What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Lesson objectives:
All learners will be able to:
● Pronounce and name everyday objects, numbers.
● Recognize and use expressions of quantity.
Most learners will be able to:
● Answer the questions about human consumers.
● Do exercises with expressions of quantity.
Some learners will be able to:
● Speak fluently about quantities of things people use.
3. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“The wish flower” method helps to start the lesson with good
wishes to each other.
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
4. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Start thinking p.8. Answering questions.
1. What items do you use every day?
2. How can people create less rubbish? (People can create less rubbish by
recycling more and buying items with less packaging.)
3. Do you think it's important to protect the environment? Why? (Yes, so that
future generations can enjoy the planet.)
5. Ex.4 p.8. Comparing
Ex.2 p.8. Brainstorming.
Ex.3 p.8. Recognizing vocabulary.
Completing questionnaire.
Ex.1 p.8. Word and picture matching activity
Ex.5 p.8. Table completion
Ex.6 p.8. Ticking off items.
Ex.7 p.8. Asking and answering questions.
Giving the hometask. WB p.8.
Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
6. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
9. Lesson objectives:
All learners will be able to:
● Identify the meaning of the text about a family that wants to reduce its impact on the
environment.
Most learners will be able to:
● Synthesize information from the reading passage for a discussion.
Some learners will be able to:
Discuss and give their opinions about an alternative lifestyle using own words.
10. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“The wish flower” method helps to start the lesson with good
wishes to each other.
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
11. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Ex.2 p.10. Text completion.
Ex.3 p.10. Word formation activity.
Ex.4 p.10. Gap-filling.
Giving the hometask. WB p.12.
Peer-assessment.
Warm up.
Ex.1 p.10. Prediction based on the title, pictures.
True/false statements.
Two stars and a wish.
● You did a really good job on ...
● I really like how you ...
Maybe you could ...
12. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
15. Lesson objectives:
All learners will be able to:
● Identify the difference between the sentences with who, where, why and which.
Most learners will be able to:
● Produce the sentences with who, where, why and which.
Some learners will be able to:
● Apply the sentences with who, where, why and which fluently.
16. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
17. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Ex.2 p.11. Substitution drill (Blank-filling).
Ex.3 p.11. Sentence completion task.
Ex.4 p.11. Creative exercise.
Giving the hometask. WB p.9.
Self-assessment.
“Five”. Children draw a picture of their hand and write the most
important things about the lesson on each finger. The thumb -
something interesting, the index finger - something difficult, the
middle one - something that was not enough, the ring finger -
the mood, the little finger - the suggestions.
18. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
21. Lesson objectives:
All learners will be able to:
● Recognize and use vocabulary relating to the environment.
● Identify the meaning of the programme about an environmental problems.
Most learners will be able to:
● Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
Discuss and give their opinions using own words.
22. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
23. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Brainstorming.
● What things do you already do to help the environment?
● What other things can people do to help the environment?
Can the individual make a big difference?
24. Ex.1 p.12. Conveying the meaning of new words. Use of dictionaries.
Ex.2 p.12. Pair work. Asking and answering questions.
Ex.3 p.12. Identifying the topic. Using pictures related to the text for prediction.
Sequencing events.
Ex.4 p.12. Answering true/false questions.
Ex.5 p.12. Listening for specific information.
Ticking off items.
Giving the hometask. WB p.10.
Self-reflection.
"Message". Pupils write 11 words of the greatest importance for the topic of the lesson.
25. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
28. Lesson objectives:
All learners will be able to:
● Differentiate the sentences with too, too much, too many, enough, not enough.
Most learners will be able to:
● Produce the sentences with too, too much, too many, enough, not enough.
Some learners will be able to:
Apply the sentences with too, too much, too many, enough, not enough fluently.
29. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
30. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.13. Recognition exercise.
Ex.2 p.13. Sentence completion task.
Ex.3 p.13. Recognition exercise.
Ex.4 p.13. Asking and answering questions.
Ex.5 p.13. Creative exercise.
Giving the hometask. WB p.11.
Self-assessment.
Plus Minus Interesting
31. Ex.6 p.13. Speaking in a form of a dialogue.
Extra task. Creative exercise.
