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 gives exercise 1 on page 106.
T asks Ss to read and find true sentences
In differentiation part «Think and Share » method was used to check up student’s vocabulary knowledge and speaking
After that T introduces the aim and theme of the lesson.
|
Ss read the sentences
Find true sentences about swimming.
Aim: revision of previous lesson
Efficiency: Ss refresh their mind before starting new theme.
|
Descriptor:
-read and find
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 theme. T asks Ss to look at exercise 2 on p 106.
T shows a short video and asks Ss to match the instructions to the pictures from the exercise 2.
|
Ss watch the video.
Match the picture.
|
Descriptor:
-match the pictures
Total: 1point
|
Whiteboard
Student’s Book
|
«I think……..»
T asks Ss finish sentence with their own ideas.
|
Ss make up sentences with given structure.
Use their own idea.
|
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 3 on page 106 as a team work.
T asks Ss to complete the sentences with must/mustn’t
Explain grammar material, give examples.
Aim: practice grammar
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 write down new grammar structure connected with must/mustn;t
Complete sentences with must/mustn’t
|
Descriptor:
-use grammar
-complete sentences
Total: 2points
|
Whiteboard
Student’s book Poster
|
8 min.
|
T gives exercises 4 on page 106
T asks Ss to list the information from the text.
Aim: practice speaking.
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 do exercise 4 on page 106.
Read the text
List the information under the headings: dos/don’ts
Use must/mustn’t
Tell the class
|
Descriptor:
-can use grammar.
-can present information
Total: 1point
|
Whiteboard
Student’s book
|
5 min
|
T gives exercise 5 on page 106 writing task. T asks Ss to write about basketball game.
Aim: practice listening.
Efficiency:
Ss improve listening.
Differentiation: «Think, pair, share» method is used to develop their speaking and listening skills.
|
Ss find information about basketball.
Write short text with must/mustn’t
|
Descriptor:
-find info-1point.
-use must/mustn’t-1 point
-write short text -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.
Aim: To know how many Ss got the theme.
Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the lesson.
|
Descriptor:
Use key phrases effectively.
-can work with text
-can discuss the main points- 2points.
Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
|
Whiteboard
Student’s book Poster: Success Ladder.
|
DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners?
|
ASSESSMENT – how are you planning to check learners’ learning?
|
Health and safety rules
|
During the lesson some tasks differentiated by outcomes of the students and by their abilities.
All learners memorize the opinion of the speaker of curricular topics.
Most learners improve interaction between students through discussion.
Some learners describe basic information about themselves and others.
|
Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.
During the activity teacher after each right answer gives feedback with the method: “The Praise”.
“You are right”
“Great!”
“Good”.
“Sandwich”
Well done, you can say the topical words correctly, at home repeat words again and learn by heart.
|
Provide some physical exercises for learners
|
Reflection
Were the lesson objectives/learning objectives realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
|
|
|
