Term 1

Unit 1 "Hobbies and qualities"

Secondary school of village Abai

Date: 12.09.23

Teacher name: Saparkhozhayeva G.

Grade: 9

Number present:

absent:

Lesson title

Past simple and continuous

Learning objectives

9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.6.9.1 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Identify the difference between past simple and continuous.

• Construct the sentences using past simple and continuous with support.

• Construct the sentences using past simple and continuous with minimal support.

• Apply past simple and continuous to talk about past events and memories without support.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

Refer students back to the photos on page 12. Ask What was Clare doing when she first heard the music?

• Elicit the answer (she was dancing) and write the sentence on the board: She was dancing when she heard the music.

• Underline the verbs and elicit that they are in the past continuous and past simple.

• Ask: Which action happened first? (she was dancing); Did she continue dancing when she heard it? (yes)

Lead – In

Ask questions

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students write down the rules

At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Good job!

Pictures

PPT

Main part

Exercise 1

Students work in pairs to study the sentences and match them to the descriptions.

• Check answers with the class. Elicit which tenses are used

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 3

Students continue writing their questions individually. Check answers as a class

Differentiation:

«Verbal support» method is used to help Ss use new words in the sentences.

Exercise 4

Students complete the questions individually or in pairs

Students match sentences 1–3 from the listening on page 12 with descriptions a–c. Which tenses do we use in each sentence?

ANSWERS

b (past continuous)

2 c (past continuous and past simple)

3 a (past simple)

Students complete the questions in the History quiz with a past simple and a past continuous form

ANSWERS

What new invention was Alexander Bell using when he said, ‘Mr Watson, come here. I want to see you’? (the telephone)

Students complete the questions using the correct form of the verbs in the box.

ANSWERS

1 did, do 4 were, thinking, got 2 did, meet 5 were, doing 3 did, use 6 did, do

Assessment criteria

- Demonstrate the ability to participate in a conversation.

Descriptor:

-discusses questions and answers the questions -can classifying words

Assessment criteria:

-Write sentences about real and imaginary past events connecting them into paragraphs.

.

-Make CCQ questions

Descriptor:

- writes about past activities

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.9

Self-assessment. How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Students use their stickers to show their knowledge according to the lesson.

Poster Success