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Part of the
lesson/Time
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Teacher’s
activity
|
Student’s
activity
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Assessment
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Resources
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Beginning of the lesson
Warming-up
5 мин.
|
Organization
moment :
1.Greeting.
2.
Organization
moment.
Ordering food on the phone.
Jerry is calling Paulo’s. what does he
order?
Listen and complete the order.
|
Ss listen the
conversation and complete the gaps.
The
aim: relate the previous and
today’s lesson to understand the theme.
Efficiency:develop listening skills and spelling of the
menu.
|
During the activity
teacher after each right answer gives feedback with the
method: “The
Praise”.
“You are
right”
“Great!”
“Good”.
|
Excel 6. Student’s
book.
Page 59, Ex. 7
PPP-2
|
|
Pre-learning
Individual work.
5 min.
“Create a
dialogue”
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Use the menu in Ex.
1 and the sentences from the box below to order food from
Paula’s.
Teacher asks Ss to
relate the sentences in two columns.
Differentiation:
According to the ss
level of vocabulary and remembering skills, this task
differentiated by the abilities of Ss. All Ss understand the text ,
but less able Ss work with help of
Teacher.
|
Ss relate the sentences
and read to the class.
Aim: develop general comprehension of the task and understand
the meaning of the sentences.
Efficiency: improve critical thinking skills and learn to construct the
correct constructed sentence.
|
Descriptor:
-
Use the
menu
-
Relate the
sentences
1
point.
feedback with the method: “The Praise”.
“You are
right”
“Great!”
“Good”.
|
Whiteboard
PPP-2
Excel 6. Student’s
book.
Page 59, Ex.
8
PPP-3
|
|
Middle of the lesson
“Presentation”
Individual work.
8 min.
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Design your own healthy takeaway menu. Present it to the
class.
Differentiation:
This task
differentiated by the level of writing skills and vocabulary
skills. Less able ss write the name of menu and more able Ss write
and present to the class.
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Ss using menu create
their own healthy takeaway menu and present to the
class.
Aim: Students will be able to
identify the ways in which a character's
unique personality changes the way he or she would speak about
something.
Efficiency: to familiarize students
with the ways in which dialogue makes
a story come alive
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Descriptor:
-make a
menu
-present to the
class.
“Sandwich”
Well done, you design
the own menu and be very attentive on using foreign
menu.
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Whiteboard
Student’s
Book
Excel,6.
Exercise 8. page
59
|
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Individual work.
“Matching”
5 min.
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Match the words to
form phrases.
1.mineral
2.side
3.order
4.main
5.nighttime
a.
takeaway
b.
meal
c.
water
d.
snack
e.
dish
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Ss match the words with
pictures.
Aim build understanding of a
topic.
Efficiency: match information based
on explicit, topic-specific
relationships.
|
Descriptor:
- understand the
instruction
- match the
phrases
Total:
1point
Feedback:
“Sandwich” method.
|
Whiteboard
Work
Book
Excel,6.
Exercise 4. page
41
PPP-4
|
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Individual work.
“Complete”
8 min
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Use the phrases from Ex.4 to complete the
sentences.
1. let’s …………… . There
is nothing in the fridge and I am hungry.
2.Can I have a glass of
….., please?
3. Would you like a …..
like spring rolls or chicken salad?
4. Ulan got out of bed
and went to get a …… .
5. Nursultan chose the
chicken tikka masala for his …. .
|
Ss complete the
sentences using information from the previous
exercise.
Aim: develop use of vocabulary skills and remember the spelling
of the phrases correctly.
Efficiency: memorize the text main idea.
Differentiation:
All learners understand
and complete not all sentences and more able Ss complete and read
the correct sentences to the class.
|
“Sandwich”
Well done, you can
complete the sentences correctly, learn to use the new
vocabulary.
|
Whiteboard
Work
Book
Excel,6.
Exercise 5. page
41
PPP-5
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Individual work.
5
min
“Listening”
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Listen and choose
the correct answers A,B, or C.
Teacher plays the audio
and pause.
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Ss listen to the audio
and choose the correct answer as possible.
Aim: improve as listeners, they learn to use the same strategies
to improve their command of the other language
artsю
Efficiency: remember the spelling of new words
clearly.
|
feedback with the method: “The Praise”.
“You are
right”
“Great!”
“Good”.
|
Whiteboard
Work
Book
Excel,6.
Exercise
7
page
41
PPP-6
|
|
End of the lesson.
Reflection
Individual work:
4 min.
|
Comments.
Teacher asks Ss to
write comments for the lesson and hung to
board.
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Ss write on stickers
comments and hung to the board.
Aim: define how many Ss understand the
theme.
Efficiency: develop writing skills and learn to give comments to
somebody.
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“Stickers”
With different
comments
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Whiteboard
PPP-7
|
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DIFFERENTIATION –
how do you plan to give more support? How do you plan to challenge
the more able learners?
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ASSESSMENT – how are
you planning to check learners’
learning?
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Health and safety
rules
|
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During the lesson some tasks differentiated by outcomes of
the students and by their abilities.
All
learners recognize the most
specific information on curricular topics.
Most learners list the healthy food to write conversation and
statements
Some
learners create own presentation
about some curricular topics.
|
Reflection at the end of the lesson and teacher summary
provides support for progress and achievement, and challenge to
thinking and setting future objectives.
During the activity
teacher after each right answer gives feedback with the method:
During the activity teacher after each right answer gives feedback
with the method: “The Praise”.
“You are
right”
“Great!”
“Good”.
“Stickers”
With different
comments
|
Provide some physical exercises for
learners
|
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Reflection
Were the lesson
objectives/learning objectives realistic?
Did all learners
achieve the LO?
If not,
why?
Did my planned
differentiation work well?
Did I stick to
timings?
What changes did I make
from my plan and why?
|
|
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Summary
evaluation
What two things went
really well (consider both teaching and
learning)?
1:
2:
What two things
would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned
from this lesson about the class orachievements/difficulties of
individuals that will inform my next
lesson?
|
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