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Part of the
lesson/
Time
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Teacher’s
activity
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Student’s
activity
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Assessment
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Resources
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Beginning of the
lesson
Pre-learning
«Brainstorming» method
|
Revision of previous lessons
materials with the help of the
teacher.
Differentiation:
“verbal
support”
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.
|
Questions:
1.name the types of
questions
2 make your own
questions
Aim: Revise the previous lessons
material.
Efficiency: Ss refresh their mind before
starting new theme
|
Descriptor:
-answer
the
questions.
Encourage Ss who
answer the
questions
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Whiteboard
Cards
Students
Book
|
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Middle of the
lesson
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Direct Ss’ attention to the intelligences
(1-8) in the
list.
Ask them to read them and the explanations
(a-h) and then match
them.
Aim: To present vocabulary for types of
intelligences
Differentiation:
flexible pace
learning
|
Exercise 1a. p
72
Read the “intelligences” below
and match them to what they refer
to.
Answer
key;
1. d 5.
a
2. g 6.
c
3. e 7.
h
4. b 8.
f
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-find right
answers
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Whiteboard
Students
Book
Poster
|
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Read the questions
in the rubric aloud and then elicit Ss'
guesses.
Give Ss time to read
the text and find out if their guesses were
correct.
Aim: To introduce the topic of a text and read for
specific
information
|
Exercise 1b.p72
Read the questions and find
out the answers from the
text.
Suggested answer
key:
They relate to
Howard Gardner’s theory of multiple intelligences which we all have
to a greater or lesser
extent.
|
find right
answers
|
|
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Explain the task and
ask Ss to read the sentences A-F and then read the text and choose
the correct ones to fill each
gap.
•Give Ss time to
complete the task and remind them to look at the key words before
and after the gaps that will help them find the missing
sentences.
•Play the recording.
Ss listen and read and check
Aim: to
listen and read for
cohesion
and
coherence
|
Exercise 2. p
72
Read and choose from the
sentences A-F the one which fits each gap (1-5) There is one extra
sentence.
Answer
key:
1.
D
2.
C
3.
E
4.
F
5.
A
|
Descriptor:
-choose the right
sentences
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Whiteboard
Students
Book
CD
2.9
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|
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Give Ss time to
answer the questions referring to the text as
necessary.
•Check Ss'
answers.
Aim:
To consolidate information in a
text
Efficiency:
Develop their speaking
skills.
Differentiation:
Verbal
support
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Exercise 3 answer the
questions from this
exercise.
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Descriptor:
-answer the
questions
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Whiteboard
Students
Book
Poster
|
|
Writing
task
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Explain the task and
give Ss time to complete it.
Check Ss'
answers.
Aim: to develop critical thinking
skills
Differentiation:
practice method is used to assess Ss
writing
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Exercise 4.p
72
Complete
sentences
Answer
key:
1.
memorise
2.
excels
3.
calculated
4.
smart
5.
far-reaching
6.
rise
7.
proposing
8.
responded
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- make sentences without
mistake
-correctly state their
idea
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Whiteboard
Students
Book
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End of the
lesson.
Reflection
Individual
work:
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The One-Minute Papers method
was used as a reflection. It provides the opportunity to the
students to provide a quick reflection on what they learned by
responding to questions.
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Ss answer the questions like :
What is the most important issue discussed
today?
What did you find difficult to
comprehend?
What are some questions you
would like to explore
further?
Aim: To know how many Ss got the
theme.
Efficiency: To make appropriate
modifications that would enhance students’ learning engagement and
performance
Differentiation:
«Conclusion» method is used to finish the
lesson.
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Ss evaluate each other and
encourage classmate with phrases
like:
Well done! Brilliant! Good
job! I like it!
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Whiteboard
Students
Book
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17 Қаңтар 2024
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