Part of the lesson/Time
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Teacher’s activity
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Student’s activity
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Assessment
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Resources
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Beginning of the lesson
Warming-up
5 min.
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Organization moment :
1.Greeting.
2. Organization moment.
Energizer dancing
T asks Ss to stand up and follow the video.
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Ss dance following the video.
Aim: refresh brain after other lessons.
Efficiency: students be engaged in the class.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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White board
PPP-2
https://youtu.be/iZinb6rVozc
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Pre-learning
Individual work.
5 min.
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Teacher explains the adverbs of frequency.
Read the sentences. Complete the rule with after or before. Say the adverbs in your language.
Teacher asks Ss to complete these sentences according to the rule of adverbs.
Adverbs of frequency usually go ______ the main verb, but ____the verb to be.
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Ss complete the sentences with after and before.
Then complete the rule of adverbs.
Aim:.develop grammar literacy skills.
Efficiency: practice to express and use adverbs correctly.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
Descriptor:
-read the sentences
-complete sentences correctly.
1point
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Student’s book.
Excel-5grade.
Page 88.
Ex.1.
PPP-3
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Middle of the lesson
Pair work
“Completing”
8 min
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Complete the sentences with adverbs of frequency.
After completing the text Ss share with their partners.
Differentiation:
Less able Ss complete the sentence by teachers special support as drilling the meaning of the adverbs.
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Ss complete the sentences with correct adverbs.
Share with partners.
Aim: improve critical thinking skills and logically thinking skills.
Efficiency: develop speaking skills and grammatical literacy skills.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
Descriptor;
-complete the sentences
-share with partners
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Whiteboard
Student’s book.
Excel-5grade.
Page 88.
Ex.2.
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Pair work.
“Talking about habits”
15 min.
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Speaking.
Work in pairs. Use always, usually, often, sometimes or never to make true sentences about yourself.
How often do you …
*eat fish?
*go swimming?
*watch TV?
*play tennis?
*tidy your room?
*go to the theatre?
*get up early?
*go to bed late?
A: how often do you eat fish?
B: I never eat fish.
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Ss work in pairs and make true sentences about themselves.
Aim: practice grammar and develop general comprehension skills.
Efficiency: improve correctly using of adverbs and their places into the sentences.
Differentiation:
Less able Ss make sentences by pairs support.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
Descriptor:
- work in pairs
-use adverbs correctly
1 point.
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Whiteboard
PPP-4
Student’s book.
Excel-5grade.
Page 88.
Ex.3.
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Individual work.
5 min.
“Writing”
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Use adverbs of frequency to write sentences about yourself.
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Ss write a short sentences about themselves.
Aim: develop writing skills.
Efficiency: improve vocabulary and usage of the vocabulary.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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PPP-4
PPP-5
Student’s book.
Excel-5grade.
Page 88.
Ex.4.
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End of the lesson.
Reflection
Individual work:
2min.
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To reflect the lesson T asks questions.
When we use after?
And before?
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Ss answer the questions.
Aim: define how much they understand the new lesson.
Efficiency: ensure with the basic information.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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Whiteboard
PPP - 7
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DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners?
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ASSESSMENT – how are you planning to check learners’ learning?
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Health and safety rules
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During the lesson some tasks differentiated by outcomes of the students and by their abilities.
All learners use adverbs in a simple sentences to express thoughts.
Most learners say adverbs to point out the places of city
Some learners identify the places using the adverbs correctly
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Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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Provide some physical exercises for learners
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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?
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Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
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