|
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
|
03 Сәуір 2025
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