|
Beginning of the
lesson
Warming-up
3
min.
Pre-learning
«Brainstorming»
method
7
min.
|
Organization moment
:
1.Greeting.
Ask about the
weather.
The teacher sets the lesson
objectives, letting students know what to anticipate from the
lesson.
Warming
up
Where are you
from?
How old are
you?
What color is
it?
How many students
are there in class?
What day of the week
today?
Lead –
In;
-What do you see in the
picture?
What equipment do you use to play
…?
|
The aim:
To develop pupils speaking skills and create
friendly atmosphere
Efficiency:
By wishing each other they feel better and feel
the support of others
Students' attention is drawn to the
lesson.
Students say different words from the
picture
Learners remember
previous lesson vocabulary
Learners
answer the questions
|
The teacher to assess learners for
their ability.
“Good job!
Well done!”
Formative
Assessment
Good
job!
Assessment
criteria
make basic statements
related to personal information, people and objects on familiar
topics
Descriptor:
-
answer the question
Total: 2 point
|
Picture
|
|
Middle of the lesson
Presentation part.
30
min
|
Ex:5 P:
99
• Ask Ss to
think about the idea of going to a school of sport. Are they
sporty? Or are there other things they would rather
do?
Ss get into
pairs and discuss with each other.
Monitor the
activity. Elicit answers from around the class.
Ex: 6 P:
99
•Remind Ss of the first page of the module, that
some sports take the word play and others
go.
Explain that some also take
do.
Read the box aloud. Remind Ss that the rules are
true for most sports but not all.
Ask
Ss to get into pairs.
Give Ss time to complete the
exercise.
Check answers around the class.
Ex: 7 P:
99
•
Ask
Ss to get into pairs.
•
Read out the adjectives, and then the
example.
Ss
tell each other the sports they like and don't like, giving reasons
using the adjectives in the box.
•
Monitor the activity.
Differentiation:
«Verbal support» method is used to help Ss use new words in the
sentences.
Ex: 8 P:
99
•
Ask
Ss to get into pairs.
Direct their attention to the pictures. Ask a S
to read out the example.
Ss
tell their partners what equipment is needed for each
sport.
Monitor the activity and elicit answers from
around the class.
Conclusion during the lesson some tasks differentiated by
outcomes of the students and by their
abilities.
|
• Learners tell your partner. Answer the
question.
ANSWERS
Yes, I would like to
attend this school. I love swimming and I would like to compete in
international competitions / No, I would not like to attend the
Glasgow School of Sport. I don't like sport and don't want to have
to do it, etc
•
Learners read the theory box, then in pairs
complete the gaps. Do, play or go?
ANSWERS
1
do
2
play
3
go
4
play
5
do
6
go
•
Learners in pairs discuss which of the sports in
ex 6 you like/ don’t like. Use these
adjectives.
ANSWERS
A:
I think playing golf is boring. I like playing baseball. It's
exciting.
B:
Yes, it is. I like it too. What about doing karate? I like it
because it's fast and fun.
A:
I don't agree. I think doing karate is dangerous. I prefer doing
wrestling.
B:
I don't think so. It's difficult. I like going bowling. It's
relaxing.
•
Learners look at the pictures. Answer the
question.
ANSWERS
B:
To go skiing, we need skis, poles and
goggles.
A:
We need a racquet (and a ball) to play
tennis.
B:
To play basketball we need a hoop (and a
ball).
A: To play cricket we need a helmet and
a bat (and a ball) .
|
Descriptor:
- tell your
partner
-
answer the question
Total: 2 point
self
assessment
Descriptor:
- read the theory box
- complete the gaps
Total: 2 point
Descriptor:
- work in pairs
- discuss which of the sports you like/ don’t
like
-
use these adjectives.
Total: 2 point
Descriptor:
- look at the pictures.
- answer the question.
Total: 2 point
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Students book
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ЖИ көмекші
04 Сәуір 2024
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