Ашық сабақ "Our environment"

Music makers

Unit №13. Past Perfect. Noun suffixes

School: South Kazakhstan oblast specialized № 1 boarding school with three languages education

Date: 02.05.2018

English teacher: Amirova A.T.

Class: 9

Number of present:

Absent:

Learning objective(s) that this lesson is contributing to:

Know and use the terms that are useful for analysing language on the topic “Introducing yourself”;

Lesson objectives:

All learners will be able to:

What are the time expressions of Past Perfect Tense.

Most learners will be able to:

• Write the verbs in the correct form of the Past Perfect Tense.

• Make sentence in Past Perfect Tense

Some learners will be able to:

• Explain the difference between present simple and present continuous

• Tell about their hobbies and interests.

The main idea

 Create “Grammar data” based on the tense

Expectation: to take notice on form, negative, positive and question forms of the tense; and differences, patterns and changes.

Working out: understanding the rules and doing exercises according to them.

The expected result

They will determine similarities and differences, patterns and changes of tenses;They will be able to work individually and in group.

Aim of creative developing skills:

Improving speaking skills through different questions.

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start (Beginning of the lesson)

5 min

1. Organization moment

2. Greeting

3. Warm-up

Teacher asks some questions, asks about Present Perfect Tense.

1. We use the past perfect when we need to make it clear that one action happened before another action in the past.

When I arrived at Jim’s house, the party had started. (The party started before I arrived)

2. We form the past perfect with had/ hadn’t +the past participle of the main verb.

I didn’t see Jane because she had gone out.

3.When we use words like before and after in the past, it is often not necessary to use the past perfect, because before and after make it clear which action happened first.

The party started before I arrived. We got to the train station after the train left.

4.We ofteb use the words already and just with the past perfect – they go between had and the main verb.

I didn’t go to the cinema with them because I’d already seen the film.

Middle (of the lesson)

The main part of the lesson

Now let’s do exercises: Ex:2c. Complete the sentences. Use the past perfect form of the verbs.

1.When I got home, my brother wasn’t there – he had gone out.

2. She couldn’t get into the house because she had lost her keys.

3. My parents were upset because I hadn’t got good marks in the test.

Ex. 2d. Circle the correct words.

Ex.2e. Complete the sentences. Use the past simple or past perfect form of the verbs.

Noun suffixes –r, -er, -or and -ist.

Ex.6a. Find nouns in the text on page 96 that mean:

1. A person who collects things collector

2. A person who explores other countries explorer

3. A person who is in charge of a political unit governor

Ex. 6b. Use –r, -er, -ist, -or to make nouns from the words.

1.plumb – plumber

2.journal – journalist.

3. present - presenter

End (of the lesson)

Homework: Ex.: 5c. Complete the sentences. Choose from the nouns in Ex.6b.

Reflection Self-assessment table

Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Giving summative assessment

self-assessment

table

Reflection

Were the lesson objectives / learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1.

2.

What two things would have improved the lessons (consider both teachings and learning)?

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?

Welcome section

Lesson №2: Welcome section A

School: South Kazakhstan oblast specialized № 1 boarding school with three languages education

Date:

English teacher: Ibrashova A.T.

Class: 9 “A”

Number of present:

Absent:

Learning objective(s) that this lesson is contributing to:

Begin to use the grammar tenses accuracy to within;

look closely at similarities and differences, patterns and changes of tense;

Individual and group feedback;

Lesson objectives:

All learners will be able to:

What are the time expressions of Present Simple Tense and Present Continuous tense

Most learners will be able to:

• Write the verbs in the correct form of the Present Simple and Present Continuous

• Make sentence in Present Simple and Present Continuous Tenses.

Some learners will be able to:

• Explain the difference between present simple and present continuous

• Tell about their hobbies and interests.

The main idea

Create “Grammar data” based on the tense

Expectation: to take notice on form, negative, positive and question forms of the tense; and differences, patterns and changes.

Working out: understanding the rules and doing exercises according to them.

The expected result

They will determine similarities and differences, patterns and changes of tenses;

They will be able to work individually and in group.

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start (Beginning of the lesson)

5 min

4. Greeting

5. Teacher greets learners and introduces the lesson objectives. To review the tenses and do exercises according to them.

This section is designed to serve as a review, giving students the opportunity to revise and practise language they already know, and it is also a tool for teachers to find out how much students know already and which areas students may need to do more work on before continuing with the course.

logical puzzle, coloured circles, squares, triangles and rectangular figures,

flashcards

The main part of the lesson

Teacher asks some questions:

What are the time expressions of Present Simple?

What is the structure of Present Continuous Tense?

Make sentences in Present Simple?

Ex.1 Teacher asks learners what job they would like to do when they are older? What kind of jobs do you know? Teacher plays the recording, learners read and listen to the text? After they will answer to these questions according to the text:

What time is it?

Why can't Jack sleep?

Why doesn't he want to be a doctor?

Grammar exercises

Ex.2

• To ask learners to think of five things they do before coming to school in the morning. Listen to some of their ideas in open class, paying attention to accuracy. When learners have given some examples, teacher check usage of third person s by asking other learners to remember what was said, e.g. what does Kural do in the morning? He has breakfast, etc.