If children liked something at the lesson they put it into the column “plus”, if they
didn’t like or were bored during some part of the lesson, they can use the column “minus”, the
section “interesting” is for those activities which were interesting during the lesson.
32. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
35. Lesson objectives:
All learners will be able to:
● Understand the main ideas of the dialogue in which people offer and ask for help while
listening.
● Recognize key phrases for offering and asking for help in dialogue.
● Act situations offering and asking for help.
Most learners will be able to:
● Understand details in listening extracts.
● Use topic related vocabulary in their dialogues.
● Create their own dialogues based on the given situations and act.
Some learners will be able to:
● Understand detailed information from the dialogues while listening.
● Apply topic related vocabulary in speech fluently.
Create their own dialogues on the topic without support and act.
36. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
37. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate
from the lesson.
Warm up. Free talk.
● Do you organize events with our friends?
● Imagine you want to organize a party or barbecue with some friends. What things do you need to
plan?
Will one person do everything or will you ask your friends for help?
Ex.1 p.14. Identifying the topic. Predicting based on the picture.
Ex.2 p.14. Gist listening.
Ex.3 p.14. Sentence completion task. Role-play.
Ex.4 p.14. Pronunciation practice.
Ex.5 p.14. Creative exercise.
38. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
41. Lesson objectives:
All learners will be able to:
● Understand the general writing structure of an email about an environmental problem.
● Recognize and use key phrases for writing about a problem.
Most learners will be able to:
● Write an email to a newspaper in accordance with email structure.
Some learners will be able to:
Express their ideas in writing an email about an environmental problem.
42. Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
43. Warm up.
Discovery activity.
Ask students:
● What environmental problems are there in your town?
● What do you do if you notice an environmental problem in your area?
● What Rebecca Hosking did when she noticed the problem with plastic bags (p.12)?
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate
from the lesson.
Ex.1 p.15. Using pictures related to the text for prediction.
Reading for gist. Answering multiple-choice questions.
Ex.2 p.15. Recognition exercise.
Ex.3 p.15. Matching activity
44. Giving the hometask. WB p.13.
Self-assessment.
Rubric
Category 4 3 2 1
Ideas All ideas were expressed
in a clear and organized
way. It was easy to
figure out what the
email was about.
Most ideas were
expressed in a pretty
clear manner, but the
organization could have
been better.
Ideas were somewhat
organized, but were not
very clear. It took more
than one reading to
figure out what the
email was about.
The email seemed to be
a collection of unrelated
sentences. It was very
difficult to figure out
what the email was
about.
Format Complies with all the
requirements for an
email.
Complies with most of
the requirements for an
email.
Complies with several of
the requirements for an
email.
Complies with few of
the requirements for an
email.
Sentences and
Paragraphs
Sentences and
paragraphs are complete,
well-constructed and of
varied structure.
Most sentences are
complete and well-
constructed.
Paragraphing is
generally done well.
Some sentences are
complete and well-
constructed.
Paragraphing needs
some work.
Many sentence
fragments or run-on
sentences and
paragraphing needs lots
of work.
Grammar &
spelling
Writer makes few or no
errors in grammar or
spelling.
Writer makes some
errors in grammar and/or
spelling but the errors do
not impede
understanding.
Writer makes quite a lot
of errors in grammar
and/or spelling
Writer makes very
frequent errors in
grammar and/or
spelling.
45. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
48. Lesson objectives:
All learners will be able to:
● Recognize and use verbs connected with the environment, phrases to talk about
quantity.
● Identify the meaning of the text about an environmental problem in
Kazakhstan.
Most learners will be able to:
● Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
● Discuss and give their opinions about local environmental problems using own
words.
49. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
50. Warm up.
Using pictures related to the text for discussion.
● Where do you think it is?
● Do you know of any problems associated with Aral sea?
Think of any other environmental problems and their causes.
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Ex.1 p.16. Conveying the meaning of new words. Use of dictionaries.
Reading for detailed comprehension.
Gap filling activity.
Ex.2 p.16. Justifying true/false statements with reference to the text.
Ex.3 p.16. Recognition exercise.
Ex.4 p.16. Ticking off items.
Ex.5 p.16. Speaking about local environmental problems in a form of discussion.
