Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

Jump and Spell

Have students stand up. Tell them a vocabulary word. Have them spell the word and jump at the same time, so if students are spelling “goldfish,” they’d need to jump 8 times.

This warmer is quick, simple, and fun. If your students are reluctant to do it, simply do it with them. There’s nothing students love more than seeing their teacher do something ridiculous.

G-O-l-D-F-I-S-H!

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

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

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/xCxWBy9fmBFBa8K99

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 21

Draw Ss' attention to the pictures and play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents from various Ss.

Learners listen and repeat. What are these words in your language?

ANSWERS

Students’ own answers

Pair assessment

Descriptor:

- listen and repeat

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 21

Elicit the meaning of living and non-living and ask Ss to categorise the words into each type.

Give Ss time to complete the task. Check Ss' answers

A learner with individual needs: will be paired with helpers and teacher allows him to categorise the words into each type with support.

Task: Underline the pictures living or non-living things

Learners look at the picture. Answer the question.

ANSWERS

Living: dog, goldfish, snake, tortoise, flowers

Non-living: skateboard, guitar, cap, gloves, helmet, digital camera, watch, comic book, trainers, basketball, scarf

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- look at the picture

- answer the question

Total: 2 point

Worksheets

Student’s book

https://images.app.goo.gl/vq7Mqb9rStNq8zN49

Task. III (Task for understanding)

Ex: 3 P: 21

Explain the task and play the recording. Ss listen and fill in what Peter has and hasn't got. Check Ss' answers.

Learners listen to Peter and complete the sentences

ANSWERS

He has got a scarf and a helmet.

Pair assessment

Descriptor:

- listen to Peter

- complete the sentences

Total: 2 point

Task. IV

Ex: 4 P: 21

Ask Ss to look at the pictures again and complete the sentences with what they have/haven't got. Ask some Ss to read their completed sentences aloud.

Learners complete the sentences.

ANSWERS

I've got a watch.

I haven't got a guitar.

Descriptor:

- complete the sentences

Total point 1

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

P22: Ex:1

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder