ИБАДУЛЛАЕВА ШАХЛО ТАШПУЛАТҚЫЗЫ

-understand main points of given information

-understand the text using listening for specific information

-demonstrate the ability to write grammatically correct sentences on free time activities

Demonstrate the ability to write grammatically correct sentences on familiar topics

Confidence in using everyday language

6 min

(W) Teacher: In the end teacher asks students to range free time activities from the most important to the least. Finally, learners summarise and collate their statistics .

Teacher explains the aims of the lesson. Teacher: We are going to find out about free time activities. We are going to ask and answer questions about what we do in our free time.

5min

3 min

7min

7min

5-7min

(P) Vocabulary presentation Task 1 Back-to-back Teacher explains the rule of the interactive game. 1. Learners will sit back-to-back with chairs touching, so they can hear each other but mustn’t see when the activity begins. 2. Student A receives a picture which connected to the free time activities, Student B receives a piece of paper and a pencil. 3. Student A describes the picture to Student B who has to draw or write name the of the free time activity. Student B may ask questions as necessary. Example: Student A It is an outdoor activity. You need a hook and an earthworm. Student B It is go fishing. Descriptor: A learner -describes the picture using free time activities — draws or writes the name of the free time activity

AFL Oral feedback/Self –reporting strategy Watch body language

(G) Listening Stage. Pre-Listening task. Task 2 Look and say. Learners are given a photo of a boy and the map.Teacher asks learners: How do you think what the name of the boy is? Where is he from? How old is he? What does he like doing in his free time? Learners have to predict a boy’s name, age and his country. Teacher says to learners to find out if they are wrong or right after listening stage.

AFL Peer Assessment Talk to each other

(G) While-Listening Stage Task 3 Jigsaw listening Learners in two groups listen to the text and answer the questions in short form at the same time.

1 How old are the members of the teen’s club? 2 How much does it cost to be a member of the teen’s club? 3How many free time activities are there in the club? 4Does Larry like to go there? 5 How often does Larry go to the teen’s club?

Descriptor : A learner — listens to the text for specific information very carefully — writes the answers to the questions correctly

Answer Key: 1. The members of the teen’s club are between 8 -16. 2. Membership costs 6 dollars a month. 3. There are 10 free time activities in the club. 4. Yes, he does. He likes to go to teen’s club very much. 5. He goes there five days a week.

Post –Listening Stage Teacher shows the answer key on the interactive board. Groups conduct self assessment (I)Task 4 True/false chairs Teacher says sentences about the text. Learners stand in 2 rows. In the front, there is a “true” and “false chairs. If the sentence is true, students run to the true chair, if false to the false chair. Whoever sits 1st correctly wins a point. Example: Teacher says The teen’s club is openevery day. Learner who chose the false chair first sits and says No, the teen’s club isn’t open on Sundays. 1.Teen’s club members are between 6 and 11 years old. 2.You can play in a band in the teens club. 3.Membership is 8 dollars a month. 4.He goes to the teens club 3 times a week.

AFL Group Assessment

(P)Task 5 Personalisation Now learners we’ll play an interactive game “Two truths and one lie”. Each learner writes three statements about their free time, one false and two true sentences. Learners go around the classroom, find a partner and reads the statements. Other learners predict which statement is a lie. Example: 1. I like surfing the internet and can sit till the midnight.(a truth) 2. I could speak English when I was five years old ( a lie) 3. At school I feel asleep while taking my final exam.(a truth ) AFL Peer Assessment Hand in, pass out.

A photo of a boy and a map, tape recorder , worksheets

Two chairs with “true” and “false” words

5min

 you have learnt today  you have done well

 the group has done well  you would like to find out more about

 you know now that you didn’t know 40 minutes ago

challenge the more able learners?

Task 2: For weaker learners can be given an opportunity to write sentences in fort form. Monitor and play the recorder again if necessary. Example : country –America name- Larry age- 15

For the higher level learners should only listen and take full statements. After the discussion, they will feed back to the whole class.

Task 3 For less able learners use their native language and more time to complete the task. Give a model before they start writing. Use a correction code.

For stronger learners reduce the time given to complete the task.

Monitor learners to check they can write the answers to the questions. Self Assessment: Learners assess their statements according to answer key shown on the interactive board AFL Group Assessment

Did each learner contribute to the speaking and discussion? If not, why? AFL Peer Assessment Hand in, pass out.

If learners are tired, do physical breaks with them.

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 or individuals that will inform my next lesson?