|
Part of the
lesson/Time
|
Teacher’s
activity
|
Student’s
activity
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Assessment
|
Resources
|
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Beginning of the lesson
Warming-up
5 мин.
|
Organization
moment :
1.Greeting.
2.
Organization
moment.
Look at the menu. Listen and repeat. What are these in
your language?
|
Ss looking at the menu
say the menu in mother language.
The
aim: ensure the general
comprehension for the new theme of the
lesson.
Efficiency: recognize the menu of the foreigners and learn to say
them.
|
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 58, Ex.
1
|
|
Pre-learning
Individual work.
5 min.
“Grammar”
|
Read the table and
the rules. Say the examples in your
language.
Teacher explain the
grammar for the Ss.
We
use have/has
to to express obligation.
I have to take my medicine. (The doctor told
me)
|
Ss listen to the
teacher and practice grammar doing the
exercise.
Aim: distinguish what is the obligation and lack of
obligation.
Efficiency:Ss improve grammar
literacy and usage of grammar.
|
feedback with the method: “The Praise”.
“You are
right”
“Great!”
“Good”.
|
Whiteboard
PPP-2
Excel 6. Student’s
book.
Page 56, Ex.
1
PPP-2
|
|
Middle of the lesson
“Complete”
Individual work.
8 min.
|
Put the verbs in brackets into the correct
form.
Teacher asks Ss to complete the task and read to the
class.
-
My
brother has to take his medicine after
dinner.
-
I
…. (not/meet) my friend at the gym. He is sick at
home.
-
You … (eat) lots of fruit and vegetables when you are
ill.
-
Kairat is filling better; he …(not/ go) to the
doctor.
-
I … (cook) dinner
today. My mum asked me.
|
Ss use the modal verb
and complete the sentences.
Aim: develop grammar literacy through practicing in
use.
Efficiency: learn the appropriate meaning of the use of modal
verbs.
Differentiation:
This task
differentiated by the level of grammar literacy and understand of
the Ss.
|
Descriptor:
-listen to the
dialogue
-create own
dialogue
“Sandwich”
Well done, you define
the modal verb correctly, practice at home a
lot.
|
Whiteboard
Student’s
Book
Excel,6.
Exercise 2. page
56
PPP-3
|
|
Individual work.
“Reading”
10 min.
|
What are some
typical British takeaways? Read and listen to find
out.
Teacher asks Ss to read
the text and define the answer from the
text.
Differentiation:
Less able Ss say with
some mistakes, Teacher correct the structure of the sentences and
more able Ss say clearly the name of meal and correct constructed
sentences. This task differentiated through abilities of
Ss.
|
Ss read the text and
try to answer the questions.
Aim: develop reading skills, learn to read clearly and
accuracy.
Efficiency:
Pronounce the topical
words correctly and memorize the spelling and understand the main
idea of the author.
|
Descriptor:
- understand the
instruction
- say the main
menu
Total:
1point
Feedback:
“Sandwich” method.
|
Whiteboard
Student’s
Book
Excel,6.
Exercise 2. page
58
|
|
Individual work.
“Complete”
5 min
|
Read again and
complete the sentences.
Teacher asks Ss
complete the sentences with information from the
text.
|
Ss complete the
sentences using information from the text.
Aim: develop use of vocabulary skills and remember the spelling
of the words correctly.
Efficiency: memorize the text main idea.
|
“Sandwich”
Well done, you can
complete the sentences correctly, learn to use the new
vocabulary.
|
Whiteboard
Student’s
Book
Excel,6.
Exercise 4. page
59
|
|
Individual work.
5
min
|
Which words in the
text can’t you understand? Use your dictionary to check the
meanings
|
Ss write the unknown
words to their copybook and discuss with
teacher.
Aim: develop vocabulary
skills.
Efficiency: remember
the spelling of new words clearly.
|
feedback with the method: “The Praise”.
“You are
right”
“Great!”
“Good”.
|
Whiteboard
Student’s
Book
Excel,6.
Exercise 5 page
59
|
|
End of the lesson.
Reflection
Individual work:
2 min.
|
Concept checking
questions:
What is the main menu
of British people?
Who brought kebabs to
Britain?
|
Ss answer the
questions.
Aim: define how many Ss understand the
theme.
Efficiency: memorize the topical words and their pronunciation
correctly.
|
“Sandwich”
Well done, you can say
the topical words correctly, at home repeat words again and learn
by heart.
|
Whiteboard
PPP-4
|
|
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 practice modal verbs in
curricular topics.
Most learners respond for specific questions on curricular
topics.
Some
learners classify the specific
information clearly for others.
|
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”. “Sandwich”
Well done, you can say
the topical words correctly, at home repeat words again and learn
by heart.
|
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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