Aspect 11 сынып кітабы бойынша құылған 1 тоқсан ҚМЖ жинағы

Unit 1: Making contact lesson 1

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Introductory lessons

Extreme weather condition

Learning objectives

11.1.8.1 - develop intercultural awareness through reading and discussion

11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

• use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

What is extreme weather and how it relates to climate change?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the picture and discuss

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex:1 P:5

To revise/practise vocabulary related to extreme weather conditions

• Read the types of extreme weather conditions aloud and elicit an explanation for each one from various Ss around the class (e.g. during a thunderstorm there are bright flashes of light in the sky).

• Give Ss time to complete the task and then check Ss’ answers.

Ex: 2 P:5

To revise / practise vocabulary related to the environment

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Ex: 3 P:5

To revise/practise vocabulary related to means of transport

• Explain the task and give Ss time to circle the odd words.

• Check Ss’ answers around the class.

Ex: 4 P:5

To revise/practise vocabulary related to the Solar System

• Read the vocabulary items aloud and elicit an explanation for each one from various Ss around the class (e.g. a constellation is a group of stars that make a recognisable shape in the sky).

• Give Ss time to complete the task.

• Check Ss’ answers around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students label the photos

Answers:

1 thunderstorm

2 hurricane

3 drought

4 flood

5 heatwave

6 dust storm

Students fill the gaps

Answers:

1 greenhouse

2 smog

3 waste

4 warming

5 spill

6 conservation

7 fuels

8 layer

Students circle the odd one out

Answers:

MOTORBIKE – rails

BUS – nose

PLANE – license plate

SHIP – pedal

TRAIN – steering wheel

Students label the pictures

Answers:

1 Milky Way

2 meteorite

3 satellite

4 spacecraft

5 eclipse

6 constellation

.

Descriptor:

- label the photos

Total: 1 point

In differentiation part

«Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

Descriptor:

- fill the gaps

Total: 1 point

Descriptor:

- circle the odd one out

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 2

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Introductory lessons

Learning objectives

11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.6.12.1 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures including supposed to, bound

to, due, willing to on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

-

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the picture and discuss

Who is in this picture?

Do they know him?

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

30 min

8 min

Ex: 5 P:6

To revise/practise vocabulary related to entertainment

• Go through the vocabulary items and elicit an explanation for each one from various Ss around the class (e.g. a cast is the group of people who act in a film, etc).

• Give Ss time to complete the task.

• Check Ss’ answers.

Ex: 6 P:6

To revise/practise vocabulary related to appearance & character

• Explain the task and give Ss time to complete it.

• Check Ss’ answers

Ex: 7 P:6

To revise/practise vocabulary related to holidays

• Explain the task and give Ss time to circle the odd words.

• Check Ss’ answers around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students fill the gaps

Answers:

1 set

2 season

3 stage

4 costume

5 interval

6 award

7 audience

8 rehearsal

9 plotline

10 cast

Students underline the correct item

Answer:

1 tanned

2 overweight

3 frizzy

4 wrinkles

5 easy-going

6 ambitious

7 forgetful

8 noisy

9 messy

10 sensible

Students cross the odd one out

Answers:

1 TYPES OF HOLIDAYS – plane

2 ACCOMMODATION – limo

3 TRANSPORT – villa

4 PLACES – café 5 EATING OUT – fishmonger’s

Descriptor:

- underline the correct item

Total: 1 point

In differentiation part

«Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

Descriptor:

- cross the odd one out

Total: 1 point

Descriptor:

- put the verbs in brackets

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 3

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

New academic year resolution

Learning objectives

11.3.5.1 interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.4.3.1 skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.3.1 use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics;

Lesson objectives

Learners will be able to:

• Introduce key vocabulary

• Talk about new academic year resolution

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the grammar table and discuss

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 8 P:6

To revise/practise present and past tenses

• Explain the task and give Ss time to complete it. Ss can refer to the Grammar Reference section for more information.

• Check Ss’ answers. Ss should identify the tenses and justify their use.

• Revise the tenses and their uses if necessary.

Ex: 9 P:6

To identify appropriate responses to everyday English expressions

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

• As an extension, ask pairs of Ss to act out the exchanges.

Ex:1 P:7

To introduce new vocabulary

• Direct Ss’ attention to the texts and the words in the list and give Ss time read the texts and complete the gaps with the appropriate word.

• Check Ss’ answers around the class and explain/ elicit the meaning of any unknown words.

Ex: 2 P:7

To practice / personalise new vocabulary by talking about the topic

• Read out the question to Ss.

• Ask various Ss to tell the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students put the verbs in brackets into the correct present or past tense forms

Answers:

1 had already started – past perfect – an action that happened before another past action.

2 leaves – present simple – timetable/schedule.

3 had been preparing – past perfect continuous – to put emphasis on the duration of an action which started and finished in the past, before another action in the past, usually with for or since.

