Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask: How would you describe your personality? Elicit a few ideas from individual students.

• Put students into pairs to write down as many words they can think of associated with personality.

• Write attributes on the board and ask students if they think people with certain attributes are suited to particular hobbies. Ask: What kind of people are suited to playing chess? Accept all answers.

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Learners fill the sheets of papers by classifying hobbies in together

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/i2kwjRagkf6dqBDG6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:8

In a weaker class, ask for translations. In a stronger class, encourage students to put the words into sentences to show understanding.

Differentiation with individual need learners:

* Translate in L1 adjectives of the hobbies.

Learners complete the table. Which adjectives are negative?

ANSWERS

1 generous

2 passion

3 moody

4 anxious

5 pessimistic

6 optimism

7 responsibility

8 respect

9 enthusiasm

10 confidence

11 frustrated

Negative adjectives: moody, anxious, pessimistic, frustrated

T’s feedback

Descriptor:

- complete the table.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:8

In a weaker class, you could help students to prepare for the task by deciding together whether the missing words are adjectives or nouns. In a stronger class, ask students to give reasons and justify their opinion. Ask some students to compare their answers and report back to the class on how similar or different they and their partner are.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners complete the sentences with your own ideas using words in exercise 1.

ANSWERS

Student’s own answer

Self -assessment

T’s CCQs

Descriptor:

- complete the sentences

- using words in exercise 1

Total: 2 point

Worksheets

Stickers

Task. III

(Task for understanding)

Ex: 3 P:8

Students do the Hobbies questionnaire, then compare their answers in pairs. Do they have similar views on hobbies? Ask them to discuss what hobbies they do and what attributes help with that hobby.

T asks some CCQs:

• Is it good to spend your time with friends?

• Do you like an active hobby?

• Do you interested in your hobby?

Learners complete the Hobbies questionnaire. Then compare your answers with a partner. Do you have the same attitude to hobbies? How are you the same and different?

ANSWERS

Student’s own answer

Learners answers Yes or No in CCQ ANSWERS

-No

-Yes

-Yes

T’s feedback

Descriptor:

- complete the Hobbies questionnaire

- answer the question

Total: 2 point

Descriptor:

- answers Yes or No

Pictures

Worksheet

End

5 min

“Finger” method is used to find out was the lesson clear or not.

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Ex: P:

Home task

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

W ell done! Brilliant! Good job! I like it!

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Pantomime: 'What do you like?

Play the game in 2 groups. One pupil from each group comes to the board and mimes a hobby. The other group tries to guess the hobby. If they guess correctly, they win one point. At the end of the game, the group with the most points is the winner.

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/i2g4PSk1aFJaj5G69

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P: 9

Write on the board: In life, it’s best not to act too … Elicit possible endings for the sentence (quickly, carefully, etc.).

Write the adverbs successfully, generously, anxiously, and confidently on the board and underline them. Elicit that they are adverbs, they end in -ly, and they are formed from the adjectives in exercise 1.

Check that students understand the difference between adjectives and adverbs. Write on the board: Petra is a good singer. Petra sings well. Underline good and well. Explain or elicit that adjectives modify nouns and adverbs modify verbs. Point out that well is irregular.

Ask students to look back at exercise 1 and make adverbs out of the remaining adjectives..

Differentiation with individual need learners:

Learners understand the difference between adjectives and adverbs. Less motivated learner do the task with support.

Learners complete the examples and the rules in the table

ANSWERS

1 -ly 2 firmly 3 -ily 4 angrily 5 -ally

6 optimistic 7 fast

8 hard

Adverbs from adjectives in exercise 1: successfully, generously, passionately, moodily, anxiously, pessimistically, optimistically, responsibly, enthusiastically, confidently, frustratingly

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- complete the examples

-make adverbs from adjectives

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 5 P: 9

Ask some students to write some of their sentences on the board. Discuss if they are logical and correctly formed.

A learner with individual needs: will be supported by teacher and by helpers from his class. Less motivated learner work in pairs to write their sentences.

Students write six sentences describing how you do different things. Use the verbs in the first box and adverbs formed from the adjectives in the second box.

ANSWERS

Student’s own answer

Self -assessment

Descriptor:

- write six sentences

- use the verbs

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 6 P: 9

• Focus on the example and elicit one or two more examples from the class. Check answers. Make sure students understand we use less, the least, more, the most to form comparative and superlative forms of adverbs

A learner with individual needs: will be paired with helpers and teacher allows him to use simple, basic statements in his discussion.

