|
Beginning
5 min
|
Greeting. (Whale
class, Individually)
T
tells the class to make groups
of 2.
Warm
up:
Books closed. Draw students’ attention to your
desk (ask them to stand up and look at it if necessary). Ask them
what they can see on it, e.g. There’s a dictionary. There’s a book.
There are some pens.
Put
any new vocabulary on the board and model for
pronunciation.
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
|
|
Middle
30
min
|
Task.
I
(Wh, I) (pair
dicsussion)
Ex: 1 P:
12
Ask
Ss to look at the picture.
• Play the recording. Ss listen and repeat chora
and/or individually.
• Elicit the L1 equivalent for each
word
|
Learners
listen and repeat. Say the school areas in your
language.
ANSWERS
location: on a quiet street my classroom: desks
and chairs for 25 children, a blackboard, posters on
walls
|
Pair
assessment
Descriptor:
-
listen and repeat
-
describe your school
Total: 2 point
|
Student’s
book
|
|
|
Task. II (Wh, I) (Task for
location)
Ex: 2 P:
12
Read the rubric
aloud.
• Play the recording. Ss listen
and follow the dialogue in their
books.
• Elicit answers to the
questions in the rubric.
|
Learners listen to and or read the
dialogue. Answer the question.
ANSWERS
Andy's
classroom is up the stairs. To get there, he should go past the
science lab and the computer room. Then he should turn left, go
past the staffroom and the nurse's office, turn right, then go up
the stairs and down the corridor. Classroom 3C is on his
right
|
T’s
ffedback
Descriptor:
- read the dialogue.
- answer the question.
Total: 2 point
|
Worksheets
Student’s
book
|
|
|
Task. III
(Task for
understanding)
Ex: 3 P:
12
Go
through the prepositions of direction/ movement with Ss. Present
each preposition by miming the movement it shows. Give Ss time to
read through the dialogue in Ex. again. In pairs, Ss act out their
dialogues. RAF
Monitor the activity around the class and then
ask various pairs to act out their dialogues in front of the
class
A learner with
individual needs: will be paired with helpers
and teacher allows him act
out the dialogues with
support.
|
Learners look at the map of
the school and in pairs act out similar dialogues. Use prepositions
of directions/movement
ANSWERS
A:
Excuse me, where is classroom 3A?
B:
Go past the computer room and turn left. Go past the staffroom and
the nurse's office, turn right and go up the
stairs.
A:
I'm sorry. Can you repeat the last bit,
please?
B:
Of course. Go up the stairs. Classroom 3A is on your
right.
A:
Thank you.
B:
You're welcome.
A:
Excuse me, where is the auditorium?
B:
Go along the corridor, past the staffroom and the nurse's office.
Turn left.
A:
I'm sorry. Can you repeat the last bit,
please?
B:
Of course. Turn left. The auditorium is next to the
canteen.
A:
Thank you.
B:
You're welcome.
A:
Excuse me, where is the nurse's
office?
B: Go along the corridor and turn
right. Then go past the staffroom
|
Feedback:
“Thumbs up, thumbs
down”
After correct answer
teacher shows thumbs up, if there are some mistakes thumbs down
with comments
Descriptor:
- look at the
map
- act
out the dialogues
Total: 2 point
|
|
|
|
Task.
IV
Ex: 4 P:
12
Go through the Study Skills box and
explain how we link sounds in English. Check Ss' comprehension by
asking for further examples.
Direct Ss' attention to the example and
elicit the linking sounds in the
sentences.
Play the recording for Ss to
check.
Play the recording again with pauses
for Ss to listen and repeat chorally or individually. Pay special
attention to Ss' pronunciation and intonation. Repeat the task if
necessary
A learner with
individual needs: will be supported by teacher
and by helpers from his
class.
|
Learners read the theory. Find
the linking sounds in the sentences below. Listen and
repeat.
ANSWERS
1
Can I have an apple?
2 I
am always late for school.
3 I
hope it's OK for Anna to come with
us.
4 How about eight
o'clock?
|
T’s
comment
Descriptor:
- read the
theory.
- find the linking
sounds
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: P:
Home task
|
Ss use their stickers to show their
knowledge according to the lesson
|
Poster Success
Ladder
|
ЖИ көмекші
Ең тиімді
Жүктеу
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
