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Beginning of the
lesson
Warming-up
3 min.
Pre-learning
«Brainstorming» method
7 min.
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Organization moment
:
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know what to anticipate from the
lesson.
Warm up
Spot the
word
Put a long word up on the
board, ideally to do with a topic you’ve been covering, something
with at least nine letters. Then set learners a time limit to see
how many words they can create from that word. The beauty of this
game is that it can keep going for as long or as little as you want
it too.
Lead – In
|
Learners read the
given sentences on the board and guess the topic and share with
their ideas.
Students say different words from the
picture
Learners remember previous lesson
vocabulary
Learners answer the
questions
What time do you get up every
morning?
What time do you go to
school?
What do you do after the
lesson?
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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
Good job!
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Pictures
worksheet
Picture
|
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Middle of the lesson
Presentation part.
30 min
|
Ex:1 P:33
Play the recording. Ss listen
and repeat chorally or individually.
Elicit the L1 equivalents from
Ss around the class.
Ex: 2 P: 33
Direct Ss' attention to the
family tree and explain the task.
Ss complete the task. Check Ss'
answers.
Ss close their books. To
present 's genitive/whose, start by pointing to a student and
saying: Who's [Bill]? (He's [Mario's] brother/best friend, etc.)
Write it on the board. Then point to a student's book and say:
Whose book is this? (It's [Paula's].)
Write it on the board. Indicate
some desks in the classroom and say: (Whose desks are these? They
are the student's desks.) Write it on the board. Say then write:
Who's the children's teacher? (I'm the children's
teacher.)
Ex: 3 P: 33
Ask two students to read out
the example exchange about Sue's family while the rest of the class
follow in their books. Ss then ask and answer in pairs about Sue's
family, using the pictures and
vocabulary in Exs. 1 and 2 to extend the
activity. Monitor the activity around the class and help as
necessary.
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Learners listen and
repeat.
ANSWERS
Students’ own answer
Learners look at Sue’s family tree. Use
the words above tom complete the sentences.
ANSWERS
2 cousin, her cousin
3 son, their son
4 grandma, her grandma
5 aunt, her aunt
6 nephew, his nephew
7 mum, their mum
8 father-in-law, his
father-in-law
Learners ask and
answer
ANSWERS
A: Who's John?
B: He's Sue's brother. Whose
dad is Sam?
A: He's Kate and Claire's dad.
Whose sister is Kate?
B: She's Claire's sister. Who's
Mark?
A: He's Mary's husband. Who's
Ann?
B: She's Steve's wife, etc.
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Descriptor:
-Listen and repeat
Total: 3 point
Self assessment
Descriptor:
- attention to the family tree
- complete the sentences
Total: 3 point
Descriptor:
- read out the example
- ask and answer in pairs
Total: 3 point
-Make CCQ questions Yes / No
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Card
Worksheet
Students book
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End of the lesson
5 min
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FEEDBACK
Learners provide
feedback on what they have learned at the lesson.
Ex: P:
Home task:
Write the days
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What worked well for
you in today’s class?
What could we have
done differently to make today’s class better for
you?
What are you
wondering about after today’s lesson?
What did
you find difficult about today’s lesson?
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Poster Success
|
ЖИ көмекші
Қауіпсіз төлем
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
