.

I and Liza = we are

Jack and Dina=They are

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/62eRTJsRMnCinDAb9

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 4 P: 7

• Books closed. Test the class on the verb be. Say I and elicit I am or I’m. Say You and elicit You are or You’re. Continue with the rest of the subject pronouns.

• Students complete the activity individually and check their answers in pairs. Check answers as a class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners match parts of sentences. complete the activity individually and check their answers in pairs

ANSWERS

1 d

2 c

3 e

4 b

5 a

T’s feedback

Descriptor:

- match parts of sentences

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 5 P: 7

• In a stronger class, tell students to complete the sentences by themselves using the correct form of the verb be. Ask them to use the long form of the verb in their answers.

• Ask fast finishers to change the verbs to the short form where it is possible.

• Check answers as a class. Go through any new vocabulary

A learner with individual needs: will be supported by teacher and by helpers from his class.

Task. Use the correct form of to be

Differentiation: A less motivated student completes the sentences with support

Learners complete the sentences with the correct form of to be

ANSWERS

1 are

2 are

3 is / ’s

4 are

5 is / ’s

6 am / ’m

7 are / ’re

D* a learner:

Use the correct form of to be

Self -assessment

Descriptor:

- complete the sentences

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 6 P: 7

• Focus students on the photo and elicit that they are in a school. Students listen and read.

• Tell students to change the words in blue to their own words and to practise the dialogue in pairs. Circulate, helping out with pronunciation where necessary. Choose one or two pairs to act out the dialogue for the class.

TAPESCRIPTS

E Hello. What’s your name?

J I’m Jack. And you?

E My name’s Edita. Where are you from?

J I’m from Manchester in England.

E And how old are you?

J I’m eleven.

Learners read and listen. Then practice the dialogue. Change the words in blue

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read and listen

- practice the dialogue.

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 7 P: 7

Students complete the activity in pairs and check answers as a class.

Encourage students in a weaker class to think of the equivalent phrases in their own language.

Learners complete the key phrases with words from ex 6

ANSWERS

1name

2 old

3 Where

T’s feedback

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Books closed. Ask a student How old are you? and elicit I’m (student’s age) from the student. Remind students that they learned this phrase in exercise 6 on page 7. Write it on the board if you think it is necessary.

• Students ask each other the question in a chain going around the classroom. Correct pronunciation where necessary

I am Liza. I’m three.

I am Jack. I am four.

I am Susan. I am five.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/H7fvWWgga3uk7eLx8

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 8

Play the recording, pausing after each number. Students point to the correct number on the page. Ask them to repeat the number before moving on to the next one.

• Write the words for the numbers 1–20 on the board. Practise them with the class. Ask the students to stand up. Starting at one end of the classroom, students take turns saying each of the numbers 1–20, e.g. the first students says one, the next says two and so on around the room. Help with pronunciation where necessary

TAPESCRIPTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners listen and repeat point the numbers.

T’s feedback

Descriptor:

- repeat the number

- pronounces the words correctly

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 8

Focus students on the first photo and discuss the boy’s age with the class. Ask: How old is he? and elicit I think he’s (student’s opinion)

TAPESCRIPTS

1 He’s 5.

2 They’re 9.

3 She’s 15.

4 She’s 18.

5 He’s 16.

6 He’s 3 months.

7 She’s 1.

8 He’s 2.

9 He’s 20.

10 They’re 13

11 They’re 4 weeks.

12 She’s 12.

Learners work in pairs. How old are the people and the animals in the picture? Play guess the age.

ANSWERS

1 He’s 5.

2 They’re 9.

3 She’s 15.

4 She’s 18.

5 He’s 16.

6 He’s 3 months.

7 She’s 1.

8 He’s 2.

9 He’s 20. 1

0 They’re 13.

11 They’re 4 weeks.

12 She’s 12.

Pair -assessment

Descriptor:

- work in pairs

-answer the question

Total: 2 point

Worksheets

PPP

Text

New Inside out by Macmillan SB p.12 ex.1

Task. III

Ex: 3 P: 8

Draw students’ attention to the picture of the bingo card. Ask them if they have ever heard of this game or if they know anybody who plays it. Write Bingo on the board.

