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The beginning of the
lesson/
5
min
|
Good morning, class! I
hope you're all feeling excited for today's English
lesson.
For our warm-up
activity, we're going to work on cause and effect linkers. But
first, let's greet each other. Turn to your neighbor and say, "Good
morning, how are you today?"
Now, let's dive into
our warm-up. I'll give you a cause or an effect, and I want you to
provide the corresponding linker. For example, if I say "The rain
was heavy, ___________ the streets flooded," you would fill in the
blank with the appropriate linker.
Are you ready? Let's
begin:
She missed the bus,
____________ she was late for
school.
He studied hard,
____________ he passed the exam.
The baby was crying
loudly, ____________ she wanted
attention.
The chef burnt the
pizza, ____________ it tasted
terrible.
They practiced every
day, ____________ they won the
competition.
Take a moment to think about the linkers that would
complete each sentence. When you're ready, feel free to share your
answers.
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Students respond to the
greeting from the teacher and take their places in the
classroom.
They may
say:
"Hello, teacher! We're
good, thank you."
"Hi! We're fine, how
about you?"
"Good
morning/afternoon, everyone! We're doing well,
thanks."
Students then settle
down at their desks or assigned seats, ready to begin the lesson.
WARM UP.
Great job setting the
stage for the warm-up activity! Here are some possible linkers that
the students might use to complete the
sentences:
She missed the bus, so
she was late for school.
He studied hard, so he
passed the exam.
The baby was crying
loudly, because she wanted
attention.
The chef burnt the
pizza, so it tasted terrible.
They practiced every
day, and as a result, they won the
competition.
Encourage the students to share their answers and discuss
any variations they may have. This will help reinforce their
understanding of cause and effect
linkers.
|
Students respond to the
greeting from the teacher and take their places in the
classroom.
They may
say:
"Hello, teacher! We're
good, thank you."
"Hi! We're fine, how
about you?"
"Good
morning/afternoon, everyone! We're doing well,
thanks."
Students then settle
down at their desks or assigned seats, ready to begin the
lesson.
|
Student Response to
Greeting: Observe how students respond to the greeting. Are they
attentive and responsive? Do they greet the teacher back
appropriately? This can provide insights into students' social
skills and their level of engagement at the beginning of the
lesson.
1 point for each
correct answer
|
Whiteboard
https://www.youtube.com/watch?v=Twh4brVHnE8
|
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The middle of the
lesson – 30 min
|
Cause and effect
linkers
1 Ask students to
complete sentences 1–4 with possible words that fit before locating
the sentences in the blog to compare their answers. Ask students to
work with a partner to complete the rule. Check
answers
in open class. Refer to
the examples in Exercise 1 to clarify and add further examples if
necessary.
Answers
1 Due to 2 as a result
of 3 because of 4 consequently
Rule
1 because of 2
Consequently If you’re short on time, set this exercise
for
homework. Ask students
to read the instructions and example. Students work individually to
complete the exercise and then check their answers with a partner
before whole-class feedback. During feedback refer
to
the rule for
clarification.
Answers
1 result of eating 2
due to the bad weather
3 because of a 4 as a
result of 5 due to (a)
VOCABULARY
Adjectives commonly
used to describe films
1 Ask students to look
back at the blog for help in completing the exercise. Allow them to
compare answers with a partner before checking with
the
whole class. Say the
words for students to repeat and check pronunciation. Write the
words on the board to elicit and mark the stress on each word.
Point out the
stress on fetch in
far-fetched.
Answers
1 delightful 2 stunning
3 thrilling 4 sentimental
5 far-fetched 6
breathtaking 7 memorable
8
action-packed
2 If you’re short on
time, you can set this exercise for homework. Give students time to
read the sentences and deal with any queries. Check/clarify: on the
edge
of my seat; car chases;
dull. Ask students to work with a partner to choose the correct
word to complete each sentence. During feedback, ask students to
say why the wrong answer is not
suitable.
Answers
1 thrilling 2
sentimental 3 delightful
4 action-packed 5
far-fetched 6 stunning
7 memorable 8
breathtaking
3 Students work in
pairs to come up with examples. Ask them to write them down in
their notebooks. Monitor and help with vocabulary and ideas
as
necessary. For
feedback, listen to some of their ideas in open class. Ask: Which
adjectives was it easier to
think of example films
for? Why?
SPEAKING
Give some examples of
your own or elicit some in open class to get students started. Put
students into pairs to create their lists. Encourage them to go
into detail when giving their reasons for choosing films and
challenge
them to use all of the
adjectives in Exercise 2. When students have completed their lists,
put pairs together to make groups of four. Ask them to compare and
agree on a list of four for each category. Listen to some example
lists in open class and decide on the best films in
each
category as a class.
