|
Beginning of the
lesson
Warming-up
3 min
Pre-learning
«Brainstorming»
method
7 min.
|
Organization moment
:
1.Greeting.
Ask about the
weather.
The teacher sets the lesson
objectives, letting students know what to anticipate from the
lesson.
Warming
up
Where are you
from?
How old are
you?
What color is
it?
How many students
are there in class?
What day of the week
today?
revise the language from the previous
lesson
Lead –
In
|
The aim:
To develop pupils speaking skills and create
friendly atmosphere
Efficiency:
By wishing each other they feel better and feel
the support of others
Students of the class are
listed.
Students' attention is drawn to the
lesson.
•
Learners
talk about daily routines
previous lesson
vocabulary
Determines the topic and purpose of the
lesson
Students say different words from the
picture
|
The teacher to assess learners for
their ability.
“Good job!
Well done!”
Formative
Assessment
Good job!
Descriptor:
- talk about daily
routines
Point
1
Assessment
criteria
- Learners have met the learning
objectives if they can talk about
time adverbs
|
Pictures
worksheet
Student’s
book
|
|
Middle of the lesson
Presentation part.
30
min
|
Ex:1
P:32
•
Present the past simple. Say then write on the
board: I watched TV yesterday. Underline watched and explain that
this verb is in the past simple. Point to a S and say: You watched
TV yesterday. Then write it on the board. Point to a male S and
say: He watched TV yesterday. Then write it on the board. Present
the other persons in the same way. Elicit that the verb is the same
in all persons.
•Explain/Elicit the spelling rules. Write the
verbs work, love, play, study, travel and their past simple forms
on the board: work – worked (most verbs take -ed to form their past
simple form), love – loved (verbs ending in -e add -d), study –
studied (verbs ending in consonant + -y lose -y and take -ied),
play – played (verbs ending in a vowel + -y add -ed), travel –
travelled (verbs ending in a vowel + l, p, k, b, etc. double the
consonant and add -ed)
Ex: 2 P:
32
•
Explain the task and give Ss time to complete
it.
•
Then check Ss’ answers around the
class.
Ex: 3 P:
32
•
Explain the task and read out the
example.
•
Give Ss time to complete the task in closed
pairs.
•
Monitor the activity around the
class.
Ex: 4 b P:
32
•
Ask
Ss to read the theory box and elicit in which sentences we can
write would instead of used to.
Conclusion during the lesson some tasks differentiated by
outcomes of the students and by their
abilities.
|
•Pupils
read the text. Identify the
tenses.
ANSWERS
1
past simple
2
past continuous
3
past simple
4
past simple
5
past continuous
6
past continuous
7
past continuous
8
past continuous
9
past simple
a
past simple
e
past continuous
b
past simple
f
past continuous/
c
past continuous past simple
d
past continuous
•Pupils put
the verbs in brackets into the pasts simple or past
continuous
ANSWERS
1
were you
2
was watching
3
did you see
4
was waiting
5
did Nurislam do
6
bought
7
went
8
Did you go
9
Was driving
10
got
•Pupils use the time adverbs to make sentences
about yourself and your friends
ANSWERS
I
went to the theatre last month. My friend Gulnar and I went on
holiday in 2015. I was studying when you called me. Sezim was
reading a book while I was listening to music. I stayed home last
Saturday. I went to the cinema with Temir two days
ago.
•Pupils complete with used to or
would
ANSWERS
1
used to/would
2
used to
3
used to
4
used to/would
5
used to/would
6 used
to/would
|
Descriptor:
-
read the text
-
identify the tenses
Total: 2 point
Descriptor:
-
put the verbs in brackets into the pasts simple or past
continuous
Total: 2 point
pupils are
evaluated by collecting colour pencils
Descriptor:
- use
the time adverbs to make sentences
Total: 3 point
Descriptor:
- complete with used to or
would
Total: 3 point
-Make CCQ questions Yes /
No
Total: 10
point
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Card
Worksheet
Students book
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ЖИ көмекші
04 Қаңтар 2025
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