|
Beginning of the
lesson
5 min
|
Organization
moment
1.Greeting.
Ask about the
weather.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm-up
Fasten your seat belts and get ready for the all-round
race
Lead –
In
•
Books closed. Ask the class
to think about their town or city. In pairs, students should think
of three words to describe it, e.g. big, small, etc. Allow them
about 1 minute for this.
• Get feedback from the class and write their
suggestions on the board.
|
Students' attention is drawn to the
lesson.
Students discuss the pictures in
pairs.
Determines the topic and aim of the
lesson
Students
say different words from the
picture
|
Formative
Assessment
Assessment criteria
- Recognize basic personal
questions without support
- Provide unprepared speech to
answer a variety of questions at sentence level with limited
flexibility
|
Pictures
Student’s
book
|
|
Middle of the
lesson
Presentation
part.
35
min
|
Ex: 1
P:12
• Write treasure hunt on the board and translate it
into the students’ own language. Ask the class if they know what it
is. Elicit that a treasure hunt is when people use clues to find
treasure or a prize. Ask if any of the students have ever been on a
treasure hunt and elicit any feedback they provide.
• In a weaker class, look at the example
carefully together. You might also like to do the second clue
together as a class before they continue in their pairs.
.Ex: 2
P:12
• Write big and small on the board. Ask the
students how these adjectives are connected and elicit that they
have opposite meanings. • Encourage students to identify pairs of
opposites that are easier first so that they will have fewer
adjectives to guess from if they do not know. Students do the task
in pairs.
• Play the recording to check their answers as a
class.
Ex: 4
P:12
• Focus students’ attention on the examples and the
rules.
• In a stronger class, ask students to go ahead and
complete the rules based on the examples.
• In a weaker class, read the rules together and
work out the answers as a class.
Ex: 5
P:12
• Students complete the activity individually,
using the rules from exercise 4 to help them if
necessary.
• Ask fast finishers to make more short
descriptions using other adjectives from exercise 1with a and
an.
Conclusion during the lesson some tasks
differentiated by outcomes of the students and by their
abilities.
|
Students do the adjectives
Treasure Hunts.
Answers:
A big
poster
Differentiation:
«Verbal support» method is used to help Students use new words in the
text.
Students
look at the adjectives in exercise 1 and find five pairs of
adjectives. The listen and check.
Answers:
(terrible – great; popular – unpopular; boring –
interesting; difficult – easy)
Students
complete the rules with a and an
Answers:
1 an 2 a
Students complete with a or an
Answers:
1 an
2 a
3 a
4 an
5 an
6 a
7 an
8 a
|
Descriptor:
- work in
pairs
- find a secret
objects
Total: 1 point
Descriptor:
- identify pairs of
opposites
- listen
and check.
Total: 1 point
Descriptor:
- complete
the sentences
Total: 1 point
Descriptor:
-write sentences
-complete with a or
an
Total: 1 point
|
flashcards
Worksheets
|
26 Қараша 2024
62
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