Part of the lesson/Time
|
Teacher’s activity
|
Student’s activity
|
Assessment
|
Resources
|
Beginning of the lesson
Warming-up
3 min.
|
Organization moment:
1.Greeting.
Ask about the weather.
|
The aim: To develop Ss speaking skills and create friendly atmosphere
Efficiency: By telling the wishes they show their appreciations .
|
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:
“Good job!
Well done!”
|
CD player
Microphone
cards
|
Pre-learning
«Brainstorming» method
5 min.
|
T puts on the board cards with phrasal verbs from previous lesson.
T asks Ss to make examples
In differentiation part «Refresh your mind » method was used to check up student’s vocabulary knowledge and speaking
After that T introduces the aim and theme of the lesson.
|
Ss look through the cards with phrasal verbs..
Answer to T’s questions
Make their examples.
Aim: revision of previous lesson
Efficiency: Ss refresh their mind before starting new theme.
|
Descriptor:
-know new words
-can speak according to the theme
Total: 1point
Praise Ss who has more cards and could name the cards.
|
Whiteboard
Cards
Student’s book
|
Middle of the lesson
Presentation part.
8 min.
|
T presents new grammar theme connected with Adverbs and it’s order
T gives clear explanation.
T gives structure of the sentence.
T gives example.
|
Ss listen to the T’s instructions and write down structure.
Make their own sentences.
|
Descriptor:
-can follow the instruction
-can make sentence with adverbs
Total: 1point
|
Whiteboard
Student’s Book
|
«Complete the table»
T asks Ss to use information from the posters and complete the table with adverbs.
|
Ss make up sentences with given structure.
Use information from the posters.
|
T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
|
Whiteboard
Student’s book Poster
|
11 min.
|
T gives exercise 1 on page 90.
T gives task connected with the table.
Aim: make them involved to the theme
Efficiency:
To develop Ss critical thinking skills and writing skills
Differentiation: «Verbal support» method is used to help Ss use new grammar in the sentences.
|
Ss work with table.
Complete sentences with suitable adverbs
Identify the type of the adverb.
Ss evaluate each other.
|
Descriptor:
-cooperate as a team
-know types of adverbs
-use new grammar
Total: 1point
|
Whiteboard
Student’s book Poster
|
8 min.
|
T gives exercises 2 on page 90.
T asks Ss to make up sentences with the given advers
Aim: practice grammar.
Efficiency:
To develop Ss writing skills and critical thinking skills Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.
|
Ss follow T’s instructions.
Use the given adverbs
Identify the type
Make up sentences
|
Descriptor:
-use adverbs.-1 point
-make sentences- 1point
|
Whiteboard
Student’s book
|
5 min
|
T gives exercise 3 on page 90 . Ss task is to choose the correct adverb.
T gives exercise 4 on page 90 to complete the sentences.
Aim: learn to share point of view
Efficiency:
Ss use new vocabulary and practice it with groupmates.
Differentiation: «Think, pair, share» method is used to develop their speaking and listening skills.
|
Ss Read the task.
Follow the structure
Choose the correct adverb
Identify the type
Complete the sentences.
|
Descriptor:
-know adverbs-1point.
-can choose correct adverb-1 point
-can complete sentence -1point.
|
Whiteboard
Student’s book
Poster
|
End of the lesson.
Reflection
Individual work:
5 min.
|
The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.
|
Ss use their stickers to show their knowledge according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
|
