Абдулла Наргиза Сатыбалдықызы

7.L5 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics

7.C6 organise and present information clearly to others

• Lesson objectives

Guess the topic they will discuss with the help of rebus

Get acquainted with some ideas to use in the dialogue

Work on some key words with support

Most of learners will be able to:

Expand content of the lesson topic

Make up a dialogue using new ideas and expressions

Some of learners will be able to:

Create an adventurous story using word lists

Tell about an amazing experience they have created using intonation to show surprise

Get involved in the dialogue

Act out a dialogue using intonation to show surprise

To form sentences appropriately considering grammar structure and spelling

5 min

Middle

10 min

5 min

2mins

2 mins

3mins

3mins

6mins

Greeting students.

Procedural questions

Checking for homework. To consolidate grammar on Past Simple and continuous tenses teacher gives each student by two sentences to put into correct tense form.

Task 1. (GW) Brainstorming .What is our topic for today?

Teacher organizes this activity by dividing them into groups in the form of competition. She explains the rule of the game on which they must think and analyse symbols quickly.

Teacher shows the rebus on PPP to let them guess the lesson title by teacher support

They will understand by this rebus and some direct questions that today they are going to talk about interests of people. Rebus answer is “What is your interest?”

Task 2. (W). Divergent questions. Teacher shows a list of following questions to know learners’ interest:

• Do you like drawing/writing a poem/ taking a photo, making clothes? Why?
• When you go on holiday which places do you like to attend first? Why?
• What is your hobby?/ What do you do in your spare time? Why?

Teacher may support them with some expressions to answer “why” questions. She responds with interest, for example, by saying Really? or You are kidding!

Task 3. Listening activity. Listening to dialogue focusing on more intonation of the speakers. For this activity, the aim is for students to just listen before they read the dialogue. Teacher asks them to cover it with a piece of paper or a book. They can still look at the photo.

Working on unknown words if there are any:

To take a photo, to skateboard, to do tricks, to try

Comprehension.

Then she asks controlling questions to make sure they understand the dialogue content:

What are Shaun and Leah looking at?

What do you think they are saying?

Did Shaun try skateboarding?

Task 4. Exercise 3 on p. 56. Teacher keeps the dialogue covered, and asks students to read through the key phrases and try to complete them from memory. The she plays the CD and tells students to check their answers. She also mentions them how intonation is used to express surprise. Students practise the key phrases, using the correct intonation.

Differentiation. In a stronger class, teacher tells individual students key phrases for them to react to, for example, I won a prize. Did you run the marathon last year? You worked very well.

Descriptors: A learner

Reads and repeats expressing words correctly

Find the key phrases

Understands and answers the questions to the dialogue.

Assessment with dollars rates —

Task 5. Ex: 4, p.56 Active learning. Making up an amazing experience using ideas in the box.

Firstly, teacher goes through the ideas in the box and checks understanding. Students prepare their ideas individually, then work in pairs to tell their partner some amazing things and

express interest. In a weaker class, students can make

notes before they speak. Teacher monitors while students are working, and encourage them to use the correct stress and intonation.

Differentiation – by task.

Weak learners get simple task to make up a short and simple story using ideas in the box. Strong learners get more difficult task using colorful and expressive adjectives.

-By teacher’s support. Weaker learners are assisted with unfamiliar words.

PPP slide

PPP slide

Student’s book Excel grade 7, p.16

English plus 7 Student’s book p. 56

English plus 7 Student’s book p. 56

3 min

Giving the home task. To prepare for the exercise, students look at the photo and describe what is happening.

.

Self-assessment chart

Feedback: Colour Owl

Got It. I can explain it.

Getting It.

I still have Question.

Not yet.

I need help to understand.

Weak learners get simple task. Strong learners get more difficult task

• In speaking activity I support them with some expressions to answer “why” questions.
• In reading activity I tell individual students key phrases for them to react.
• In speaking activity where they produce their speech I support learners by translating the vocabulary.

Assessment with rate of dollars

Concluding the lesson

Self-assessment chart

Giving the home task.

Feedback: Colour Owl

Got It. I can explain it.

Getting It.

I still have Question.

Not yet.

I need help to understand.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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 orindividuals that will inform my next lesson?