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 мин.
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Organization moment :
1.Greeting.
2. Organization moment.
Look at the pictures and talk about smiles.
Teacher shows smiles with different faces.
Ss revise the adjective.
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Ss name the smiles and say description to each smiles.
The aim: develop the ability to describe a picture
a picture, give practice of asking.
Efficiency: To give practice of asking and answering questions using the present continuous tense
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Feedback:
“Smiles”
Teacher give smiles to Ss who will describe the smiles.
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Whiteboard
Student’s Book
Excel,5
Exercise 8. page 59
PPP-2
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Pre-learning
Individual work
7 min.
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Match the titles to the types of films. Make sentences.
Differentiation:
All Ss understand the type of films and most Ss match the pictures and descriptions. Some of them make sentences.
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Ss match the titles to the types of films and make sentences.
Aim: improve concentration and
train visual memory.
Increase short term memory and
increase attention to detail.
Efficiency: help to classify objects that are grouped by similar traits.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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Whiteboard
Student’s Book
Excel,5
page 59
exercise – 6.
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Middle of the lesson
Group work.
“Dialogue”
10 min.
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Speaking. –agreeing/disagreeing.
In pairs talk about types of films, as in the example.
T divides Ss into pairs by method “Counting”.
Differentiation:
T sets up multiple reading centers in the class that focus on different literacy skills.
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Ss in pairs talk about types of films following the sample dialogue.
Aim: promote communicative efficiency.
Efficiency: students to actually be able to use the language as correctly as possible and with a purpose. |
Feedback:
“Hamburger”
Descriptor:
-follow the instruction
-say agree/disagree
1 point.
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Whiteboard
Student’s Book
Excel,5
Exercise 7. page 59
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Pair work.
“Presentation”
10 min.
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Writing.
Prepare a short presentation of other mythical creatures.
Ss can use the key phrase: mythical creatures.
Differentiation:
This task differentiated by levels of Ss. Less able Ss define
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Ss do the task and define the true/false sentences.
Aim: stimulate your memory and thinking skills.
Efficiency:
true-false tasks can yield valid measures of educational achievement directly.
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Descriptor:
-understand the sentences
-define true/false.
Total: 1point
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Whiteboard
Student’s Book
Excel,5
Exercise 3, page 59
PPP-8
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Individual work
5 min
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How are the creatures in mythology similar to or different from the same creatures in the films?
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Ss answer the question by comparing the creatures of the films.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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Whiteboard
Student’s Book
Excel,5
Exercise 4, page 59
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End of the lesson.
Reflection
Individual work:
3 min.
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After doing all the tasks T asks Ss to describe the each creature with one adjective on ex 8.
For example: the Dracula is frightening.
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Ss describe film creatures using adjectives.
Aim:improve speaking skills.
Efficiency: memorize the name of creatures correctly.
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Feedback:
«The praise» method to evaluate Ss. like:
“Good job!
Well done!”
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Whiteboard
PPP -
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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 adjectives to define the films.
Most learners talk about types of films intelligibly.
Some learners construct a short presentation about creatures.
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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.
Teacher evaluates with “The praise”.
“Hamburger”
Each group will give a feedback to another group using the Feedback Burger
“Smiles”
Teacher give smiles to Ss who will describe the smiles
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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:
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
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