|
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?
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.
Students say different words from the
picture
•Learners remember previous
lesson vocabulary
•Learners answer the
questions
|
The teacher to assess learners for
their ability.
“Good job!
Well done!”
Formative
Assessment
Good job!
Descriptor:
- remembers the lesson
passed
Point
1
Assessment
criteria
make basic statements related to personal information,
peopleand objects
|
Pictures
worksheet
Picture
|
|
Middle
of the lesson
Presentation part.
30 min
|
Ex:1
P:118
•Ask Ss to
read the rubric. Elicit which the key words are and ask Ss to
underline them.
Give Ss time
to answer the questions and then check Ss' answers around the
class.
Ex: 2
P: 118
•Give Ss time
to read the model and match the contents 1-4 to each paragraph
A-D.
Check Ss'
answers.
Ex: 3
P: 118
•Ask Ss to
copy and complete the table in their notebooks.
Check Ss'
answers on the board.
Ex: 4
P: 118
•Elicit the
function of each of the linking words/ phrases in the text from Ss
around the class and then give Ss time to think of suitable
alternatives using the Useful Language box to help
them.
Check Ss'
answers around the class.
Ex:5 P:
119
•Read the use
of conjunctions from the theory box on p. 118 and Ss look at the
theory. If necessary, write examples on the
board.
Give Ss time
to complete the task, then check Ss' answers.
Conclusion
during the lesson some tasks differentiated by
outcomes of the students and by their
abilities.
|
• Learnersread
the rubric, underline the key words and answer the
questions.
ANSWERS
1 I should write a for-and-against
essay.
2 My essay should be written in formal
style.
3 No, advantages and disadvantages should be discussed in
separate paragraphs.
4 Each main body paragraph should start with a topic
sentence
• Learners read the model and match the
paragraphs (A-D) to the headings (1-4)
ANSWERS
1 C 2 D 3 A 4
B
• Learners read the essay again complete the
table
ANSWERS
• Learners answer the question. Replace them
with ones from the Useful Language
box
ANSWERS
list points: To
begin with, Secondly, For one thing,
Furthermore
show contrast: On
the other hand
express an
opinion: I believe
conclude: All
things considered introduce examples/justifications: For example,
This means that, For instance, as a result, therefore,
Consequently
• Learners fill the gaps.
ANSWERS
1 because 2
whether
3 while 4 so 5 or 6
either
|
Descriptor:
-
read the rubric
-underline the key
words
- answer the
questions.
T otal: 2
point
Self
assessment
Descriptor:
- read the
model
- match the
paragraphs to the headings
Total: 2 point
Descriptor:
-read the essay
again
- complete the
table
Total: 2 point
Descriptor:
-answer the
question
- replace them with
ones
Total: 2 point
Descriptor:
-read the use of
conjunctions from the theory
- fill the
gaps
Total: 2 point
|
Card
Worksheet
Students book
|
ҚР Білім және Ғылым министірлігінің стандартымен жасалған
17 Мамыр 2024
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