«Сheck-up»

Deputy of study: ___________ Abdyqadyrova K.Q

The English teacher:Duysenbayeva Ziyada

LESSON: Module 1 Lesson 4

School: №10^th of secondary school

Date:

Teacher name: Duysenbayeva Z

Grade:

Number present:

Absent:

Learning

objectives(s)

that this

lesson is

contributing

to

6.4.1.1 understand the main points in a limited range of short simple texts

on general and curricular topics

6.4.4.1 read and understandwithsome support a limited rangeofshortfiction

and non-fiction texts

6.4.2.1 understandwith littlesupportspecific informationanddetail

inshort,simpletexts onalimitedrangeof generalandcurricular topics

6.1.3.1 - respect differing points of view

6.2.5.1- understand most specific information and detail of supported, extended

talk on a range general and curricular topics

6.5.1.1- plan, write, edit and proofread work at text level with some support on a

growing range of general and curricular topics;

Lesson

objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in

controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in

controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in

controlled tasks with little support

Previous learning

compound nouns, abstract nouns and noun phrases / sport

Plan

Planned timings

Planned activities

Excel Resources

Beginning the

lesson

To compare the Present Simple and the Present Continuous Tenses

Ss’ books closed. Say, then write on the board:

I always eat breakfast in the morning. – Elicit what tense the verb is

in (present simple) and what the sentence expresses (a habit/routine). Say, then write on the board:

I am teaching a lesson now. – Elicit what tense the verb is in (present

continuous) and what the sentence expresses (an action happening now).

Explain that stative verbs (i.e. verbs that describe astate not an action) don’t usually have continuous forms (e.g. I believe in fairies. NOT I’m believing infairies).

Ss’ books open. Read the theory box aloud andelicit the L1 equivalents for the example sentencesfrom Ss around the class. Then ask Ss to findexamples in the text on p. 6.

Task 1. At page 8. Read the theory. Find examples in the text on page 6:

Present simple:I’m 12 years/ICT is really fun/my favourite sport is football/She has a great sense of humor/She is very good at drawing and painting, etc.

Present continuous: We’re having a great time!

Main

Activities

6.1.3.1

6.6.9.1

• To practice the present simple and the present continuous

Explain the task and explain that stative verbs are verbs that express a state rather than an action (e.g.like, love, hate, believe, etc). Remind Ss that they don’t have continuous forms.

Give Ss time to complete the task then check Ss’ answers.

Task 2. At page 8.put the verbs in brackets into the present simple or the present continuous. Which verbs are stative verbs?

1. Dina, what are you doing here? I am waiting for Kairat.

2. When are you play basketball? Every day, but today it is raining.

3. Ulan sometimes helps at the animal shelter after school. I know. He want to become a vet.

• To revise the third-person singular

To revise the third-person singular form of the present simple and identify third-person verb endings.

Explain the task and ask Ss to copy the table into their notebooks.

Give Ss time to complete it with the verbs and then play the recording for Ss to listen and check their answers.

Play the recording again with pauses for Ss to repeat either

chorally or individually. Pay attention to Ss’ intonation

Task 3. At page 8. Copy the table below. Write the third person singular of the verbs:

Helps, reads, tidies, does, enjoys, walks, watches, has, wakes up, plays, goes, finishes.

. Listen and check. Listen again and repeat.

• To present adverbs of frequency

Ask various Ss around the class to read out the sentences. Point out that the words in bold are adverbs of frequency and they show how often we

do something. Elicit where in the sentence the adverbs of frequency appear (before the main verb, but after the verb ‘to be’) and read

out the table and elicit the missing words.

To present and practice other adverbs used as time expressions with the present simple and present continuous. Explain the task. Read out the time expressions and the example and elicit sentences from Ss around the class

Ending the

lesson

After doing exercise 5 at page 8, check up students’ answer and their participating to the lesson. Evaluate their knowledge.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on

the left about your lesson.