Listening and writing about a favourite family day and writing about why families are important..

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Listening and writing about a favourite family day and writing about why families are important.. Module 3ValuesLearning objectivesW3 write with support factual descriptions at text level which describe people, places and objects;L2 understand and increasing range of unsupported basic questions which ask for personal informationUS7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics;C5 use feedback to set personal leaning objectives;Lesson objectives All learners will be able to:understand and to talk about family and to retell about their day without support; Most learners will be able to: talk about family members and answer the questions according to the topic; Some learners will be able to: talk about family members Assessment criteriause factual descriptions which describe people, places and objects name basic questions which ask for personal informationapply simple perfect forms of verbs to express what happened of familiar general and curricular topics Thinking linksHigh level of thinkingLanguage objectivesKey words:In the morning, in the afternoon, in the evening;Useful classroom language for writing: Have breakfast, have lunch/dinner, have supper Discussion points:Where has Kevin his lunch? When does Kevin watch TV? Who goes to school? What eats Kevin for supper? Which subject is he good at?Can you say members of your family?Value linksCommon History, Culture and Language;Cross curricular links Kazakh, Russian languagePrevious learningTo check new words about family Start Middle End Organization moment.Divide pupils into 2 groups.Previous leaning “Snow drop” Vocabulary (G) to take word phrases “Magic Stick”Unscramble the words: (W)I. Use of English (W)II. Doing exercises Level A B CIII. Reading the textIV. Read the text again and mark the sentences T (true), F (false)or DS (doesn’t say).V. 5WsI. Conclusion:Ask students about their day off. II. Home task Feedback:Teacher asks learners to show smiles after lesson.Lesson Procedure Differentiation A LevelLook at the pictures. What does Kevin do in the morning/afternoon/evening? (G)B Level(G) Fill in: don’t or doesn’t.C Level Write the 3rd person singular. What about you? Tell your partner Names of pupilsPrevious leaning “Magic Stick” Unscramble the words:Total pointslearnerlearnerlearnerlearnerlearnerAssessmentNames oflearnersDifferentiation Oral taskAsk and answer the questionsTotal pointslearner learnerlearnerlearnerlearner20-18=excellent17-15=good14-12=satisfactory“exc” –the were able to ask and respondent answer to questions used vocabulary made sentences and for a good reading and translating.“good” – the students made some errors in pronunciation, made some mistakes in two task.“poor” – the students made more errors in pronunciation, made were the 5-6 mistakes in each tasks. Reflection: Summary evolution:Trainer’s supportI think the lesson objectives were realistic and interesting. Today learners have learned new grammar: Present Simple and word phrases . How to form affirmative, negative Interrogative sentences and giving short answers. Learners took part in different tasks and activities to collaborate working in small groups, shared ideas. In future practice I will continue to learn about innovative technologies to implement into professional activity.I think speaking new words and reading the text went well. To my mind I should improve grammar exercises.According up to updated curriculum I understood that the main idea is based on active learning by doing. Use descriptor New methodsAssessmentPlanning lessonColleague's supportI learned new ideas from my colleagues

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