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    m2 Lesson 2

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    almatyschool50

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    © All Rights Reserved
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    m2 Lesson 2

    Uploaded by

    almatyschool50
    6 views3 pages

    Original Title

    m2 lesson 2

    Copyright

    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    6 views3 pages

    m2 Lesson 2

    Uploaded by

    almatyschool50

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Lesson plan

    LESSON: Module 2 Lesson 2 School: №50

    Date: Teacher name: Nurahmetov S.N

    CLASS: Number present: absent:


    Learning objectives(s) R1 R2 S7 L5
    that this lesson is
    contributing to
    Lesson objectives All learners will be able to:
    identify some specific information in reading text and use some target vocabulary
    accurately in production tasks with support
    Most learners will be able to:
    identify most specific information in reading text and use most target vocabulary accurately
    in production tasks with support
    Some learners will be able to:
    identify all specific information in reading text and use most target vocabulary accurately in
    production tasks with little support
    Previous learning basic adjectives for describing physical and facial appearance

    Plan
    Part of the Teacher’s activity Student’s activity Assessment Resources
    lesson/
    Time
    Beginning of Organization moment : Ss listen to the teacher Feedback: Cards
    the lesson 1.Greeting. instruction. And play the “Smiles” method
    Individual 2. Organization moment. game following the is used to motivate
    work If I were … instruction. Ss.
    5 мин. Teacher puts middle of the The aim: improve speaking “Very good’
    desks a lot of cards with short skills and say really “Very well”
    uncompleted sentences. opinions about their wishes.
    Efficiency remember and
    If I am a doctor what I do … know what people need
    Ss should continue. from some professions .
    For example:
    If I am a doctor I help to old
    people.
    Direct Ss’ attention to the
    picture and ask if they
    recognise the
    man/character, then
    read the names in the
    list aloud.
    To predict the content of a Play the recording. Ss
    30 min text listen and follow the text
    in their books. Elicit
    answers to the questions
    in the rubric then direct Ss
    to the Word List to look
    up the meanings of the
    words in the Check these
    words box.
    To read for specific To recall information
    from a text
    information
    ● Allow Ss a
    ● Allow Ss time to
    minute to read
    read the text again
    the text, then
    and answer the
    close their books
    questions.
    and try and
    ● Check Ss’ answers.
    remember two
    ● Play the video. Ss
    things from the
    watch and listen to
    text.
    consolidate the
    Elicit a variety of
    material.
    answers from Ss around
    the class.
    To present adjectives
    To present vocabulary
    related to appearance
    for the parts of the body
    ● Draw Ss’ attention
    ● Draw Ss’
    to the words and
    attention to the
    play the recording.
    picture of Merlin
    Ss listen and repeat
    and the indicated
    chorally or
    body parts. Play
    individually.
    the recording. Ss
    Elicit the L1 equivalents
    listen and repeat
    from various Ss miming the
    chorally or
    meaning of each word.
    individually.
    Refer Ss to the Word List to
    Elicit the L1 equivalents
    find the meanings of the
    from various Ss.
    adjectives, if necessary.
    End of the Teacher at the end of lesson Ss show their fingers. Feedback: White board
    lesson. asks Ss do they understand the Aim: teach to assess “Five fingers”
    Reflection lesson? themselves. thumb- It was
    10 min. Ss show their fingers. Efficiency: students will meaningful and
    And teacher knows their level really assess themselves interesting for
    of understanding. Ss…
    Index finger –
    Today I have
    realized …
    Middle finger – It
    was difficult for
    me to …
    Ring finger – my
    assessment is …
    because …
    Little finger – I
    would like to
    know …

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