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Start
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Organization
moment
1.Greeting.
Ask about the
weather.
Warm-up
• With books closed, write the words low impact and
high impact on the board.
• Explain that your impact on the environment is
the effect that you have, through things you do such as travelling
and using energy.
• Ask students if they think they have a low impact
or a high impact on the environment. Ask how they could reduce
their impact.
Lead -
In
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“The wish
flower” method helps to start the lesson with good
wishes to each other.
The aim:
To develop Ss speaking skills and create friendly
atmosphere
Efficiency:
By wishing each other they feel better and feel
the support of others.
Students
introduce themselves
Students
say different words from the
picture
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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!”
Formative
Assessment
Good
job!
Assessment
criteria
- Learn
the negative and question forms of the past simple.
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Pictures
PPT
Student’s
book
|
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Main
part
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Ex: 1 p:10
• Refer students to the pictures and the title of
the text. Explain that trying to predict what the text is about
before they read will help them to understand it better.
• Students decide which of the sentences they think
are true and false. They can discuss their ideas in pairs.
,
• Encourage students to read the text quickly to
check their ideas. Tell them not to worry about the gaps at this
stage.
Ex: 2 p: 10
•
Focus students on the
sentences and explain that these complete the gaps in the
text.
•
Explain that students should
read each paragraph carefully. When they reach the gap, they should
read through all the options to see which one contains information
which is correct and relevant.
•
Students can work
individually then compare their ideas in pairs
Ex: 3 p:10
•
Read through the information
and examples with the class. Students find four more compound nouns
in the text. Ask them to read silently then put up their hands when
they find one, for you to write on the board. There are several
more examples in the text, so you can stop at four or carry on with
more examples
•
In a stronger class, ask
students if they can think of any more examples that aren’t in the
text.
Ex: 4 p:10
•
Explain that students are
going to practise some more compound nouns.
•
Students complete the
sentences individually, then compare with a partner. In a weaker
class, do the first item as an example.
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Students look at the photos and the title of the
text. Predict which of the sentences are true or false. Then read
the text and check your
answers.
ANSWERS :
1 True.
2 False. 3 True. 4 True. 5 False. 6 True.
Students
complete the text with sentences. There is one sentence that you
don’t need. Then listen and check your
answer.
ANSWERS:
1 b 2 e 3 c 4 a
Students read the information and complete the
examples. Then find four more compound nouns in the
text.
ANSWERS :
1 shopping
2 bed
3 washes
More compound nouns in the text: toilet paper,
dishwasher, light bulb, bathroom, shampoo bottles, toothpaste,
secondhand things, plastic bags, takeaway food, plastic cup,
plastic pots, lifestyle
Students complete the sentences with the words in
the box.
ANSWERS :
1 strawberry
4 washing
2 Christmas
5 kitchen
3 shopping
6
chicken
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Descriptor:
- read the
text
Total: 1 point
Differentiation: Modelling- teacher gives clear
description of the task with
examples
Descriptor:
- complete
the text with sentences
Total: 1 point
-Make CCQ
questions
Yes /
No
Descriptor:
- read the
information and complete the examples
Total: 1 point
Descriptor:
- complete the sentences with the
words in the box
Total: 1 point
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Cards
Worksheets
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ЖИ көмекші
Қауіпсіз төлем
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
