|
Beginning
5min
|
Greeting. (Whale
class, Individually)
T
tells the class to make groups
of 2.
Warm
up:
Ask students what they understand by
these words, then ask them to say what their favourite activities
are.
• Ask students if they have a lot of free
time, or not enough. Elicit some ideas
I
ride a bike.
She
watches TV.
He
has a lunch.
He
goes fishing.
He
plays chess
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/LFEZz2HpHNGS9H68A
|
|
Middle
35min
|
Task. I (Wh, I) (pair
dicsussion)
Ex: 1 P:
12
Tell students to read through the
options and try to guess as many as they can, before they listen
and check. Check the answers and ask around the class to find out
how many activities the students guessed
correctly
|
Learners choose the correct
words
ANSWERS
1
TV 8 shopping
2
music 9 the internet
3
computer games 10 swimming
4
friends 11 in a band
5
sport 12 cycling
6
things 13 to the cinema
7 photos 14 magazines and
books
|
Pair
assessment
Descriptor:
-
read
through
-guess
the words
Total: 2 point
|
Student’s book
p.12
|
|
|
Task. II (Wh, I) (Task for
location)
Ex: 2 P:
12
Look at the photo with the class and
ask students to identify the activity (metal detecting). They can
answer in their own language. Explain that students are going to
listen to a girl talking about this activity. Tell students to read
the questions and all the options carefully before they listen to
the podcast. Play the CD.
TAPESCRIPT
P Do you pay to play football with your
friends? Of course you don’t! You pay for some hobbies, like going
to the cinema. But you hardly ever find a hobby that pays you. Meet
Justine Meyer. She makes money from her hobby: metal detecting.
First of all, what do you need, Justine?
J You need a metal detector, of
course!
P And what do you
do?
J You move the metal detector slowly over
the ground, like this.
J There’s sometimes metal under the
ground. When it passes over metal,… Justine … it makes a
noise.
P Cool! Who do you go with? Do you go
with your friends?
J No, it’s usually me and my dad. We
share the same hobby! My mum isn’t interested in
it.
P Right. When do you go metal
detecting?
J In the school
holidays.
Why do you
go in the school holidays?
J Because I’ve always got free time
then.
P And where do you
go?
J We usually go to a park, but we
sometimes go to the beach, too.
P Is it expensive?
J Well, metal detectors are expensive.
Apart from that, my hobby pays me!
P How? Do you find
gold?
J No, we never find gold, but we often
find modern coins. I collect all the euro coins. I’ve got 183 euros
now!
P Great! Justine Meyer, thank you
…
T asks some
CCQs:
-
Does Justine go metal
detecting with her dad?
-
Does Justine go metal
detecting at the weekends
-
Does Justine go metal
detecting near the sea?
-
Has Justine got €193
from metal detecting?
|
Learners read the information about the
Money Matters Podcast. Then listen and.
ANSWERS
1 b
2 c
3 c
4 a
Learners answers Yes or No in
CCQ ANSWERS
-Yes
- No
- Yes
-
No
|
Feedback:
“Thumbs up, thumbs
down”
After correct answer
teacher shows thumbs up, if there are some mistakes thumbs down
with comments
Descriptor:
-
read the information
- listen the
podcast
Total: 2 point
Descriptor:
- answers
Yes or
No
Total:1point
|
Student’s book
p.12
|
|
|
Task.
III
(Task for
understanding)
Ex: 3 P:
12
Focus students on the diagram, and
demonstrate the fixed sequence of the adverbs of frequency. Check
answers, then ask about the position of the adverbs. In a stronger
class, elicit ideas about the rules from the students as a class
discussion. Elicit the rules, then write these on the board for
students to copy into their notebooks.
Differentiation
with individual need learners:
Define that there is a distinction between the verbs be,
have got and other verbs. Write these verbs as sub-headings on the
board and write an example for each
|
Learners study the diagram.
Then order sentences. Start with the least frequent. Answer the
question.
ANSWERS:
e 2 a 3 d 4 f 5 b 6 c The rules for the
position of adverbs of frequency are: Before most verbs: He never
loses things. After the verb be: She is always late. Between have
and got: I’ve always got my mobile phone in my
bag.
|
Teacher’s
comment
Descriptor:
- read the text
- choose the correct
answers
-write the
verbs
Total: 3 point
|
Student’s book
p.12
|
|
|
Task.
IV
Ex: 4 P:
12
• Remind students to use a variety of
adverbs when writing their sentences.
|
Learners write true sentences
using the present simple and adverbs of
frequency.
ANSWERS:
1 We … play computer
games.
2 I … go
swimming.
3 My friends and I … watch
DVDs.
4 I have … got a mobile phone with
me.
5 I am … late for
class.
6 My friends and I … go
cycling.
|
Pair
assessment
Descriptor:
- write true
sentence
- use present
simple.
Total: 2 point
|
Student’s book
p.12
|
ЖИ көмекші
04 Наурыз 2025
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