4 have watched – present perfect – with today, this morning/afternoon/week, so far, etc when these periods of time are not finished at the time of speaking.

5 was playing – past continuous – a past action which was in progress when another action interrupted it.

6 is studying – present continuous – actions happening around the time of speaking.

7 decided – past simple – actions which happened at a specific time in the past.

8 has been running – present perfect continuous – for an action that started in the past and lasted for some time. It may still be continuing or have finished, but it has left a visible result in the present.

Students choose the correct response

Answers:

1 a 2 b 3 b 4 a 5 a

Students use the words / phrases

Answers:

1 option

2 study

3 direction

4 gap year

5 mentality

6 networking

7 internship

8 environment

Students answer the question

Answers:

Students own answer

Descriptor:

- choose the correct item

Total: 1 point

Descriptor:

- present Gregor Mendel and his laws

Total: 1 point

Descriptor:

- match the two columns

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 4

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Countries and cities (Architecture)

Learning objectives

11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.7.1 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Read for specific information

• Learn and practise collocations

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the grammar table and discuss

Answers:

Students own answ

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:8

To present and practise topic-related vocabulary

• Ask Ss to check the meaning of the words/ phrases in the Word List or their dictionary.

• Check Ss’ comprehension around the class and explain/elicit the meaning of any unfamiliar words/ phrases.

Ex: 2 P:8

a)To present and practise topic-related vocabulary in context

• Explain the task and give Ss time to complete it.

• Check Ss’ answers around the class.

b) To listen and read for specific information/To identify the speakers’ attitude

• Ask Ss to read the completed sentences in Ex.2a.

• Play the recording. Ss listen and read and match the buildings in the text to the sentences. Then, elicit Ss’ ideas about each speaker’s attitude.

• Check Ss’ answers

Ex: 3 P:8

To prepare for a reading task and read for specific information (multiple matching)

• Read out the Study Skills box and explain the task. Give Ss time to complete it.

• Check Ss’ answers.

Ex: 4 P:8

To read for comprehension

• Give Ss time to read the text again and answer the questions in their own words.

• Check Ss’ answers around the class.

Ex: 5 P:8

To consolidate vocabulary through synonyms

• Explain the task.

• Give Ss time to check the words in their dictionaries and match the words to their synonyms.

• Check Ss’ answers.

Ex: 6 P:8

To present and practise topic-related collocations

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students check these words / phrases in the Word List or in your dictionary.

Answers:

captivated (v): very interested in and attracted to something

robust (adj): strong and not easily broken .

portability (n): ability to be moved and transported sturdiness (n): the quality of an object that is solid, strong and not easily broken

coat of arms (n): a country’s symbol; a design in the shape of a shield

masterpiece (n): a great work of art

spire (n): the tall, pointed part of a church or other grand building

rounded window (phr): a window that is circular or curved in shape

perforated (adj): filled with holes

apex (n): the top of something

Students use words / phrases and complete the sentences

a)Answers:

1 perforated

2 portability and sturdiness

3 apex

4 masterpiece

b) Answers:

Sentence 1 matches the O-14 tower in Dubai.

Sentence 2 matches the yurts in Kazakhstan.

Sentence 3 matches Atlantis The Palm in Dubai.

Sentence 4 matches La Sagrada Familia in Spain.

Students read the text about architectural wonders. For questions choose from the people. The people may be chosen more than once

Answers:

1c 2b 3a 4b 5b 6c 7a

Students answer the question in your own words.

Answers:

1 The shanyrak is an important part of Kazakh culture as it symbolises peace and tranquility. That’s why parts of it are often given as family heirlooms.

2 When designing La Sagrada Familia, Antoni Gaudi combined spires and rounded windows, which are typical features of Gothic architecture, with his own uniquely designed columns that were influenced by Greek,Roman and Baroque styles.

3 The thing that impressed Serik the most about Dubai was the enormous size of the buildings.

Students match the words in bold to their meanings

Answers:

awe = amazement

pointed = sharp unmistakable = distinct feat = accomplishment perspective = viewpoint integral = important

blend = combination immense = massive

students match the words to create collocations

Answers:

1d 3e 5g 7c 2f 4b 6a

Descriptor:

- check these words / phrases

Total: 1 point

Descriptor:

- use words / phrases

Total: 1 point

Descriptor:

- read the text about architectural

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Descriptor:

- match the words in bold

Total: 1 point

Descriptor:

- match the words to create collocations

Total: 1 point

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 5

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Vocabulary : Types of buildings

Learning objectives

11.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

11.3.3.2 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

Learners will be able to:

• Learn and practice vocabulary related to buildings construction, materials, types of roads / streets, architectural styles

• Research and present an architectural style

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions in the past

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about climber

Descriptor:

- work in groups

- look at the picture and discuss

Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:10

To consolidate vocabulary from a text

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Ex:2 P:10

To consolidate vocabulary from a text through synonyms

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Ex: 3 P:10

To consolidate vocabulary from a text through collocations

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Ex: 4 P:10

To present vocabulary related to types of buildings

• Explain the task. Refer Ss to the Word List or their dictionaries to check any unknown vocabulary. Give Ss time to complete the task.

