Stages/

Time

Teachers actions

Students actions

Assessment

Resources

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

End

5min

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: 5 p.12

Home task

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

Poster Success Ladder