|
Part of the
lesson/Time
|
Teacher’s
activity
|
Student’s
activity
|
Assessment
|
Resources
|
|
Beginning of the lesson
Warming-up
10 мин.
|
Organization
moment :
1.Greeting.
2.
Organization
moment.
Speaking.
Look at the
pictures.
Ask and answer as in
the example.
A: who was Anna
Pavlova?
B:
A famous Russian ballerina.
|
Ss ask and answer as in
the example.
The
aim:develop speaking skills and develop thinking
skills.
Efficiency:help to understand the
main problem.
|
Feedback:
«The praise» method to motivateSs. like:
“Good
job!
Well
done!”
|
Whiteboard
Student’s
Book
Excel,5
page
63
exercise
4.
PPP-2
|
|
Pre-learning
Individual
work.
Listening and
writing.
8 min.
|
Listen and complete the fact file in your
notebook.
Differentiation: completing task helps less able students to support
remember the story and this task differentiated by the
comprehension of Ss.
|
Ss listen to the video
and try to complete the sentences as
possible.
Aim: generate interest, build
confidence and to facilitate
comprehension.
Efficiency:help students improve
their listening skills and language
competence.
|
Feedback:
«The praise» method to evaluate Ss. like:
“Good
job!
Well
done!”
Descriptor:
-listen the
story
-complete the
sentence
1
point.
|
Whiteboard
Student’s
Book
Excel,5
page
63
exercise
5.
PPP-3
|
|
Middle of the lesson
Pair
work
5 min
|
Complete the paragraph with information from Ex.5. read
it to the class.
Differentiation:
All students complete
the task 5 and use appropriate information and complete the
paragraph. This task differentiated by the time
management.
|
Ss complete the
sentences with appropriate information.
Aim:revise the story of the topic and memorize the
details.
Efficiency:
increase attention to
detail.
|
Descriptor:
-use information ex
5.
-complete the
paragraph.
1
point.
Feedback:
«The Smiley”
|
Whiteboard
Student’s
Book
Excel,5
page
73
exercise
1.
PPP-4
|
|
Pair work.
10 min.
|
Teacher explains
reading years.
In English, we read
the years as two sets of two digit
numbers.
1961= fifteen sixty-one.
1807=eighteen oh seven
1972=nineteen seventy-two
BUT
2009=
two thousand and nine.
Teacher asks to write
the their families years. And present to the
class.
|
Ss understand the years
and practice to say their birth years.
Aim:use the numbers correctly
to say years
Efficiency:
practice years
to use in conversation
correctly
|
«The praise» method to evaluate Ss. like:
“Good
job!
Well
done!”
|
Whiteboard
Student’s
Book
Excel,5
Exercise 2, page
63
PPP-5
|
|
Pair work.
5 min.
|
Choose the right answer and
tick .
1. We use ____number with
days.
*Cardinals (one, two...)
*Ordinals (1st...)
2. We use ___numbers with
years.
*Cardinals (one...)
*Ordinals (1st...)
3. To write the date in English, we write the month,
day and year in...
*American English
*British English
4. The written form of 9th
is...
*nineth
*ninth
5. The written form of 15th
is...
*fifteenth
*fiveteenth
|
Ss tick the right
answers and say to the class.
Aim: develop Students literacy skills and memorizing
skills..
Efficiency: practice the numbers in conversation to improve speaking
skills.
|
Descriptor:
-understand the
questions
-tick the correct
word.
1
point.
Feedback:
«The Smiley»
|
Whiteboard
PPP -
6
|
|
End of the lesson.
Reflection
Individual work:
2 min.
|
Learners give feedback to each
other. This might be done in oral
form.
Learners reflect on their
learning:
|
Ss learn to evaluate
each other..
Aim: motivate and interest Ss to learn evaluate and see the good
and wrong sights of others..
Efficiency:learn to give comments to
somebody
|
Feedback:
«The praise» method to evaluate Ss. like:
“Good
job!
Well
done!”
|
Whiteboard
PPP - 6
|
|
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?
|
Health and safety
rules
|
|
During the lesson some tasks differentiated by outcomes
of the students and by their
abilities.
All
learners understand the
questions and give an opinion about curricular
topics.
Most learners think critically about the different aspects
of music.
Some
learners understand the features of music that are not
given the at the lesson.
|
Reflection at the end of the lesson and teacher summary
provides support for progress and achievement, and challenge to
thinking and setting future objectives.
Teacher evaluates with
“The
praise”.
«The Smiley»
To
motivate Ss teacher gives smiley for each
student.
|
Provide some physical exercises for
learners
|
|
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?
|
|
|
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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222
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