Cities and countries 1

5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.S2  ask simple questions to get information  about a limited range of general topics

5. UE3  use a growing variety of adjectives and  regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Most learners will be able to: use adjectives and  regular and irregular comparative and superlative adjectives with support

Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing  range of general topics

use appropriate regular and irregular comparative and superlative adjectives

write factual descriptions

write an information about your city

Learners  know all the names of rooms  belonging to the house

Learners  introduced with the construction there is  / there are and direction prepositions on,under, behind, next to, in front of , between

5min

How are you? Thank you, sit down.

Are you ready for today’s lesson?

Who is absent today?

Who is on duty today?

What is the weather like today?

Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said.

T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Who choose red sweets sit to red group and who choose green sit to green group.

T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners  recognize by this video the name of the new theme.

T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries  Today we are going to speak  about the best places for living

T-S. Teacher will put some questions according to the theme.  Do you live in a city? What is the difference between city or a country? Where do we live? How do you think is the city better place to live?

The pictures of cities and the names of countries

8min

8min

5min

6 min

10min

L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.

              Descriptor: Complete the table.

Presentation of the grammatical materials through “Bus stop”.

The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan.

Bus stop 1 “Astana”

Adjectives

Bus stop 2 “Almaty”

Bus stop 3 “Shymkent”

Task -2

UE3. Learners change the words into the right form of adjectives

Irregular Forms of Comparison

Task -3

UE3. Learners change the words into the right form of adjectives.

Clean –cleaner – cleanest

Easy – ______ – easiest

Fat – ______ – fattest

Hot – ______ – hottest

———    – simplier – _______

Thin – thinner – _________

Descriptor: – change the words into the right form of adjectives;

–          put the words in the right form of adjectives.

Task-4

S2.  “Ten question on stickers” One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city

For ex: What is the capital city of England?

What is the country of Moscow city?

Descriptor: Answer the questions

S6. “Creative work” Make your own story about your city with the given vocabulary

Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station

I live in Astana city. There are a lot of banks…….

Descriptor: Create a story using given vocabulary.

CD,

blanks

Map of the world

Pictures of cities

Stickers

posters markers

3 min

Which task did you like the most?

What was easy for you?

What was difficult for you?

Show on your fingers your opinion  about the lesson

1-the lesson was difficult

2-you liked the most

3- your mood  glad, sad, bad

4- Activities you have done

5- I learnt today

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country.

Challenge more able learners:

–          according to the video learners guess the theme of the lesson;

–          answer to the questions;

–          make own stories.

Sun-the best

star -good

cloud-need work.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Were the lesson objectives/learning objectives realistic?

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

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?