• Check Ss’ answers.

Ex: 5 P:10

To present and practise vocabulary related to construction materials

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students fill the gaps

Answers:

1 flexible

2 distinctive

3 innovative

4 one-of-a-kind

5 iconic

6 portable

Students replace the words in bold with words from the list.

Answers:

1 revolutionise

2 construct

3 incorporate

4 minimise

5 intersect

Students fill the gaps

Answers:

1 bear

2 live

3 stay

4 set

5 make

Students label the buildings

Answers:

1 amphitheatre

2 pyramid

3 temple

4 lighthouse

5 observatory

6 tower

Students fill the gaps

Answers:

1 Clay

2 fabric

3 wood

4 brick

5 Concrete

6 metal

Descriptor:

- fill the gaps

Total: 1 point

Descriptor:

- replace the words in bold

Total: 1 point

.Descriptor:

- label the buildings

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 6

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Vocabulary : Types of roads / streets

Learning objectives

11.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

11.3.3.2 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

Learners will be able to:

• Learn and practice vocabulary related to buildings construction, materials, types of roads / streets, architectural styles

• Learn and practice phrasal verbs

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions in the past

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about climber

Descriptor:

- work in groups

- look at the picture and discuss

Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 6 P:10

To present and practise vocabulary related to types of roads/streets

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Ex:7 P:11

a)To present architectural styles

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

• Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

b)To expand on the topic and develop research skills

• Explain the task and give Ss time to research an architectural style.

• Ask various Ss to present the architectural style to the

.

Ex: 8 P:11

To present and practise phrasal verbs

• Explain the task and give Ss time to complete it. Remind Ss that they can check their answers in Appendix I.

• Check Ss’ answers.

Ex: 9 P:11

To present and practise prepositional phrases

• Explain the task and give Ss time to choose the correct preposition.

• Remind Ss that they can check their answers in Appendix I.

• Check Ss’ answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students fill the gaps

Answers:

1 Bike

2 motorway

3 rural

4 pedestrian

5 cobbled

6 winding

7 toll

8 dead

Students check in your dictionary or search online and match the architectural styles with their descriptions

Answers:

a)1e 3h 5b 7a 2c 4f 6g 8d

b)Answers:

Students underline the correct item. Check in Appendix 1

Answers:

1 into

2 out

3 over

4 back

5 up to

Students fill the gaps

Answers:

1 in

2 of

3 by

4 behind

5 in

Descriptor:

- fill the gaps

Total: 1 point

Descriptor:

- match the architectural styles with their descriptions

Total: 1 point

Descriptor:

- underline the correct item

Total: 1 point

Descriptor:

- underline the correct item

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making contact lesson 7

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Use of English: Adjective complements

Learning objectives

11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.12.1 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Revise and practise present and past tenses

• Revise and practise future and other future forms

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- use modals in the past of speculation and deduction

Pictures

Student’s book

Main part

30 min

8 min

Ex:1 P:12

a)To revise / practise tenses

• Ask Ss to read the text and choose the correct tenses.

• Check Ss’ answers.

b) To practise the use of tenses

• Give Ss time to identify the tenses in bold and explain their uses. Refer Ss to the Grammar Reference section for more information.

• Check Ss’ answers. Write them on the board.

• Revise the tenses and their uses if necessary.

Ex: 2 P:12

To practise future tenses

• Explain the task and give Ss time to complete it. Remind Ss to justify their answers.

• Check Ss’ answers.

Answer Key

Ex: 3 P:12

a) To present other future forms

• Elicit from Ss other ways they can think of for forming the future and write examples on the board (e.g. We are to be at work by 9 o’clock. We are not to talk when the teacher is speaking.The bus is due to arrive in 20 minutes, etc) and refer them to the Grammar Reference section for more information.

• Give Ss time to complete the task and check their answers.

Ex: 4 P:13

To present phrases expressing degrees of certainty

• Draw a line on the board with 0% at one end, 100% at the other end and 50% in the middle.

Next to it write a list: I’m positive, I’m almost certain,it’s possible,it’s unlikely,there’s no way, I doubt, I suppose, I’m fairly sure, I wouldn’t be surprised if, there’s not much chance. Elicit from Ss where on the line each of the words belong. Explain the phrases if required. Refer Ss to the Grammar Reference section for more information.

• Direct Ss’attention to the box in Ex.4a and explain the task. Give them time to put the words in order.

• Check Ss’

Ex: 5 P:13

a)To present adjective complements

• Direct Ss’ attention to the theory box and read the theory and the examples..