my free tine

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Teacher asks:

What can you do?

Can you run / swim / draw?

Model:

I can run and jump.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

Presentation part.

12 min

Ex:1 P:63

Write the letter i (in red) and o (in

blue) on the board. Under the letter

i write the sound // (in red) and

the words six, big, fish. Under the

letter o, write the sound /ɒ/ and the

words doll and dog.

Say the words aloud a few times

and get Ss to repeat after you.

Draw Ss’ attention to the phrase

practising the two sounds in the

Student's Book.

Explain to Ss that they are going

to listen to the phrase, followed by

the individual sounds of the letters

in each word below and then the

word itself.

Differentiation

Weaker class: Say the sounds slowly and allow extra repetition.

Stronger class: Ask stronger Ss to give more words with /ɪ/ or /ɒ/.

Values Link – Adal Azamat:

Responsibility

Take responsibility for actions.

Accept consequences.

Correct mistakes.

Example:
“I broke the rule. I will say sorry.”

Learners listen and repeatListen and repeat Listen and repeat

Descriptor:

- Recognises and distinguishes the sounds /ɪ/ and /ɒ/.

- Pronounces words containing the target sounds accurately.

Total: 3 point

13 min

Ex:2 P:63

Draw Ss' attention to the pictures,

and ask them to say what the boy

can and can’t do (he can dance, he

can sing, he can’t paint), what he

likes (he likes snowboarding and he

likes playing volleyball).

Play the recording, and have Ss

follow in their books.

Choose a few Ss to read the text

aloud.

Differentiation

Weaker class: Write sentence frames on the board (He can… / He can’t… / He likes…).

Stronger class: Ask stronger Ss to describe the boy using full sentences.

Values Link – Adal Azamat:

Respect for Others

Respect classmates and adults.

Respect public property.

Respect different opinions.

Example:
“I will not shout or fight.”

Pupils listen and read

Descriptor:

- Identifies abilities using can / can’t correctly.

- Expresses likes using like + -ing.

Total: 4 point

10 min

Ex:3 P:63

Draw Ss' attention to the picture of

the girl, and explain to Ss that she

is presenting her project.

Explain to Ss that they are going to

do a project.

Tell Ss to open their WB to page 65.

Explain to Ss that they have to

write about what they can and

can’t do, what they like doing and

when they do it. Then they have

to draw or stick pictures of the

activities they do.

When Ss have finished, have them

present their projects to the rest of

the class.

This project may be assigned as

homework if time does not permit.

In this case, the Ss will present their

projects to the class as a revision

activity in the next lesson.

Differentiation

Weaker class: Provide sentence starters on the board (I can… / I can’t… / I like… / I … on…).

Stronger class: Ask stronger Ss to write extra details (reasons or additional activities).

Values Link – Adal Azamat:

Responsibility

Take responsibility for actions.

Accept consequences.

Correct mistakes.

Example:
“I broke the rule. I will say sorry.”

Cross-Curricular Links

• PE: physical abilities

• Art: drawing and design

• PSHE: confidence and self-belief

• Speaking: presentation skills

Pupils do the project and present it

Descriptor:

- Writes short texts about abilities, likes, and routines.

- Uses can / can’t and like + -ing correctly.

Total: 3 point

End of the lesson

5 min

Ask students what they learned today.

Briefly review greetings and numbers 1-20.

Poster Success