Translation of the verb 'to be'

Term 1

Translation of the verb to be

School: Egindibulak

Date: 14/09/18

Teacher name: Shaikhiyeva L. B.

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

organise and present information clearly to others

use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the unit to express views and write some relevant questions accurately and create a poster, follow the steps in a project checklist

Most learners will be able to:

use a range of language from the unit to express views and write a range of relevant questions accurately and create a poster, follow the steps in a project checklist

Some learners will be able to:

use a wide range of language from the unit to express views and write a range of relevant questions accurately, create a poster and give a presentation on the topic, follow the steps in a project checklist

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

To discuss values and express own points of view.

To test knowledge learnt in this unit

• Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false.

Writing

Worksheets

Main Activities

To write a quiz

• Explain the task and allow Ss time to look through Unit 1 and think of quiz questions in pairs. Ex.1 p.19

• Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The most popular hobby in Kazakhstan is reading newspapers. ( True or false)

• Ss swap their quizzes with another pair and do it and then report back to the class.

Pictures

To read for coherence and cohesion; to understand the author’s purpose

• Explain the task and elicit the meanings of the words in the list. Give the right headline to the text.

• Allow Ss some time to read the instruction Ss listen and check their answers

To read for information; to understand purpose

• Allow Ss some time to talk amongst themselves in pairs and think about the poster.

Group Work

• Ask Ss to give a reason why they like to do this activity.

• Elicit answers from Ss around the class.

• Ask Ss to present their posters.

Presentation

Ending the lesson

Game Play in teams or pairs. Say the name of a colour. The other team/person says its meaning either in a picture or in life. A: yellowB: splitting up

Cards

Term 1

School: Egindibulak

Date: 21/09/10

Teacher name: Shaikhiyeva L. B.

CLASS: 5

Number present:

absent:

Lesson title

The word it

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

communicate meaning clearly at sentence level during, pair, group and whole class exchanges and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics

write with support factual descriptions at text level which describe people, places and objects

use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to: ask simple questions to get information and answer it use appropriate subject-specific vocabulary syntax to talk about

Most learners will be able to: write with support factual descriptions use prepositions to talk about location

Some learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10min

T-S.Greetings: Good afternoon dear children

How are you? What is the weather like today?

Is it hot or warm? Is it rainy or sunny?

What is the weekday today?

What is the season now?

T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it.

Middle

30min

Task-1.

W3. Describe your house with the given vocabulary

Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.

Draw your ideal bedroom. In three minutes

write a few sentences about it. Compare your room with your partner’s. What is similar/different? Tell the class

Descriptor: Describe your house with the given vocabulary

UE6. In general we use some in positive sentences and any in questions and negative sentences .We also use any with the meaning ‘it doesn’t matter which’:

• You can catch any bus. They all go to the centre.

Task-3

S6. Say the suitable sentences in pair work two learners in pair should say three sentences two sentences must be according to the theme one sentence must be the odd one and neighbours should recognize which is the odd one out.

Living room is the place where we can sit and watch TV.

Kitchen is the place where we can cook meals.

Gym is the place where we can play volleyball with our friends

Descriptor: give two clear sentences and one odd sentence during pair work

End

5min

For the feedback we will talk about “Traffic lights”

-Green The lesson is clear for me

-Yellow I have got some question

-Red I don’t understand anything