Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting. . (Whale class, Individually)

Warm-up

Phonetic Drill Exercise.

Askthepupilstolookatthepictureonp.56andtellyouwhatthey can see, in L1 if necessary.Point to the title of the moduleandsay:MyFreeTime.Ask:Where doyougo inyour freetime? Do you go to the park? Doyougo totheplayground?

Elicit responses from pupils andhave a class discussion, in L1 ifnecessary. Ask the pupils to tellyou what they usually do in theirfree time. Elicitresponsesfromaroundtheclass.

Lead – In

Greet the teacher and classmates.

Introduce themselves in pairs.

Sts. listen to the song and name a topic of the lesson.

https://youtu.be/YywiAe4kWJ4

Sts. name a verb and make up sentences with a modal verb can.

Sts. answer: Yes/ No and give a full sentence.

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

Middle of the lesson

Presentation part.

35 min

Task. I

Ex:1 P:57

Ask:What’syourfavouriteactivity? Explain the meaning, inL1ifnecessary.Haveadiscussion about which activitiesthepupilslike,andwhichactivitiestheythinkaremostpopularwithboysandwhichwith girls. Ask: Can girls climb?Can boys dance? etcHave themsayiftheythinkgirlscandoboy-oriented activities (e.g. football)andifboyscandoactivitiesassociatedwithgirls(e.g.dance).

Learners listen andpointtothepictures.Thepupilslisten,point to and repeat theactions, chorallyand/orindividually.

Transcript

run, fly, walk, talk, ride a bike, ride a scooter

walk, run, ride a scooter, talk, ride a bike, fly

Listen and repeat.

run, fly, walk, talk, ride a bike, ride a scooter

T’s feedback

Descriptor:

- look at the family members

- match descriptions to pictures

Point 2

Free time activity flashcards

Task. II

Ex: 2 P: 57

Say and write ontheboard:Icanrun.Youcanrun.Thepupilsrepeatafteryou.Explain that we use can to talkaboutwhatwecan/can’tdo.Underline the words in bold. Sayand write on the board: He canrun.Shecanrun.Thepupilsrepeatafteryou.Underlinethewordsinbold.Elicitfromthepupils that can is the same in allpersons.Followthesameprocedureandpresentthenegative and interrogative forms.Explainthatcannotshouldalways be written as one wordandtheshort formis can’t

Learners listen to the chant and say the words.

Transcript

Teacher: you/dancePupil 1: You candance.

Teacher:he/swim?No.

Pupil 2: Can heswim?No,hecan’t.etc

Self -assessment

Descriptor:

- listen to the chant.

- add actions for each family

Point 2

https://wordwall.net/ru/resource/1624332

Task. III

Ex: 3 P: 57

Play the Who am I? gameTo practise talking aboutabilitythroughagame.

Divide the class into two teams,AandB.Explainthegame.Choose a child from Ex. 2 andsay what you can do. In teams,thepupilsguesswhoyouare.Alternatively, a pupil from eachteamtakesyourrole.

Learners Teacher:Icandraw.WhoamI?

Team A,Pupil 1:Aidar!

Teacher:No,I’mnot.I can dance and I canclimb, too! Who amI?

Team B, Pupil 1:kbota!

Teacher:Yes,Iam!

Descriptor:

- listen to the recording

- answer the question

Worksheet

End of the lesson

5 min

Briefly ask students what they learned today (greetings, names of characters, introducing themselves).

Ex: P:

Home task:

Pupils evaluate themselves using evaluation lists. 

Reflection.

Self- Assessment.

Poster Success