Learners study sentences 1–5. How do we form the comparative and superlative forms of adverbs? Complete the table with the words in blue

ANSWERS

We use less and more to form comparative adjectives. We use the least and the most to form superlatives. Comparative adjectives: meaner, more comfortable, less stressful Comparative adverbs: less seriously, more positively, more happily

Superlative adjectives: the most selfish, the least successful, the most optimistic, the richest

Superlative adverbs: the least generously, the most rudely

T’s feedback

Descriptor:

- complete the table

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 7 P: 9

Focus on the first sentence and elicit that the missing word is an adverb and a superlative. Elicit the answer (the most successfully). In a weaker class, allow students to work in pairs. In a stronger class, ask students to complete the sentences individually, but allow them to check their answers in pairs before you check with the class

Differentiation with individual need learners:

will be paired with helpers and teacher allows him to complete the sentences with.

Learners complete the sentences with the comparative or superlative form of an adjective or adverb. Use more / less and the most / the least

ANSWERS

1 the most

successfully

2 less pessimistically

3 more carefully

4 less noisy

5 more slowly

6 the least sensitive

Self -assessment

T s feedback

Descriptor:

- choose the correct words

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task Ex: P:

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they have seen photographs of their parents and grandparents when they were young. Ask: What were their clothes like? What were their hairstyles like?

Ask: What do you think life was like in the 1950s? Elicit a range of ideas, but don’t confirm or reject any at this stage.

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/Ce8ZAnooSXd3PnA5A

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 10

• Read through the items in the list with the class and check that students understand them. In a weaker class, allow students to use dictionaries or pre-teach ballroom (a place where people used to go to dance) and big band (a style of jazz music played by a group of twelve to fifteen musicians). In a stronger class, elicit suggestions and guesses for unfamiliar vocabulary, and then discuss again after the first reading, encouraging students to use context to work out the meaning. In pairs, or as a group, discuss the questions. Then let students listen and read, and check their answers.

Differentiation with individual need learners:

will be paired with helpers and teacher allows him to use dictionaries or pre-teach ballroom

Learners which of these things do you think were common in the 1950s? Which are common now? Read, listen and compare your answers with the text.

ANSWERS

More common in the 1950s ballrooms, big bands, black-and-white TV

More common now mobile phones, computers, jobs for women, discos, bad language

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the text

- listen and compare your answers

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 10

In a weaker class, encourage students to underline the parts of the text where they found the answers. In a stronger class, encourage students to identify the false sentences and correct them from memory. Then they should read again and confirm.

T asks some CCQs:

• Was Alice a teenager in the fifties?

• Was the cinema not popular in the fifties?

• Does Alice like the violence on TV today?

Learners read the text again. Write true or false. Correct the false sentences.

ANSWERS

1 False. The cinema was popular in the fifties.

2 False. A family in her street bought a TV.

3 True.

4 False. She really likes the fashions.

5 True.

6 True.

7 False. People wait longer these days.

8 True

Learners answers Yes or No in CCQ ANSWERS

- Yes

- No

- Not

Self -assessment

Descriptor:

- read the text again

- write true or false.

Total: 2 point

Descriptor:

- answers Yes or No

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 10

• In a weaker class, explain that prepositions are words like in, from, to, in front of, at and on, which are usually used before a noun or pronoun to show place (He lives in Paris.), position (The book is on the table.), time (The film starts at nine o’clock.) or method (Shall we walk or go by bus?). In a stronger class, ask students what prepositions are and elicit examples. Explain that many adjectives are followed by particular prepositions.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners complete the sentences with prepositions. Then check your answers in the text

ANSWERS

1 on

2 by

3 about

4 in

5 to

6 for

7 about

T’s comment

Descriptor:

- complete the sentences

- check your answers

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 4 P: 10

In a weaker class, ask students to choose the correct prepositions first. Check the answers with the class, then tell students to complete the sentences with their own ideas. In a stronger class, ask students to look at the sentences in exercise 3 again and tell you what part of speech usually follows the preposition (noun). Write on the board: She’s keen on playing tennis. Are you interested in joining the drama club? Ask students what part of speech are the words after on and in (verb).

