Lesson plan
LESSON: Module 2 Lesson 5 School: №50
Date: Teacher name: Nurahmetov S.N
CLASS: Number present: absent:
Learning objectives(s) UE1 UE3 S1 W7
that this lesson is
contributing to
Lesson objectives All learners will be able to:
use and pronounce some target language accurately in response to prompts and in
controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previous learning basic uses of possessive adjectives / possessive and demonstrative pronouns
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/
Time
Beginning of Organization moment : Ss play following the Feedback: Cards
the lesson 1.Greeting. instruction. “The praise” White board
Warn up 2. Organization moment. Head to head method is used to
5 мин. “Body to body” method Ears to ears motivate Ss.
Ss stand in a circle. The aim: fairness way to “Very good’
Count from 1 to 7. divide Ss and give good “Very well”
Number 1. They are one atmosphere to work. “Good job”
pair. Efficiency: energizes Ss to “Excellent”
Number 2. They are one begin the lesson with good
pair. So on mood.
First T explain the
instruction.
Ss should follow the
instruction
To present possessive
To practise personal
adjectives/pronouns and
pronouns/possessive
consolidate through
adjectives/possessive
translation
pronouns
For the presentation of
● Explain the task.
personal pronouns,
Allow time for
possessive adjectives and
Ss to complete
30 min possessive pronouns see p.
the task.
26(T)
Check Ss’ answers. Ask
Ss open their books and read
Ss to identify which are
the table. Elicit the L1
personal pronouns (PP)
equivalents for the
or possessive adjectives
possessive adjectives and
(PA), and possessive
possessive pronouns in order
pronouns (PPR).
to check Ss’ understanding.
To present plurals
● Explain that when
we talk about
more than one
thing, we usually
add -s to the noun.
e.g. desk – desks
● Read the examples
in the table aloud
and focus Ss’
attention on the To practise forming
different plural plurals
endings. ● Allow Ss some
● Then, read the time to complete
theory for the task.
irregular plurals Check Ss’ answers on
aloud. the board. Ask Ss which
● Ss close their are irregular plurals (I).
books. Drill Ss.
Read nouns in the
singular aloud. Ss
say the relevant
plural form.
● Ss open their
books and say
whether the rules
are similar in their
L1.
To present This – These / To pronounce
That – Those
(plurals)
● Ss close their
books. Present ● Play the
this/these – recording. Ss
that/those. listen and tick the
● Point to a book correct plural
close to you and sounds.
say: This is a Play the recording again
book. with pauses, for Ss to
● Then write it on listen and repeat
the board. Point chorally or individually.
to a book far
away from you
and say: That is
a book. Then
write it on the
board. Present
the plural forms
the same way.
● Ask questions to
check Ss’
understanding:
What do we use
for things that
are near to us?
(this/these).
What do we use
for things that
are far away
from us?
(that/those).
As an extension, point to
various things in the
classroom. Ss, in teams,
make sentences using
this/these – that/those.
Each correct sentence
gets 1 point. The team
with the most points wins.
End of the Teacher at the end of lesson Ss show their fingers. Feedback: White board
lesson. asks Ss do they understand Aim: teach to assess “Five fingers”
Reflection the lesson? themselves. thumb- It was
10 min. Ss show their fingers. Efficiency: students will meaningful and
And teacher knows their really assess themselves interesting for Ss…
level of understanding. Index finger –
Today I have
Then solve problems who realized …
doesn’t understand the Middle finger – It
lesson. was difficult for me
to …
Ring finger – my
assessment is …
because …
Little finger – I
would like to know
…