51. Giving the hometask. Poster "An environmental problem in my country"
“Cinquain” is a five-line poem based on the content of the material under the study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
52. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
55. Lesson objectives:
All learners will be able to:
● Recognize and use vocabulary to do with sustainable development.
● Identify the meaning of the text about sustainable development.
● Understand the general writing structure.
Most learners will be able to:
● Write a letter about an environmental problem in accordance with the structure.
Some learners will be able to:
Express their ideas about environmental problems and solutions in writing task.
56. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
57. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Cluster - Sustainable development.
Ex.1 p.17. Conveying the meaning of new words. Use of dictionaries.
Ex.2 p.17. Skimming.
Text completion.
Ex.3 p.17. Justifying true/false statements with reference to the text.
Ex.4 p.17. Problem-solving task.
Ex.5 p.17. Writing practice.
58. Giving the hometask. SB ex.5 p.17
Self-assessment.
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
● Green: How can you use today's learning in different subjects?
● Red: How do you feel about your work today?
● White: What have you leant today?
● Black: What were the weaknesses of your work?
● Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
61. Lesson objectives:
All learners will be able to:
● Revise taught material.
● Analyze the elements of a blog structure with support.
● Plan, write and edit a blog about making your city a better place with support.
Most learners will be able to:
● Demonstrate learned vocabulary about environmental problems with sure.
● Analyze the elements of a blog structure with minimal support.
● Plan, write and edit a blog about making your city a better place with minimal support.
Some learners will be able to:
● Use taught vocabulary and grammar with accuracy.
● Analyze the elements of a blog structure without support.
Plan, write and edit a blog about making your city a better place without support.
62. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
63. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Then to create a positive learning environment the teachers asks students
to start the lesson giving each other compliments about appearance, job
performance, talent, etc. and also practice accepting compliments.
64. Ex.1 p.18. Substitution drill.
Ex.2 p.19. Blank-filling.
Ex.3 p.19. Ticking off items.
Ex.4 p.19. Matching task.
Ex.5 p.19. Sentence completion task.
Ex.6 p.19. Gist listening.
Answering true/false questions.
Ex.1 p.19. Identifying the topic.
●What a blog is?
●Why do people write them?
Using pictures related to the text for discussion.
Skimming.
Taking notes.
Ex.2 p.19. Brainstorming.
Writing practice.
Ex.3 p.19. Feedback on the project.
65. Giving the hometask. WB p.14-15
Peer-assessment.
Two stars and a wish.
●You did a really good job on ...
●I really like how you ...
Maybe you could ...
66. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
69. Lesson objectives:
All learners will be able to:
● Apply nouns and verbs to do with the internet in speech.
● Recognize the theme about daily life online.
● Use the affirmative and negative forms of the present perfect in simple
sentences.
Most learners will be able to:
● Discuss and give opinions about internet usage.
● Demonstrate the ability to write grammatically correct sentences on the
affirmative and negative forms of the present perfect.
Some learners will be able to:
● Express ideas about own experiences building extended sentences.
70. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
71. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Start thinking p.20. Answering questions.
1. How often do you use the internet? What do you use it for?
2. Do you know any internet addicts? (Real addicts spend long hours on the
internet and often feel tired, depressed and isolated)
3. What are the advantages and disadvantages of online shopping?
(Advantages: more choice, cheaper prices. Disadvantages: you can't touch
or feel the product, credit card fraud.)
72. Ex.1 p.20. Word formation activity. Table completion. Use of dictionaries.
Ex.2 p.21. Discussing questionnaire.
Ex.3 p.21. Asking and answering questions.
Ex.4 p.21. Grammar presentation. Recognition exercise.
Ex.5 p.21. Opening the brackets.
Ex.6 p.21. Creative exercise.
Extra task. Writing practice.
Giving the hometask. WB p.16.
Self-reflection.
Most ……. thing
Ask learners what was the most, e.g. useful, interesting,
surprising, etc. thing they learned today.
73. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
76. Lesson objectives:
All learners will be able to:
● identify the meaning of the text about a virtual world and online computer games.
● practice verb and noun collocations by doing exercises and discussion.
