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
|
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 shows Ss a short video.
T asks Ss to identify how does the writer feel?
T puts on the board different phrases and asks to choose one of the phrase as an answer.
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 watch video.
Think a bit.
Choose the most suitable phrase and tell it.
Explain their choice.
Aim: revision of previous lesson
Efficiency: Ss refresh their mind before starting new theme.
|
Descriptor:
-understand the main idea of the video
-choose the correct phrase.
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 asks Ss to look at exercise 1 b on page 73.
T asks Ss to read and complete the email.
|
Ss look through the text.
Complete the email
Use phrases
|
Descriptor:
-use phrases
-complete the text
Total: 1point
|
Whiteboard
Student’s Book
|
«Watch and check»
T asks Ss to watch the video again and check.
|
Ss check their answers.
|
T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
|
Whiteboard
Student’s book Poster
|
6 min.
|
T asks Ss to lok at exercise 2 on page 73. T asks Ss to answer the questions connected with email.
Aim: practice speaking
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 read the email again.
Answer the questions
Ss make discussion.
|
Descriptor:
-cooperate as a team
-answer the questions
-participate in discussion.
Total: 2points
|
Whiteboard
Student’s book Poster
|
8 min.
|
T gives exercises 4 on page 73. “Portfolio” task.
T asks Ss follow the structure and write an email.
Aim: practice writing
Efficiency:
To develop Ss writing skills Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.
|
Ss follow the inastructions
Write an email
|
Descriptor:
-can follow the instructions.
-write email
Total: 1point
|
Whiteboard
Student’s book
|
5 min
|
T gives exercise 3 on page 73. “Ask and answer” task as a pair work. Ss task is to use questions from exercise 4.
Aim: practice speaking
Efficiency:
Ss use new phrases and practice it with groupmates.
Differentiation: «Think, pair, share» method is used to develop their speaking and listening skills.
|
Ss use questions.
Ask and answer to the questions.
Work in pairs. Discuss as a pair and do the task
|
Descriptor:
-understand the text-1point.
-can ask and answer the questions-1 point
-can work in pairs -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 write an email
-can speak on the theme- 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?
|
|
|
