|
Beginning
5 min
|
Greeting. (Whale
class, Individually)
T
tells the class to make groups
of 2.
Warm
up:
Ask
students to close their eyes and think about a person that its
important for them (like their mom, dad, husband, wife, dog, etc),
tell them to think about what are they doing right now (for example
'She is preparing lunch', 'he is working', 'he is
running'.
Make sure the students are using the correct form
of Present Continuous, be at hand to correct mistakes or provide
help with some vocabulary students may need to make their
sentences.
There are six chairs in the
classroom.
Setting the aim of
the lesson.
|
Learners read the given
sentences on the board and guess the topic and share with their
ideas.
Remember and recognize the main
vocabulary.
|
Teacher controles
the process, gives feedback and asks additional questions if it’s
nessasery.
Teacher evaluate pupils with phrases
like:
“Good job!
Well done!”
Formative
Assessment
|
Sheets of
peppers
Pictures of to
be
https://images.app.goo.gl/qFU1Cj9xEfohBi577
|
|
Middle
30
min
|
Task. I (Wh, I) (pair
dicsussion)
Ex: 1 P:
8
• Ask
Ss to read the examples in the box and then identify the verb forms
in each one.
• Then give Ss time to read through the uses (a-j)
and match them to the examples
(1-10).
• Check Ss'
answers.
Differentiation
with individual need
learners:
will be paired with
helpers and teacher allows him to read the examples and match them with
support
|
Learners
make sentences using these
tenses
ANSWERS
1
d
2
h
3
I
4
a
5
f
6
g
7
b
8
e
9
c
10
j
|
T’s
feedback
Descriptor:
-
read the examples
- match them to the examples
Total: 2 point
|
Student’s
book
|
|
|
Task. II (Wh, I) (Task for
location)
Ex: 2 P:
8
Explain that we use the
present perfect to talk about actions that happened at an unstated
time in the past and for
experiences.
• Explain that we form the
present perfect with have/has (not) + the past participle of the
main verb.
•
Explain that we use
the past perfect to talk about an action which happened in the past
with a visible result in the past and for an action which happened
in the past before another past
action.
|
Learners read the theory. Then use phrases in the
brackets to make sentences.
ANSWERS
2
She bought a new camera
3
They had won first prise
4
We haven’t heard from Bob yet
|
Feedback:
“Thumbs up,
thumbs down”
After correct answer teacher
shows thumbs up, if there are some mistakes thumbs down with
comments
Descriptor:
-
read the theory.
- use
phrases
Total: 2 point
|
Worksheets
|
|
|
Task. III (Task
for understanding)
Ex: 3 P: 8
Ask
Ss to read out the examples and then uses and match
them.
Check Ss' answers around the
class.
Ask
Ss to read out the examples and then uses and match
them.
Check Ss' answers around the
class.
Differentiation:
A learner with
individual needs: will be supported by teacher
and by helpers from his class
|
Students read the
examples.
ANSWERS
1
on-the-spot decision
2 a
future prediction based on what we think will
happen
3 a
future prediction based on what we
see
4 a
gradually developing situation visible
opened
5 a
fixed arrangement in the near
future
6 a
future plan or intention
7 a
timetable
8 a
promise
|
T’s
comment
Descriptor:
- read the examples.
- match them
Total: 2 point
|
Student’s
book
|
|
End
5
min
|
The Ladder method was used as a
reflection. T asks Ss to stick their stickers to the Success
Ladder.
Green- I
understood
Yellow-I have some
questions
Red-I need a
help.
Ex:
P:
Home task p 6 WB
|
Ss use their stickers to show their
knowledge according to the lesson
|
Poster Success
Ladder
|
ЖИ көмекші
Қауіпсіз төлем
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