Most learners will be able to:
● provide unprepared speech to answer a variety of questions at sentence level and in
conversations with some flexibility.
Some learners will be able to:
● discuss a problem in groups about a virtual world and online computer games and
suggest a solution for a problem.
77. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
78. The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Ex.1 p.22. Predicting based on the title.
Ex.2 p.22. Matching headings with paragraphs.
Ex.3 p.22. Text completion.
Ex.4 p.22. Vocabulary matching task.
Ex.5 p.22. Sentence completion.
Ex.6 p.22. Speaking in a form of discussion.
79. Giving the hometask. WB p.20.
Self-assessment.
Pair share
At the end of a lesson learners share with their partner:
● Three new things they have learnt
● What they found easy
● What they found difficult
Something they would like to learn in the future.
80. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
83. Lesson objectives:
All learners will be able to:
● recognize regular and irregular past participles.
Most learners will be able to:
● identify use of the present perfect in a conversation.
Some learners will be able to:
● apply the present perfect in a discussion.
84. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
85. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Ex.1 p.23. Brainstorming.
At the beginning of a topic learners create a grid with three columns – what
they know; what they want to know; what they have learned. They start by
brainstorming and filling in the first two columns and then return to the
third at the end of the unit.
Ex.2 p.23. Classifying verbs.
Ex.3 p.23. Ticking off items.
Ex.4 p.23. Creative exercise.
Ex.5 p.23. Speaking in a form of interview.
Extra task. Writing practice.
86. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
89. Learning objectives(s) that this lesson is contributing to:
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
topics, and some curricular topics
8.L2 understand with little or no support most specific information in extended talk on a wide
range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing
classroom tasks
90. Lesson objectives:
All learners will be able to:
● recognize regular and irregular past participles.
Most learners will be able to:
● identify use of the present perfect in a conversation.
Some learners will be able to:
● apply the present perfect in a discussion.
91. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
92. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Free talk on the topic.
Ex.1 p.24. Conveying the meaning of new items. Use of dictionaries. Sentence completion.
Ex.2 p.24. Skimming. Gist listening. Identifying the topic.
Ex.3 p.24. Answering multiple-choice questions.
Ex.4 p.24. Discussion questions.
Giving the hometask. WB p.18.
Self-assessment.
Summary sentence
Ask learners to write one sentence
to summarise what they know
about the topic.
93. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
96. Learning objectives(s) that this lesson is contributing to:
8.S2 ask more complex questions to get information about a growing range of general topics
and some curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past
on a range of familiar general and curricular topics
97. Lesson objectives:
All learners will be able to:
● recognize regular and irregular past participles.
Most learners will be able to:
● identify use of the present perfect in a conversation.
Some learners will be able to:
● apply the present perfect in a discussion.
98. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
99. The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Refer students to text 2 in exercise 2 on page 24. Ask
students to find verbs in the present perfect (Has ...
ever had, Have ... received).
Ask students what they notice about the word order in
the present perfect questions (the auxiliary verb have
usually come before the subject).
Ex.1 p.25. Sentence completion task.
Ex.2 p.25. Information transfer (interrogative order).
Answering questions.
Ex.3 p.25. Asking and answering questions.
Ex.4 p.25. Completion drill.
Ex.5 p.25. Making sentences.
100. Ex.6 p.25. Asking and answering questions.
Extra task. Writing practice.
Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
101. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
104. Lesson objectives:
All learners will be able to:
● Understand the main ideas of the dialogue in which people talk about shopping online.
● Recognize key phrases about online shopping.
● Use can, could, may to talk about permission and make requests.
Most learners will be able to:
● Understand details in listening extracts.
● Use topic related vocabulary in their dialogues.
● Create their own dialogues based on the given situations and act.
Some learners will be able to:
● Understand detailed information from the dialogues while listening.
● Apply topic related vocabulary in speech fluently.
Create their own dialogues on the topic without support and act.
105. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
106. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the
lesson.
Warm up. Free talk.
What are the advantages and disadvantages of online shopping.
Ex.1 p.26. Picture description.
●What's on Lucy's desk?
●What has Lucy been doing on the computer?
●What are Lucy and her mum talking about?
●What's her mum's facial expression?
