Part
of the lesson/Time
|
Teacher’s
activity
|
Student’s
activity
|
Assessment
|
Resources
|
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
|
Revision of previous lessons materials
with the help of the teacher.
Differentiation: T asks different questions connected with
the theme and tries to help Ss to give the correct answer. T asks
leading questions to clarify the theme to the Ss who needs T
support.
Ss give their
possible answers. After that T introduces the aim and theme of the
lesson
|
Ss give their possible
answers.
Revise vocabulary connected with previous
lesson.
Aim: Revise the previous lessons
material.
Efficiency: Ss refresh their mind before starting new
theme.
|
Descriptor:
-correct answer
Encourage Ss
who answer the questions
|
Whiteboard
Cards
Students
Book
|
Middle of the
lesson
Presentation
part.
|
To introduce the topic and listen for
gist.
Read the rubric aloud and direct Ss'
attention to the picture. Elicit that triffids are strange
plants.
Play the recording. Ss listen and find out
the answer.
|
Ex:1,
p:107
The picture shows some triffids. What do
you know about the book The Day of the Triffids? Listen and find
out.
Answer Key
Triffids
appear in a science-fiction novel by John Wyndham. They are tall
plants with legs that seem intelligent but are aggressive and
attack people with their poisonous
stings.
|
Descriptor:
-find the right
answer
-
pronounce the words correctly.
|
Whiteboard
Students Book
Poster
CD
|
|
Aim
To read for cohesion and
coherence
-
Explain the task and ask Ss to read the
sentences A-H.
-
Then give Ss time to read the text and
complete the task.
-
Check Ss' answers around the class. Ask Ss
to justify their answers.
|
Ex:2,
p:107
Read the text again. For each gap (1-7),
choose from the sentences (A-H) the one that best completes each
gap. There is one extra
sentences.
Answer
Key
1) H They ‘don't
hear’. They're just plants.
2) E ... numbers
collected along the fence ...
didn't
... do
anything ... They simply settled down
...
3)A ... complete
darkness ... turned on the light...
4) C ... pulled the
window shut... as it closed ...
5) F ... took no
risks ... thick clothing and gloves
... leather helmet
... goggles ... wire mask ... largest carving
knife...
6) D ... in a fine
spray ... misted the goggles ...
wash it off my
face.
7)G ... last of the intruders
... broke in again.
|
Descriptor:
-give correct
answers
|
Whiteboard
Students Book
|
|
Aim
To consolidate new
vocabulary
|
Ex:3,
p:107
Match the words in bold with the front part
of your foot, his sharply, invaders, violently, turned
quickly.
Answer
Key
wriggled
= turned
quickly
viciously
=
violently
smacked = hit
sharply
intruders
=
invaders
tiptoe =
the front
part of your foot
|
Descriptor:
-
choose the correct answer
|
Whiteboard
Students Book
Poster
|
|
Aim
To identify adjectives in a
text
|
Ex:4,
p:107
Write the adjectives the author uses to
describe the following:
Answer
Key
1)
slashing
2)
grey
3)
Complete
4) leathery
green
5)
thick
6)
leather
7) largest
carving
8)
fine
|
Descriptor:
-find correct answer from the
text
-
able to understand the task
|
Whiteboard
Students Book
|
|
|
Suggested Answer
Key
I can see
them all around the car, standing there silently. As the car moves,
the leaves seem to cover the car, and everything goes dark inside.
I see the strings whip up and hear them smack against the
windscreen. I feel frightened.
|
Descriptor:
- gives answer
|
Whiteboard
Students Book
|
Capabilities of the human
brain
End of the
lesson.
Reflection
|
The Ladder method was used as a
reflection. T asks SS to stick their stickers to the Success
Ladder

|
Ss use their stickers to show their
knowledge according to the lesson.
Green- I
understood.
Yellow-I have some
questions.
Red-I need some
help.
Aim: To know how many Ss got the
theme.
Efficiency:
Ss can use colours to show how much do
they remember.
Differentiation: «Conclusion»
method is used to finish the
lesson.
|
Ss evaluate each other and encourage
classmate with phrases like:
Well done! Brilliant! Good job! I like
it!
|
Whiteboard
Students Book
|