Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Teacher greets the learners and creates a positive atmosphere.

Warm-up: Near-far-catch up or “What subject is it?”

Teacher shows the learners pictures connected with school subjects and schoolwork.

Teacher asks:

• What can you see in the picture?

• What school subject is it?

• Do you like this subject?

• What do you usually do in this lesson?

Teacher writes several words on the board:

science, maths, Russian, music, PE, ICT

Teacher asks learners to guess the topic of the lesson.

Setting the aim of the lesson.

Teacher introduces the lesson objectives and explains that learners will learn vocabulary about school and practise have got, there is and there are.

Learners look at the pictures and answer the teacher’s questions.

Learners name school subjects and school-related objects.

Learners guess the topic of the lesson and share their ideas.

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/hpDAV6WVXwFDaRGo7

Middle

30 min

Task I – Vocabulary Ex. 1, p. 6 Teacher directs learners’ attention to pictures 1–6. Then, asks learners to identify what they can see in each picture.

Teacher explains the task:

“Write combinations of nouns for pictures 1–6 using the words in the box. You can use the words more than once.”

Words in the box:

g
eography, class, science, exam, maths, book, ICT, teacher, homework, history, notes, Russian, music, exercise, English, laboratory, PE, room

Teacher checks the answers with the whole class.

Learners look at the pictures and make noun combinations.

Possible answers:

1. science laboratory

2. maths exercise

3. Russian book

4. music notes

5. PE exercise

6. ICT room

Learners compare their answers with a partner.

T’s feedback

Descriptor:

 identify the objects and subjects in the pictures;

 make correct noun combinations.

Student’s book p.6, pictures and board.

Task. II

Choose the correct words Ex. 2, p. 6

Teachers actions

Teacher asks learners to read the sentences and choose the correct word.

Teacher checks answers together with the class.

Learners read the sentences and choose the correct words.

Answers:

1. exercise

2. English

3. room

4. homework

5. PE

6. teacher

7. book

Learners compare their answers with a partner.

Pair -assessment

Descriptor:

- read the sentences;

choose the correct vocabulary.

Total: 2 points

Worksheets

PPP

Task. III Talking about schoolwork

Ex. 3, p. 6

Teachers actions

Teacher asks learners to study the key phrases.

Key phrases – Talking about schoolwork:

• Have we got maths homework today?

• When’s the geography exam?

• Can I look at your history notes?

• Who’s your ICT teacher?

• What time’s the next English class?

Teacher models the dialogue:

A: Have we got science homework today?
B: Yes, we have.

Teacher asks learners to work in pairs and make their own short dialogues using the key phrases.

Learners read and repeat the key phrases.

Learners work in pairs.

They ask and answer questions about schoolwork.

Example:

A: Have we got maths homework today?
B: Yes, we have.

A: Who’s your ICT teacher?
B: Mr Brown.

Self assessment

Descriptor:

- ask a question using the key phrase; answer appropriately; use school vocabulary correctly.

Total: 2 points

Task IV – Grammar: Have got

Ex. 1–3, p. 7

Teachers actions: Teacher introduces the grammar topic have got.

Teacher explains the affirmative, negative and question forms.

Learners complete the grammar table.

Learners put the words in the correct order.

Learners write questions using have got.

Examples:

• Have you got a good teacher?

• Have you got interesting classes?

• Have you got difficult exercises?

• Have you got nice teachers?

• Have you got a neat writing?

• Have you got interesting topics?

Learners ask and answer questions with a partner.

Task V – Grammar: There is / There are

Ex. 4–5, p. 7

Teacher explains the difference between:

There is – singular
There are – plural

Teacher gives examples:

• There’s an exam on Friday.

• There are three people here.

• There isn’t an exam on Friday.

• There aren’t any people here.

• Is there an exam on Friday?

• Are there any people here?

Teacher asks learners to complete Exercise 4.

T
hen learners complete Exercise 5 using the correct form of there is / there are.

Learners complete the table.

Learners choose the correct forms of there is / there are.

Learners complete the sentences.

Possible answers:

There is a teacher in the geography class. There aren’t any teachers.There are two new people in this class.There is some maths homework today.There is a science laboratory next to this room.

Descriptor:

-  use have got / has got correctly;

 form affirmative and negative sentences;

 form questions correctly

Total: 2 point

End

5 min

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: Workbook:Unit 1, Vocabulary and Grammar band. Home task

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

Poster Success Ladder