●What's Lucy hand gesture?
●How long has Lucy been using the computer?
Ex.2 p.26. Listening for specific information.
Ex.3 p.26. Gap-filling. Role-play.
Ex.4 p.26. Recognition exercise.
Ex.5 p.26. Making sentences.
Ex.6 p.26. Improvising a dialogue.
107. Giving the hometask.
Essay "Advantages and disadvantages of online shopping"
Peer-assessment.
Rubric
Category Excellent
4 pts
Good
3 pts
Fair
2 pts
Poor
1 pts
Fluency
Author demonstrates
normal pace, not too fast,
not to slow.
Author demonstrates
adequate normal pace, not
too fast, not to slow.
Author demonstrates
some normal pace, not too
fast, not to slow.
Author demonstrates little
normal pace, not too fast,
not to slow.
Spelling and Grammar
There are no spelling,
punctuation, or grammar
errors.
There are 1-2 spelling,
punctuation, or grammar
errors.
There are 3-4 spelling,
punctuation, or grammar
errors.
There are more than 4
spelling, punctuation, or
grammar errors.
Presentation/
Memorization
Dialogue is well organized
and flows like a natural
conversation.
Dialogue is fairly well
organized and mostly
flows like a natural
conversation.
Dialogue is slightly
confusing and somewhat
flows like a natural
conversation.
Dialogue is hard to follow
and doesn't flow like a
natural conversation.
Pronunciation/
Expression
No pronunciation errors
are noted.
Conversation is recited
with appropriate
expression.
There are 1-2 errors in
pronunciation.
Conversation is recited
with mostly appropriate
expression.
There are 3-4
pronunciation errors.
Conversation is recited
with somewhat
appropriate expression.
There are 5 or more
pronunciation errors.
Appropriate expression
not used.
108. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
111. Learning objectives(s) that this lesson is contributing to:
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
topics, and some curricular topics
8.W6 link independently, sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little support on a range of general
and curricular topics
112. Lesson objectives:
All learners will be able to:
● Understand the general writing structure of a comment on an internet forum.
● Recognize and use key phrases for expressing opinions on an internet forum.
Most learners will be able to:
● Write a comment for an internet forum using writing guide.
Some learners will be able to:
Express their ideas in writing a comment for an internet forum
113. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
114. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Cluster "Internet forum". (Subjects people discuss on internet forums).
Ex.1 p.27. Reading for general understanding. Comprehension questions.
Ex.2 p.27. Sentence completion.
Ex.3 p.27. Classifying words.
Ex.4 p.27. Sentence completion.
Ex.5 p.27. Writing guide.
Giving the hometask. WB p.21.
Self-assessment.
How true are these? Circle the best number (3 = true, 2 = partly
true, 1 = not true)
115. I enjoyed the writing task. Why/Why not? 3 2 1
I answered all parts of the question 3 2 1
I used paragraphs 3 2 1
I used linking words 3 2 1
I used a range of vocabulary and phrases 3 2 1
I checked my spelling and punctuation 3 2 1
I used the correct verb tenses 3 2 1
What I did well:
Something I think I need to work on next time:
116. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
119. Learning objectives(s) that this lesson is contributing to:
8.C8 develop intercultural awareness through reading and discussion
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
topics, and some curricular topics
8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything
and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar
general and curricular topics
120. Lesson objectives:
All learners will be able to:
● Recognize and use verbs connected with the environment, phrases to talk about
quantity.
● Identify the meaning of the text about an environmental problem in Kazakhstan.
Most learners will be able to:
● Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
● Discuss and give their opinions about local environmental problems using own
words.
121. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
122. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warm up.
Brainstorming. Types of shops.
Ex.1 p.28. Conveying the meaning of new words. Use of dictionaries.
Cluster.
Ex.2 p.28. Listening for specific information.
Ex.3 p.28. Recognition exercise.
Ex.4 p.28. Odd one out.
Ex.5 p.28. Speaking in a form of discussion.
123. Giving the hometask. SB ex.5 p.28.
“Cinquain” is a five-line poem based on the content of the material under the
study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
124. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
127. Learning objectives(s) that this lesson is contributing to:
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general
topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of unfamiliar general and
curricular topics, including some extended texts
8.W1 plan, write, edit and proofread work at text level with little support on a range of general
and curricular topics
128. Lesson objectives:
All learners will be able to:
● Recognize and use vocabulary about the internet and wikis.
