"Mixed Conditional"

Long term plan module: Unit9. Get involved

Lesson №2 Mixed conditional

School: School №

Date: 12.01.2018

Teacher’s name:

Class:11 “A, D”

Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

1.S1 make basic personal statements about people, objects and classroom routines

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly, to develop the attention to do the task, to teach and practice the grammar, to enlarge vocabulary

1.UE3 use basic adjectives to describe people and thing

1.UE7 use personal subject and object pronouns to give basic personal information

Lesson objectives:

All learners will be able to:

talk about things in a room using the structures: Mixed Conditional sentences

Most learners will be able to:

listen to Conditional sentences// with the help of the teacher.

Some learners will be able to:

demonstrate a model Conditional sentences

Language objectives:

Learners can:

- talk about Get involved/ using the structures: Conditional sentences

- make up correct sentences using Conditional sentences.

- listen to exercise 3 from W.B. Contractions and Conditionals.

- demonstrate a model ex.6 b. from S.B p.65

Key words and phrases: Ways of getting involved (Қатыстыру тәсілдері/ способы вовлечения)

Sign a petition/ петицияға қол қою/ подписать петицию

Go on a demonstration/ демонстрацияға шығу/ пойти на демонстрацию

Hand out leaflets/ үндеулерді тарату/ раздавать листовки

Make a donation/ қайыр-садақа беру/ дарить, жертвовать

Get sponsored/ демеушінің қолдауы/ получить спонсорскую поддержку

Do some volunteer work /волонтерлік жұмысты орындау/ делать волонтерскую работу

Useful classroom language for dialogue/writing: oral 6 a/ b

Discussion points: 6 d

Can you say why there objects around us ?

Writing prompts: ex.6 c, d

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Talk about get involved.

Descriptor:

A learner

points to the right object and name it

 makes up correct sentences using objects and their colours around him/her.

Self-assessment: Hand signals

How to overcome barriers in learning English

-Get learners to think before answering

-Scaffold learners if necessary

-Use English and their mother tongue to start

Previous learning

Checkpoint 2

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using puzzle pictures.

Revising the previous lesson:

Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word combination “conditionals”? Learners exchange ideas with one another. Any idea is accepted.

pictures

Middle (of the lesson)

Ex 6 a. read and listen. Conditional sentences don’t always follow the partners you looked at in ex.2a. Look at these examples and answer the questions.

The rules/formula:0-1 real, 2-3 unreal conditional

0 If + present simple, subj.+ present simple

1^st If +present simple, subj. +future simple (will)

2^nd If +past simple, subj. +F.S would

3^rd If + past perfect, subj. + would (perf.inf. Without to)

1. Do you young people have the vote now?

2. Did the government win the last election?

3. Did I learn about politics in school?

4. Do I understand how to vote better today?

Ex.6 b. p.65 Complete the rules. Write 2/3

Ex.6 c. p.65 Match the two parts of the sentences.

Ex.6 d p.65 combine the two sentences to make mixed conditionals. Use the verb form in brackets to help you.

Student’s book, Work Book

End (of the lesson)

Reflection: Self-assessment: Hand signals

1. What have you learnt today?

2. Which task do you like?

Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. I hope the lesson was interesting and useful for you.

Hand signals

Additional information:

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?

Cross – curricular links health and safety check ICT links

Values links

Reflection

Were the lesson objectives / learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)? 1. 2.

What two things would have improved the lessons (consider both teachings and learning)?

1.

2.

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?