Tell the students to draw a grid with nine empty boxes in their exercise books. Ask them to fill each box with any number between one and twenty. It is important that they do this correctly, so circulate and monitor to check they are doing so

Ask students to swap exercise book with a partner so that each student has a new grid in front of them. Explain how the game works:

(1) You are going to read out numbers between one and twenty at random.

(2) If a student hears a number on their bingo card, they cross out that number.

(3) The first student to cross out all of the numbers on their card and to shout Bingo! is the winner

Learners play Bingo. Follow your teacher’s instruction.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- play bingo

Total: 2 point

Task. IV

Ex: 4 P: 8

Write talent show on the board. Say the names of some famous talent shows that the students would recognize from their country and elicit that a talent show is a show where people try to show how good they are at singing, acting, dancing, etc.

To make the activity more realistic, divide students into groups of three or four and tell them they are a judging panel. Explain that after each singer they listen to they have to decide on a score out of twenty. Refer them to the example speech bubbles in the book or write Our score for number one is ten out of twenty, briefly explaining that they should use our if they are working as a panel.

Play the recording, pausing after each singer to allow students time to agree on a score. If you like, play the recording a second time so they can change their opinion if necessary

TAPESCRIPTS

1 ‘Ooh baby, I love you, I really do, really really love you, yes I do.’

2 ‘One day, yes one day, it will be my day.’

3 ‘You and me, you and me, are going to be, yeah you and me.

4 [opera]

5 ‘I think about you every day, in every way.

Learners listen to five people sing in a TV talent show. Give scores out of twenty for each person

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Revise numbers 1–20 from the previous lesson by doing some basic addition with the class. Write 2 + 5 = ? on the board. Say: Two plus five equals and elicit the correct response

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/bp1H1mtaa81BSJ3XA

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 9

Focus on the illustration and explain the task. Students complete the activity individually. They check their answers in pairs. Check as a class. Ask fast finishers to do the same activity for their own classroom.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners complete the picture 1-5 with numbers. Then compare your answers with your partner.

ANSWERS

1 7

2 1

3 9

4 3

5 22

Pair assessment

Descriptor:

- use numbers with counting things

- complete the activity individually

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 9

Play the recording for the class to listen to Tara. Don’t ask the students to do the task at this stage. After the recording, ask the students if they like Tara’s school and elicit any answers.

TAPESCRIPTS

Hi my name’s Tara and I’m at school in Miami, Florida. In my class at school there’s a teacher and there are 16 students. There are seven boys and nine girls. There are some posters in the class and there’s a computer. There are a lot of books

Learners listen to Tara talk about her class. Choose the correct words.

ANSWERS

1 a

2 There are

3 There are nine

4 There are

5 a

6 a lot of

Differentiation: A less motivated student will be supported by teacher and by helpers.

T’s ffedback

Descriptor:

- listen to Tara.

- choose the correct words

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 9

Go through the rules with the class. Highlight the use of the verb be in the singular and plural form. Point out that the singular form is followed by either a or one.

In a stronger class, ask students to translate the example sentences by themselves.

Learners look at the rules. Use of the verb be in the singular and plural form

Differentiation: A less motivated learner translate the sentences with by helpers

Self assessment

Descriptor:

- listen to Tara.

- choose the correct words

Total: 2 point

Task. IV

Ex: 4 P: 9

Focus on the circles and explain the task. In a weaker class, do the first one together as an example. Students complete the activity individually and check their answers in pairs. Check answers as a class

T asks some CCQs:

• Are there five cars in New York?

• Are there two books in his bag?

• Are there a lot of phones in Japan?

Learners make six sentences with words from the circles.

ANSWERS

1 There are a lot of cars in New York.

2 There’s a teacher in this class.

3 There are some books in my bag.

4 There are some / a lot of girls in this class.

5 There are a lot of phones in Japan.

6 There’s a dog on page 33.

Learners answers Yes or No in CCQ ANSWERS

-No

-No

-Yes

Pair assessment

Descriptor:

- make six sentences

- complete the activity individually

Total: 2 point