Learners complete the sentences with the prepositions in the box and your own ideas

ANSWERS

1 of + students’ own answers

2 with + students’ own answers

3 about + students’ own answers

4 at + students’ own answers

5 for + students’ own answers

6 from + students’ own answers

Self assessment

Descriptor:

- complete the sentences

-use prepositions in the box

Total: 2 point

Pictures

Task. V

Ex: 5 P: 10

You may want students to prepare the answers for this activity as homework so they can ask older family members for their opinions. Read through the questions with the class and make sure that students understand everything. Ask students to prepare their answers to the questions individually. Students can ask and answer the questions in pairs.

Learners ask and answer the questions.

ANSWERS

Pair assessment

Descriptor:

- ask and answer

Total: 2 point

Pictures

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask the students what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she’d found some of her old photos. Underline she’d found. Ask: When did I visit my gran? (last weekend) When did she find the photos, before or after I visited? (before I visited) Elicit the full form of the contraction (had found). Tell students that this tense is called the past perfect.

There are six chairs in the classroom.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/8kkaLWk3uKKj8cNN6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 11

Ask students to open their books and look at the timeline. Tell them to read the sentence again and match the events to the diagram. Ask students to translate the examples into their own language. Discuss how the equivalent tense is formed in the students’ own language, and whether this is similar to English

Differentiation with individual need learners:

will be paired with helpers and teacher allows him to write the events in the correct place on the timeline

Learners study the timeline and the sentence. Write the events in the correct place on the timeline. Then choose the correct words in the rules

ANSWERS

Recent past:

I visited my gran Earlier past:

she’d found some of her old photos

Rules: a before

b past simple c had

T’s feedback

Descriptor:

- study the timeline

- write the events in the correct place

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 11

Read the example with the class and ask: Which action happened first? (I saw the film)

Focus on the next sentence and ask Which action happened first? (Alice didn’t have many hobbies when she was a child). Elicit which verb should be in the past perfect (have) and which in the past simple (tell).

Remind students that some irregular verbs have the same form for the past tense and past participle, but others have different forms. Tell students to use the irregular verbs list on page 126 of the Student’s Book.

Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners complete the sentences. Use the past perfect and the past simple in each sentence.

ANSWERS

1 told, hadn’t had

4 was, had left, had found

2 got, went, hadn’t seen

5 hadn’t started, arrived

3 hadn’t invented, was

6 wanted, had had

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- complete the sentences

- use the past perfect and the past simple

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 11

Make sure students understand the logical order of events. In the example, one fact is a consequence of the other. Remind them to use context and to look out for time markers, e.g. when, by the time, after in the prompts

Students complete the sentences using the past perfect and your own ideas

ANSWERS

Students’ own answers

T’s comment

Descriptor:

- complete the sentences

- use the past perfect

Total: 2 point

Student’s book

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Write make, do, collect and write on the board as headings. With books closed, students work in pairs and brainstorm words you use with each

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/RT9tFY74hZ1ffEbw6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 12

In a weaker class, elicit translations of the collocations and make example sentences as a class. In a stronger class, encourage students to record the new phrases in their own example sentences. Point out that students can use diagrams like these to record other collocations. They could also turn the diagrams into spider grams if they prefer.

Differentiation with individual need learners:

will be paired with helpers and teacher allows him to translate collocations and make example sentences as a class

Learners complete the diagram with the words in the box

ANSWERS

1 model planes

2 clothes

3 music

4 puzzles

5 woodwork

6 sports

7 badges

8 stamps

9 football cards

10 blogs

11 poetry

12 short stories

T’s feedback

Descriptor:

- complete the diagram

- use the words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 12

Students complete the questions individually. Check answers, then put students into pairs to ask and answer the questions. Ask some students to report back on what they learnt about their partner.

Learners choose the correct words to complete the questions. Then ask and answer in pairs.

ANSWERS

1collect

2 write

3 make

4 make

5 written

6 do

7 do, make

Students’ own

answers.

Self -assessment

Descriptor:

- choose the correct words

- ask and answer in pairs

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 12

• Focus on the photos and elicit what they show. Elicit whether they are modern or old photos (old). Tell students they are going to hear people talking about the past. Allow students time to read through the words in the box. Students listen and match the words with the people.

A learner with individual needs: will be supported by teacher and by helpers from his class.

