Stages/

Time

Teachers actions

Students actions

Assessment

Resources

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