|
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?
Hand out the completed
Progress Report Cards for the previous module and ask the pupils to
file them in their language.
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.
Students say different
words from the picture
•Learners remember previous
lesson vocabulary
•Learners answer the
questions
What time do you get up
every morning?
What time do you go to
school?
What do you do after the
lesson?
|
The teacher to assess learners
for their ability.
“Good
job!
Well
done!”
Formative
Assessment
Good
job!
Descriptor:
- remembers the lesson
passed
Point
1
Assessment
criteria
make basic statements
related to personal information, match places to
continents
|
Pictures
worksheet
Picture
|
|
Middle of the
lesson
Presentation
part.
30
min
|
Ex:1
P:31
•
Ask
students to open their books at page 31. Use the pictures to revise
the names of animals before students do the matching exercise.
Students could also check how many of the words they mentioned in
the warm- up are shown in the pictures.
Put
students into pairs to do the matching
exercise.
Weaker students can look up the meanings of the
words in a dictionary.
Ex: 2 P:
31
•
Read out the items.
Put
students into pairs to find the animals from Exercise
1.
Check answers.
You
could extend this by putting students into small groups and asking
them to write three sentences similar to those in Exercise 2. You
could then give those sentences to different groups to try and find
the animals.
Ex: 3 P:
31
•
Ask
students to describe the wild animals shown in Exercise 2. Elicit
the words and phrases that students might need to use for this task
and write them on the board, e.g. an animal with, it has/they have,
lives in/on, etc.
Give students time to make notes about the
animal.
Ex: 4 P:
31
•Put
students into pairs to ask and answer
questions.
Students ask and answer questions to guess each
other's animals.
To
extend the work on the vocabulary, you could ask students to turn
to the Vocabulary bank on page 124 and do the exercises for Wild
animals.
Conclusion during the lesson some tasks differentiated by
outcomes of the students and by their
abilities.
|
• Learners match the photos with the words in the box. Then
listen, check and repeat
ANSWERS
a mouse b duck c
seal
d rabbit e
camel
f bear g deer h snow leopard I
insect j
wolf k gazelle 0 I
snake
•
Learners find these animals from the list in Exercise 1.
Try not to name any animal more than once
ANSWERS
1 duck,
seal
2 rabbit, camel, deer,
gazelle
3 insect
4 mouse
5 bear, snow leopard, wolf,
snake
•
Learnerschoose two animals from Exercise 1 and write
notes about them. Think about these
things:
ANSWERS
Students own
answer
•
Learners work with a partner. Ask questions and
try to guess your partner’s animals.
ANSWERS
Students own
answer
|
Descriptor:
-
match the photos with the
words
T
otal:
3 point
Self
assessment
Differentiation:«Verbal
support» method is used to help Ss use
new words in the sentences.
Descriptor:
-find these animals from the
list
Total: 3
point
Descriptor:
- choose two
animals
Total: 3
point
Descriptor:
- work with a
partner.
- ask questions and try to
guess
Total: 3
point
-Make CCQ questions Yes /
No
|
Card
Worksheet
Students book
|
ҚР Білім және Ғылым министірлігінің стандартымен жасалған
11 Қараша 2024
44
0 рет жүктелген