TRANSCRIPT

1 M1 I got my driving licence when I was seventeen. I had saved and saved for this car, so when I passed the test my dad gave me the rest of the money I needed. I went to a garage and bought it immediately. When I got to school the next day, I showed it to all my friends. I was so proud. For the first week I used to look at it every ten minutes. I couldn’t believe it was my car.

2 M2 Well, I was OK when I got up, but as the time got nearer, I was watching the clock and I was getting more and more upset. When I finally got to school, I was crying and crying. My uniform was much too big, the place seemed big, in fact it was all big – my bag, my teacher, everything. I hated it. Of course, I didn’t want to go back the next day. At breakfast I was crying again and my mum was getting upset, too. Then mum started crying, so dad had to take me! But by the end of the week I’d made some friends, so things got better.

3 G This music’s good.

C Yes, I love reggae. I first heard it when I was at a party. I was dancing with a boy called Dave. I loved it. A few weeks later I was sixteen, so I had a party at my place. I invited Dave and he got me a Bob Marley record for my birthday.

G That was nice of him.

C Yes. We started going out together after that.

G Isn’t your husband called Dave?

C Yes, we got married! That record is still one of our favourites. It gets better each time I hear it.

4 J I won some tickets to a football match once.

B You won tickets?

J Yeah, to my first football match. It was Manchester United against Everton. I gave my uncle a ticket because he was a Man United fan. Their best player was called George Best, and he got three goals, but I didn’t see two of them.

B You missed two goals?

J Yes, I was talking to my uncle when he scored!

B Oh no!

J My uncle missed them, too and he’s never forgotten it. He still talks about those goals today and he’s eighty-two!

Learners listen to the dialogues. Match two words with each of the people in the photos 1–4

ANSWERS

1 Michael: money, test

2 Maxine: uniform,

 upset

3 Clare: party, married

4 Joey: uncle,

 tickets

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- listen to the dialogues

- match two words

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 4 P: 12

Check that students understand the meaning of positive and negative. Write a plus and minus symbol on the board to help explain the meaning (or a happy and sad face). When students have finished, ask them to compare their answers with a partner. Then, ask individual students to come to the board and write the phrases in the correct list. Ask them to read the phrases and help with pronunciation

Learners listen again and choose the correct answers.

ANSWERS

1 c

2 a

3 b

4 c

5 a

T’s feedback

Descriptor:

- listen again

- choose the correct answers

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Refer students back to the photos on page 12. Ask What was Clare doing when she first heard the music?

• Elicit the answer (she was dancing) and write the sentence on the board: She was dancing when she heard the music.

• Underline the verbs and elicit that they are in the past continuous and past simple.

• Ask: Which action happened first? (she was dancing); Did she continue dancing when she heard it? (yes)

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/H5FuapmFSi4DHZnDA

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 13

Students work in pairs to study the sentences and match them to the descriptions. Check answers with the class. Elicit which tenses are used.

Learners look at the photos and about their hobbies.

ANSWERS

1 b (past continuous)

2 c (past continuous and past simple)

3 a (past simple)

T’s feedback

Descriptor:

- look at the photos

- guess three people’s interests are

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 13

Students copy the sentences from exercise 4 and highlight or underline the tenses.

• Tell students to use different colours to indicate different tenses.

• Discuss as a class how this technique might be helpful, for example by giving students memorable examples of tenses that they can remember easily. In a stronger class, write on the board: When I arrived, she had made a cake. When I arrived, she was making a cake. and When I arrived, she made a cake. Ask students to underline or highlight the verbs in the sentences, then identify the tenses and explain the difference in meaning

Learners read and listen to the text. Check your answers.

ANSWERS

Student’s own answer

Pair -assessment

Descriptor:

- read and listen

- check your answers

Total: 2 point

Worksheets

Task. III

(Wh, I) (Task for location)

Ex: 3 P: 13

Focus on the example and ask: Which action was in progress? (he was competing) Which action is finished? (he won).

In a weaker class, do another together. Focus on the first question and elicit which action was in progress (using) and which finished (said). Elicit the correct verb forms from the class. In a stronger class, one example should be enough.

• Students continue writing their questions individually. Check answers as a class.

• Put students into pairs to answer the questions. Listen and check answers to the quiz questions. Ask students how many they got right.

Differentiation with individual need learners:

will be do another easy task. Choose the correct answer.

Learners read the text again and choose the correct answers.