• To write the verbs in the correct form of the present simple:

We ________eggs for breakfast every day. (eat)

Our teacher always ______us homework on Friday.(give)

Ex 4. Present simple vs. present continuous

• Teacher writes the following on the board:

I write a letter to my brother every week.

I am writing a letter to my brother.

• To ask students to explain the difference between the two sentences. Listen to their ideas and clarify any misunderstanding.

Read the telephone conversation. Underline the correct option.

Group work:

To divide the class into pairs and give students two minutes to list as many jobs as possible. Listen to some of their ideas in open class.

Read through the instructions with students and ask them to write the names of the jobs next to the pictures.

Descriptor:

Level C: Do, does, is, are or am?

1. … you learn new words in each lesson?
2. … you learning the new words right now?
3. … she usually sit at the third desk?
4. … she sitting at the third desk today?
5. … you read many books every year?
6. … you reading an interesting book now?

Level B Fill in the correct form of the verb.

Example: It is raining right now. (Example Present Continuous)

Ben often   the newspapers. (to read)

Listen! Somebody   you. (to call)

He   always late. (to be - am, is, are)

He   Andy every Friday. (to visit)

I never   coffee in the morning. (to dring)

It   at present. (to rain)

The train   at the moment (leave)

They always   early (get up)

Jane   the guitar now.(play)

Level A Make questions using Present Simple or Present Continuous Tenses. Give answers.

1  you | often | wear | jeans?

2  you | wear | jeans now?

3  it | rain | now?

4  it | often | rain | in your country?

5  you | study | English every day?

6  you | study | English at the moment?

study tip,

flash cards, flipcharts, markers, stickers, textbook, mobile phones for internet search

End (of the lesson)

Reflection Self-assessment table

Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Giving summative assessment

self-assessment

table

Additional information:

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners’ learning?

Cross – curricular links health and safety check ICT links

Values links

Reflection

Were the lesson objectives / learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1.

2.

What two things would have improved the lessons (consider both teachings and learning)?

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?

Music makers

Unit №10: Talen? Me?

School: South Kazakhstan oblast specialized № 1 boarding school with three languages education

Date: 26.02.2018

English teacher: Ibrashova A.T.

Class: 9

Number of present:

Absent:

Learning objective(s) that this lesson is contributing to:

Begin to use the grammar tenses accuracy to within;

look closely at similarities and differences, patterns and changes of tense;

Individual and group feedback;

Lesson objectives:

All learners will be able to:

What are the Present Perfect Simple and Present Perfect Continuous?

Most learners will be able to:

• Write the verbs in the correct form of the Present Perfect Continuous

Some learners will be able to:

• Make a dialogue with expressions.

The main idea

Create “Grammar data” based on the tense

Expectation: to take notice on form, negative, positive and question forms of the tense; and differences, patterns and changes.

Working out: understanding the rules and doing exercises according to them.

The expected result

They will determine similarities and differences, patterns and changes of tenses;

They will be able to work individually and in group.

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start (Beginning of the lesson)

5 min

6. Greeting

7. Teacher greets learners and introduces the lesson objectives. To review the tenses and do exercises according to them.

This section is designed to serve as a review, giving students the opportunity to revise and practise language they already know, and it is also a tool for teachers to find out how much students know already and which areas students may need to do more work on before continuing with the course.

The main part of the lesson

Teacher asks students if they can play a musical instrument. If so, how did they learn? Was it difficult to learn? If not, ask students which instrument they would like to learn. Students look at the photo story. Ask them who features in this story.

Ex.:9a. Students read the photo story and answer the questions.

Read through items 1-6 with students and do the first one as an example if necessary. Students answer the questions. Check answers. Students can also correct the false statements.

Ex.:10a. read the expressions aloud with the class. Ask students to try to remember who said them without looking back at the text. In pairs, students find them in the text of the photo story and discover who said them. Check answers. Students can then translate the expressions into their own language.

Ex.:10b. Students read the dialogues and then complete them with the expressions from Ex/10a. Go through the first item as an example, if necessary. Check answers.

Vocabulary notebook.

Encourage students to add the expressions to the Every English section in their vocabulary notebooks and, if necessary, to add translations to help them remember the meanings.

Discussion box

Weaker classes: Students can choose one question to discuss.

Stronger classes: In pairs or small groups, students go through the questions in the box and discuss them.

Ex.:11 Improvisation

Divide the class into pairs. Tell students they are going to create a role play between Debbie and her mum. Read through the instructions with students. Give students two minutes to plan their dialogue. Circulate and help with vocabulary as necessary. Encourage students to use expressions from Ex.10a. students practice their conversation in pairs.

Play the episode 5 of the DVD while students check their predictions.

Student’s

Book

DVD video

End (of the lesson)

Reflection Self-assessment table

Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Giving homework: Ex.13b. Students read through the letters and retell them.

self-assessment

table

Additional information:

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners’ learning?

Cross – curricular links health and safety check ICT links

Values links

Reflection

Were the lesson objectives / learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1.

2.

What two things would have improved the lessons (consider both teachings and learning)?

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?