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Part of the
lesson/Time
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Teacher’s
activity
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Student’s
activity
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Assessment
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Resources
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Beginning of the lesson
Warming-up
5 мин.
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Organization
moment :
1.Greeting.
2.
Organization
moment.
Teacher shows pictures
with different illnesses people. And asks, what is wrong with each
person?
Can you say in mother
language?
Yes, very good, you are
right.
And tell me the theme
of the lesson. What is the theme for today? Yes,
right.
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Ss look at the picture
and describe in mother language. And define the theme of the
lesson.
The
aim: create a new knowledge
and name the illness description
correctly.
Efficiency: Ss
interested in guessing the theme and learn the new topical
words.
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During the activity
teacher after each right answer gives feedback with the
method: “The
Praise”.
“You are
right”
“Great!”
“Good”.
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PPP-2
Excel 6. Student’s
book.
Page 53, Ex.
1
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Pre-learning
Individual work.
10 min.
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Teacher explain the meaning of phrases and translate for
comprehension.
A
sore throat, a stomach ache, a cough, a headache, a cold, a
temperature, a rash, an earache.
Then looking at the picture practice the phrases for the
correct pronunciation, teacher drills several time. Teacher asks
name the pictures and describe them.
A:
what’s wrong with Saule?
B: She’s got a sore
throat.
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Ss listen to the
teacher and write down the new phrases. Ss practice the
pronunciation of the phrases and name the
pictures.
Aim: use description to develop the speaking skills and speak in
any theme.
Efficiency:Ss learn new
words before
starting the new
theme. And practice during the
exercise. This method helps Ss to reflect the spelling of new
words.
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During the activity
teacher after each right answer gives feedback with the
method: “The
Praise”.
“You are
right”
“Great!”
“Good”.
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Whiteboard
PPP-3
Excel 6. Student’s
book.
Page 53, Ex.
2
PPP-3
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Middle of the lesson
Individual work.
8 min.
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What’s with each person?
Find six illnesses in the word to complete the sentences
under the correct picture.
Kanat’s got a(n)
1)…………….. .
Laura’s got a(n)
2)
…………… .
Gemma’s got a(n)
3)
………………. .
Mark’s got a(n)
4)
…….. .
Lucy’s got a(n)
5)
…………….. .
Claire’s got a(n)
6) ………………
.
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Ss define the words and
complete the sentences looking at the pictures. And read to the
class.
Aim: use new vocabulary to define the characteristics of
pictures.
Efficiency: practice the spelling of the words and
pronunciation.
Differentiation:
This task
differentiated by the Ss abilities. Less able Ss define words with
the help of prompt cards which written the new
words.
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Descriptor:
-define the
word
-complete the
sentences.
To constructively
feedback T uses the method: “Sandwich”
Well done, you define
the words, but there is a mistake in your completing
task.
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Whiteboard
Work
Book
Excel,6.
Exercise 1. page
36
PPP-4
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Individual work.
“Fill in”
10 min.
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Complete the sentences
(A-E) with words from the list, then match them to the sentences
(1-5).
Differentiation:
Less able Ss complete
only the sentences and more able Ss understand the meaning of the
sentences and match the sentences. This task differentiated by the
time management.
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Ss complete the
sentences (A-E) with words from the list, then match them to the
sentences (1-5).
And read the answers
for the checking to the class.
Aim: memorize the new words and improve vocabulary
skills.
Efficiency:
Ss develop their
speaking skills and remember the characteristics of illnesses
better.
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Descriptor:
- complete the
sentences
- match them to the
sentences (1-5).
Total:
1point
Feedback:
“Sandwich” method.
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Whiteboard
Work
Book
Excel,6.
Exercise 2. page
36
PPP-8
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Individual work.
“Questionaire”
5 min
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Teacher asks Ss to tell
about their illness time and it doesn’t matter when it is happened,
the main thing is talking.
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Ss tell about their
illness time.
Aim: develop Ss speaking skills and use of vocabulary
skills.
Efficiency: feel free during the activity and break down the shyness
habits, learn to participate for the lesson
actively.
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“Sandwich”
Well done, you can tell
us about your illness time very good, learn to use the new
vocabulary.
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Whiteboard
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End of the lesson.
Reflection
Individual work:
2 min.
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Concept checking
questions.
What is the a sore
throat?
Can you show me stomach
ache?
What is a
cold?
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Ss answer the
questions.
Aim:To
know how many Ss understand the
theme.
Efficiency:memorize the topical words and their pronunciation
correctly.
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“Sandwich”
Well done, you can say
the topical words correctly, at home repeat words again and learn
by heart.
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Whiteboard
PPP-9
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DIFFERENTIATION –
how do you plan to give more support? How do you plan to challenge
the more able learners?
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ASSESSMENT – how are
you planning to check learners’
learning?
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Health and safety
rules
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During the lesson some tasks differentiated by outcomes of
the students and by their abilities.
All
learners memorize the opinion of
the speaker of curricular topics.
Most learners improve interaction between students through
discussion.
Some
learners describe basic
information about themselves and others.
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Reflection at the end of the lesson and teacher summary
provides support for progress and achievement, and challenge to
thinking and setting future objectives.
During the activity
teacher after each right answer gives feedback with the
method: “The
Praise”.
“You are
right”
“Great!”
“Good”.
“Sandwich”
Well done, you can say
the topical words correctly, at home repeat words again and learn
by heart.
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Provide some physical exercises for
learners
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Reflection
Were the lesson
objectives/learning objectives realistic?
Did all learners
achieve the LO?
If not,
why?
Did my planned
differentiation work well?
Did I stick to
timings?
What changes did I make
from my plan and why?
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Summary
evaluation
What two things went
really well (consider both teaching and
learning)?
1:
2:
What two things
would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned
from this lesson about the class orachievements/difficulties of
individuals that will inform my next
lesson?
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08 Қаңтар 2023
338
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