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Ask students to
complete sentences 1–4 with possible words that fit before locating
the sentences in the blog to compare their
answers.
Examples:
"Due
to"
"As a result
of"
"Because
of"
"Consequently"
Ask students to work
with a partner to complete the rule. Check answers in open class.
Refer to the examples in Exercise 1 to clarify and add further
examples if necessary.
Rule:
"Because
of"
"Consequently"
VOCABULARY
Adjectives commonly
used to describe films
Ask students to look
back at the blog for help in completing the exercise. Allow them to
compare answers with a partner before checking with the whole
class. Say the words for students to repeat and check
pronunciation. Write the words on the board to elicit and mark the
stress on each word. Point out the stress on "fetch" in
"far-fetched".
Answers:
delightful
stunning
thrilling
sentimental
far-fetched
breathtaking
memorable
action-packed
If you’re short on
time, you can set this exercise for homework. Give students time to
read the sentences and deal with any queries. Check/clarify: on the
edge of my seat; car chases; dull. Ask students to work with a
partner to choose the correct word to complete each sentence.
During feedback, ask students to say why the wrong answer is not
suitable.
Answers:
thrilling
sentimental
delightful
action-packed
far-fetched
stunning
memorable
breathtaking
Students work in pairs
to come up with examples. Ask them to write them down in their
notebooks. Monitor and help with vocabulary and ideas as necessary.
For feedback, listen to some of their ideas in open class. Ask:
Which adjectives was it easier to think of example films for?
Why?
SPEAKING
Give some examples of
your own or elicit some in open class to get students started. Put
students into pairs to create their lists. Encourage them to go
into detail when giving their reasons for choosing films and
challenge them to use all of the adjectives in Exercise 2. When
students have completed their lists, put pairs together to make
groups of four. Ask them to compare and agree on a list of four for
each category. Listen to some example lists in open class and
decide on the best films in each category as a
class.
This sequence of
activities is designed to reinforce cause and effect linkers,
expand vocabulary related to film descriptions, and encourage
speaking practice by discussing favorite films. It provides both
individual and collaborative learning
opportunities.
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For students with special needs, it's important to ensure
that the activities are accessible and provide necessary support.
Here are a few suggestions to accommodate students with special
needs:
Clarify Instructions: Ensure that the instructions are
clear and concise. Repeat or rephrase them if necessary. Provide
visual aids or written instructions as additional
support.
Provide Additional Time: Allow extra time for students to
complete tasks or exercises. Flexibility in time management can
reduce stress and help students with special needs to fully
participate.
Modify Tasks: If some tasks are too challenging, consider
simplifying them or breaking them down into smaller steps. Provide
alternative ways for students to demonstrate understanding, such as
verbal responses or drawing
pictures.
Offer Peer Support: Pair students with special needs with a
peer buddy who can offer assistance and support during activities.
Encourage collaboration and
teamwork.
Use Multi-Sensory Approaches: Incorporate various sensory
modalities into the lesson, such as visual aids, hands-on
activities, or auditory cues. This can cater to different learning
styles and enhance comprehension.
Provide Individualized Feedback: Offer personalized
feedback and encouragement to students with special needs. Focus on
their strengths and areas for improvement, and celebrate their
progress.
Create a Positive Learning Environment: Foster a supportive
and inclusive classroom atmosphere where all students feel valued
and respected. Encourage empathy and understanding among
classmates.
By implementing these
strategies, you can create an inclusive learning environment where
students with special needs can actively participate and succeed in
the lesson activities.
|
Assessment Criteria:
Completion of Exercise 1:
Students should correctly complete sentences 1-4 with the
appropriate cause and effect
linkers.
Each correct answer is worth 1 point, totaling 4 points for
this part.
Understanding and application of the rule for cause and
effect linkers:
Students should demonstrate understanding by correctly
completing the rule.
Each correct part of the rule is worth 1 point, totaling 2
points for this part.
Completion of Exercise 2:
Students should choose the correct adjectives to describe
films in each sentence.
Each correct answer is worth 1 point, totaling 8 points for
this part.
Participation in Exercise
3:
Students should actively participate in pairs to come up
with examples of films.
Each pair's contribution is assessed based on their ability
to generate examples and engage in
discussion.
Full participation is worth 2
points.
Overall, the assessment
is out of 10 points, with points distributed across the completion
of exercises, understanding of rules, and active participation in
speaking activities.
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Book
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
27 Ақпан 2024
513
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