ANSWERS

1 What new invention was Alexander Bell using when he said, ‘Mr Watson, come here. I want to see you’? (the telephone)

2 When Titanic hit an iceberg in 1912, where was it travelling to? (New York)

3 When Neil Armstrong said, ‘That’s one small step for man; one giant leap for mankind’, where was he standing? (on the moon)

4 Where was Isaac Newton sitting when he discovered gravity? (under a tree)

5 Where was Mark Zuckerberg studying when he invented Facebook? (Harvard University)

6 Where were people celebrating the new millennium when they took this picture? (Sydney, Australia)

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the text

- choose the correct answers.

Total: 2 point

Student’s book

Worksheets

https://images.app.goo.gl/sCPKnucNBHVijzHU9

Task. IV

(Wh, I) (Task for location)

Ex: 4 P: 13

Point out the blue phrases in the text, and explain that these are key vocabulary items.

Ask students to look at the gapped sentences 1–6. Explain that they should find the complete sentences in the texts and write the missing blue words. Check understanding of the words and expressions, for example by asking students to translate them

Learners find these sentences in the text. Then complete the sentences with the words in blue.

ANSWERS

1 not mad about

2 prefer

3 especially

4 a … fan

5 good at

6 can’t stand

Self assessment

Descriptor:

- find these sentences

- complete the sentences

Total: 2 point

Student’s book

Task. V

(Wh, I) (Task for location)

Ex: 5 P: 13

Ask students to compare their answers in pairs. Ask some students to read their sentences to the class.

Learners complete the sentences and compare your answers with a partner.

ANSWERS

Pair assessment

Descriptor:

- work in pairs

- complete the sentences

Total: 2 point

Student’s book

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students what important days they can remember from the past.

Elicit some answers, e.g. the first day at a new school, a holiday, Christmas day, etc. Ask students to describe what they remember and how they felt

Did you celebrate the Nauryz last year?

Did you remember the first day at school?

Did you spend your holiday at the beach?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 14

Draw students’ attention to the photo and elicit a description. In a weaker class, encourage students to participate by accepting factual descriptions. In a stronger class, ask students to speculate about the answers to the questions and explain their answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners complete the sentences from the text. Then complete rules.

ANSWERS

Student’s own answer

Pair assessment

Descriptor:

- complete the sentences

- complete rules

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 14

Tell students they are going to listen to a conversation between the man and the boy. They should listen for general understanding and to find the answer to the question. (Colin is Dean’s grandfather.) After listening once, ask which part of the festival Colin enjoyed most.

T asks some CCQs:

• Was the Wight Festival around fifty years ago now?

• Were there over six thousand people?

• Was the girl dancing with him Dean’s sister?

Learners listen to the dialogue. Which part of the festival did Colin enjoy most?

ANSWERS

The end of the last day.

Learners answers Yes or No in CCQ ANSWERS

- No

- Yes

- No

T’s ffedback

Descriptor:

- listen to the dialogue

- answer to the question

Total: 2 point

Descriptor:

- answers Yes or No

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 14

Students work in pairs to complete the key phrases. In a stronger class, tell them to cover the dialogue and try to do it from memory. Students listen again to check their answers. Tell them to listen to the intonation of the phrases, as well as the words. Students practise the dialogue in pairs

Differentiation: A less motivated learner work in pairs, and do the example with support.

Learners complete the key phrases. Then listen and check your answers. Practise the dialogue with a partner

ANSWERS

1 ever

2 was

3 ago

4 have

5 bit

6 happened

Pair assessment

Descriptor:

- complete the key phrases

- practise the dialogue

Total: 2 point

Task. IV

Ex: 4 P: 14

Tell students they are going to hear parts of a dialogue, and they must choose the most appropriate responses. Students listen and answer individually. Play the CD again and elicit the answers

Learners listen and choose the correct answers

ANSWERS

1 b

2 b

3 a

4 b

T’s comment

Descriptor:

- choose the correct answers

Total: 2 point

Task. V

Ex: 5 P: 14

Students complete the key phrases and compare answers in pairs before checking as a class. Individually students rewrite the mini-dialogue by changing the blue words. Then students read their new dialogues in pairs.

Differentiation:

Learners will be supported by teacher and by helpers.

Learners complete the mini-dialogue with the key phrases. Then change the words in blue and practise the new minidialogue. ANSWERS

1 tell

4 Did

2 when

5 best

3 around

6 What

Pair assessment

Descriptor:

-. complete the mini-dialogue

- practise the new minidialogue

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min