Beginning of the
lesson
Warming-up
3 min
Pre-learning
«Brainstorming»
method
7 min.
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Organization moment
:
1.Greeting.
Ask about the weather.
The teacher sets the
lesson objectives, letting students know what to anticipate from
the lesson.
Warming
up
What season is it
now?
What month is it
now?
What day of the week
today?
What lessons have
you got today?
Revise the language of the previous
lesson.
Lead –
In:
-Do you like snack?
Why?
-What snacks do you
like?
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The aim:
To develop pupils speaking skills and create
friendly atmosphere
Efficiency:
By wishing each other they feel better and feel
the support of others
Students of the class are
listed.
Students' attention is drawn to the
lesson.
•
Learners
write the numbers from previous
lesson
Determines the topic and purpose of the
lesson
Students answer the
questions.
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The teacher to assess learners for
their ability.
“Good
job!
Well
done!”
Formative
Assessment
Good job!
Descriptor:
-know key phrases
-
can make sentence
-
know vocabulary of previous lesson
Total: 1
point
Assessment
criteria
- Learners have met the
learning objectives if they can: To talk about snack
Attack
Descriptor:
-answer the questions
correctly:
Total: 2
points
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Pictures
|
Middle of the lesson
Presentation part.
30
min
|
Ex:10
P:82
•
Go through the pictures of the story and
set the scene by asking the pupils questions about what they can
see in the pictures.e.g. Teacher: (pointing to Daisy in picture 1)
Who's this?
Class: Daisy!
Teacher: (pointing to picture 1) What is
Liam going to buy?
Class: Potatoes! etc
Ex: 11 P:
83
•
Explain the activity. Refer the pupils to
the summary and read the example aloud. Allow the pupils some time
to read the story again silently and complete the summary. Check
their answers.
Ex: 12 P:
83
•
Explain the activity. Allow the pupils
some time to complete it. Check their answers.
Ex: 14 P:
83
•
Refer the pupils to the picture and the
dialogue.The pupils, in pairs, act out similar dialogues. Go around
the classroom providing any necessary help. Ask some pairs to come
to the front of the classroom and act out the dialogue. If you
wish, write the following on the board so the pupils can refer to
it while they are completing the activity.
Ex: 15 P:
83
Refer the pupils to the picture of ski and
say: sk/sk/- ski. The pupils repeat chorally and/or individually.
Check their pronunciation. Repeat the procedure for snail and
spade. Explain the difference between the three sounds, /sk/./sn/
and /sp/. Play the CD. The pupils listen, point and repeat. Then
point to the pictures at random and elicit the sounds and the
words.
Conclusion
during the lesson some tasks differentiated by
outcomes of the students and by their
abilities.
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Pupils
listen and read
ANSWERS
Students own answer
Pupils read the story and complete the
summary.
ANSWERS
2
potatoes
3
stew
4
apples
5
Guy
6
gardening
Pupils choose the correct
answer.
ANSWERS
B
Pupils talking point. Listen and read. Make a new
dialogue with your friend.
ANSWERS
Gulnara: Hi, Berik. Where are you
going?
Berik: To the supermarket. I want to buy some ho
dogs and crisps for my birthday party.
Gulnara: Oh, is it
tonight?
Berik: Yes. Are you
coming?
Gulnara: Of course! What else are you planning fo
your party?
Berik:My brother is decorating the house for
us
Gulnara: Great! See you tonight,
then.
Pupils listen, point and
repeat
ANSWERS
/sk/: skate, skip, sky
/sn/: snow, snake
/sp/: space,
speak, sport
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Descriptor:
- listen, and
read
Total: 2
points
self
assessment
Descriptor:
- read the story
- complete the summary
Total: 2
points
Descriptor:
-
listen and read
-
make a new dialogue
Total: 1 point
Descriptor:
-
listen, point and repeat
Total: 1 point
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Students book
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