● Identify the meaning of the text about wikis and Wikipedia.
● Understand the general writing structure.
Most learners will be able to:
● Create a wiki with minimal support.
Some learners will be able to:
Create a wiki without support.
129. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
130. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate
from the lesson.
Warm up. Free talk.
● Where do you look if you want to find information?
● What types of website do you go to for information?
● Do you use Wikipedia?
Do you believe all the information you find on Wikipedia?
EX.1 P.29. CONVEYING THE MEANING OF NEW WORDS. USE OF DICTIONARIES.
EX.2 P.29. SKIMMING.
MATCHING HEADINGS WITH PARAGRAPHS.
EX.3 P.29. DETAILED READING. COMPREHENSION QUESTIONS.
EX.4 P.29. WRITING PRACTICE.
131. Giving the hometask. Create a wiki.
Peer-assessment.
Your text is interesting to read
Your text is well structured
Your English sounds fluent. You
vary your sentences in length and
structure
You know a lot of words
You spell the words right
Your text is grammatically correct
and your sentences make sense
134. Learning objectives(s) that this lesson is contributing to:
8.C5 use feedback to set personal learning objectives
135. Lesson objectives:
All learners will be able to:
● revise taught material.
Most learners will be able to:
● demonstrate learned vocabulary about internet usage with sure.
● apply present perfect in writing.
Some learners will be able to:
use taught vocabulary and grammar with accuracy.
136. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
137. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate
from the lesson.
Warm up.
Then to create a positive learning environment the teachers asks students to start
the lesson giving each other compliments about appearance, job performance,
talent, etc. and also practice accepting compliments
Ex.1 p.30. Gap-filling.
Ex.2 p.30. Odd one out.
Ex.3 p.30. Putting the words into context (writing sentences).
Ex.4 p.30. Asking and answering questions.
Ex.5 p.30. Matching task.
Ex.6 p.30. Listening for global information.
Gap-filling.
138. Giving the hometask. WB p.22
Peer-assessment.
Two stars and a wish.
● You did a really good job on ...
● I really like how you ...
Maybe you could ...
139. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
142. Learning objectives(s) that this lesson is contributing to:
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in
groups
8.W5 develop with support coherent arguments supported when necessary by examples and
reasons for a growing range of written genres in familiar general and curricular topics
143. Lesson objectives:
All learners will be able to:
● Understand details in listening extract.
● Use topic related vocabulary in their dialogues.
Most learners will be able to:
● Create their own dialogues based on the given situations using some support and act.
● Express their ideas in writing a comment on a festival website with some support.
Some learners will be able to:
● Create their own dialogues on the topic without support and act.
● Express their ideas in writing a comment on a festival website without support.
144. Greeting
1.Greeting.
Ask about the weather. Open the envelop and ask students to
take the cards with numbers. They should find their team
according to the number:1 First 2. Second 3.Third
«The praise» method is used to evaluate
with phrases like:
“Good job!
Well done!”
“I wish….” method helps to start the lesson with telling
supporting words to each other
«Magic cards» method was used to encourage them to
identify the numbers. And find his/her team.
145. The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Ex.1 p.31. Using pictures related to the text for discussion.
Answers:
1) A music festival
Ex.2 p.31. Listening for global information
Ex.3 p.31. Listening for specific information. Sentence completion.
Giving the hometask. WB p.23
Self-assessment.
How true are these? Circle the best number (3 = true, 2 = partly
true, 1 = not true)
146. I enjoyed the writing task. Why/Why not? 3 2 1
I answered all parts of the question 3 2 1
I used paragraphs 3 2 1
I used linking words 3 2 1
I used a range of vocabulary and phrases 3 2 1
I checked my spelling and punctuation 3 2 1
I used the correct verb tenses 3 2 1
What I did well:
Something I think I need to work on next time:
147. Reflection
The Ladder method was used as a reflection. T
asks Ss to stick their stickers to the Success
Ladder.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ss evaluate each other and
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
