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Stages/
Time
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Teachers
actions
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Students
actions
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Assessment
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Resources
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Beginning
5 min
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Greeting. (Whale class,
Individually)
T tells
the class to make groups
of 2.
Warm
up:
Revise basic numbers
with the class by writing some simple sums on the board and asking
students to give the answer. For example,
write 13 + 4 =, 27+ 5 =, 5 x
8=, etc.
Write the numbers
1,000 and 100 on the board and ask students what we call a period
of 1,000 or 100 years.
Ask
students if they know any other words for periods of
time
T:
What do you think about
today’s theme?
Setting the aim of the
lesson.
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Learners read the given
sentences on the board and guess the topic and share with their
ideas.
Remember and recognize the main
vocabulary.
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Teacher controles the
process, gives feedback and asks additional questions if it’s
nessasery.
Teacher evaluate pupils with phrases
like:
“Good job!
Well done!”
Formative
Assessment
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Sheets of
peppers
Pictures of to
be
https://images.app.goo.gl/KnsJS9av5yt3PNh97
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Middle
30
min
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Task.
I (Wh, I) (pair
dicsussion)
Ex: 1
P:78
Students copy the lists and complete
them. In a stronger class, ask students to close their books and
put the numbers in size order. Write nought on the board and see if
students can remember all the numbers covered in exercise 1 up to a
billion. Do the same with times, starting with a
second.
Differentiation with
individual need:
Learner will be
supported by teacher and by helpers from his
class.Allow them to discuss their ideas in pairs. Model
and drill pronunciation of words that are new to
students.
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Learners complete
the list with the words in the box. Then listen and
check
ANSWERS
1 a
century
6 a
thousand
2 a
year
7 a
couple
3 a
day
8 a
half y
4 a
second
9
nought
5 a
billion
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T’s
feedback
Descriptor:
- work in
pairs
-complete the
list
Total: 2 point
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Student’s
book
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Task. II (Wh, I) (Task for
location)
Ex: 2
P:78
Play the CD and ask students to listen
and repeat. In a weaker class, you may need to play the CD twice
for students to feel confident doing this. Point out that in
English a point is used for decimal fractions (1.25), and a comma
is used to indicate thousands (25,
000).
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Learners listen and say the
numbers.
ANSWERS
Student’s own
answer.
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Self
-assessment
Descriptor:
-listen and repeat
-say the
numbers
Total: 2
point
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Worksheets
Stickers
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Task. III (Task for
understanding)
Ex: 3 P:78
Look at the sentences and explain that in each
one there is a mistake in the form of the number. Refer students
back to exercise 2. Check that they understand that a number is
used to express an amount and an ordinal number puts things in
sequence. In a stronger class, ask students to write two or three
more similar sentences with mistakes, then give these to their
partner to correct.
Differentiation:
A less motivated
student do
the first two items with the class as
examples.
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Learners correct the sentences using numbers and
ordinals
ANSWERS:
1
three
4
second
2
first
5
five
3
twelfth
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T’s
feedback
Descriptor:
-correct the
sentences
- use numbers and
ordinals
Total: 2 point
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Pictures
Worksheet
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Task.
IV
(Task for
understanding)
Ex: 4 P:78
Read the title of the quiz with the class and
look at the photos. Explain that students are going to do a quiz
about numbers in many different areas of life. Students work in
pairs to do the general knowledge numbers quiz. In a stronger
class, encourage students to discuss the options in English. Play
the CD for students to check their answers. Pause in the relevant
places to give students time to listen carefully. Find out who had
the most correct answers.
T asks some
CCQs:
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Is the approximate 7 million
population of the planet?
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Are there 1000 years in
millennium?
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Is six half of a
dozen?
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Was William
Shakespeare born in 18th
century?
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Learners work in pairs. Do the Numbers quiz. Then
listen and check your answers.
ANSWERS:
1 c
– 66
2 d
– 7 billion
3 b
– 5,585 kilometres
4 b
– 1,000,000
5 a
– 1,000
6 c
– six
7 c
– 3 hours
8 a
– 16th century
9 b
– 42.195 kilometres
10
c – 45 minutes 11 a – 776 BC
12
b – 3.142
Learners answers Yes or No in
CCQANSWERS
-
No
-
Yes
-
Yes
- No
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T’s
CCQs
Feedback:
“Thumbs up, thumbs
down”
After correct answer
teacher shows thumbs up, if there are some mistakes thumbs down
with comments
Descriptor:
- write sentences
- use prepositions
Total: 2 point
Descriptor:
- answers
Yes or
No
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Task.
V
Ex: 5 P:78
Students prepare their answers to the
questions individually, then ask and answer the questions in pairs.
• Ask some students to answer the questions about their partner.
Correct any mistakes in their use of
numbers.
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Learners work in pairs. Ask and answer the
questions.
ANSWERS:
Student’s own
answer
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Pair
assessment
Descriptor:
- write sentences
- use prepositions
Total: 2 point
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End
5
min
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“Finger” method is used to find
out was the lesson clear or
not.
5 fingers- I
understood
4 fingers -I have some
questions
2 fingers-I need a
help
Ex:
P:
Home task
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Ss show their knowledge
according to the lesson
Ss evaluate each other and
encourage classmate with phrases
like:
W ell done! Brilliant!
Good job! I like it!
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Poster Success
Ladder
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
28 Қазан 2024
40
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