Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

With books closed, write the phrase sustainable development on the board.

Elicit or explain the meaning, and ask students to give examples of development that is sustainable.

Encourage students to contribute ideas, but do not confirm or reject any at this stage.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

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

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/PLmSqSrVqL7tA7o58

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 17

Read out the list of daily routines & free-time activities.

Direct Ss to the pictures and then give them time to match them to the daily routines & free-time activities. Check Ss’ answers.

Differentiation:

This task differentiated by the outcomes of the learners. More able learners finish their work before the time limit.

Learners Students say different words from the picture

Students match the pictures to the daily routines or free time activities.

ANSWERS:

2 watch TV

3 do chores

4 do homework/study

5 go shopping

6 hang out with friends

7 go to school

8 surf the Net \

9 play video games

10 work

11 exercise

12 be in a sports club

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match the pictures to the daily routines or free time activities.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 17

Ask Ss to decide in pairs which of the activities in the pictures are daily routines and which are free time activities.

Elicit answers from Ss around the class.

Learners decide in pairs. Which are daily routines?

ANSWERS

Daily routines: do homework/study, work, do chores, go to school Free-time activities: be in a sports club, hang out with friends, go shopping, surf the Net, watch TV, eat out, exercise, play video games

T’s ffedback

Descriptor:

- work in pairs

- identify the pictures

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 17

Ask Ss to use the phrases from Ex. 1 to describe their daily routine and free time activities.

Give Ss time to consider their answers.

Elicit answers from Ss around the class.

A learner with individual needs: will be paired with helpers and teacher allows him to use phrases from ex 1 to describe your daily routines with support.

Learners use phrases from ex 1 to describe your daily routines or free time activities.

ANSWERS:

I go to school, do my homework and do chores as part of my daily routine. In my free time, I hang out with friends, watch TV, play video games and surf the Net.

Descriptor:

- use phrases from ex 1 to describe your daily routines

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder