Ағылшын тілі сабағында критериалды бағалау

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Lesson:  Holidays in the city        School:

Date:     Teacher:

Grade:  Present Absent


Objectives          5.R5 deduce meaning from context inshort texts on a limited range of familiar general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntaxto talk about a limited range of general topics

Level of thinking skills    Higher order of thinking level


Language objectives      All learners will be able to: readand deduce the meaning from the context.

Most learners will be able to: Organize and present theinformation to others

Some learners will be able to: Give own opinion on the topicapplying new words

Assessment Criteria         Read and understand the meaningof the text

Apply vocabulary to present own sentences

Language objectives      Active language

cap, cropped trousers, dress, fleece, jacket, jeans,

sandals, short-sleeved shirt, top, trainers

Are you taking …?

Yes, definitely./I’m not sure./No, I don’t think so.

coat, hat, jumper, shoes, skirt, summer, trousers, umbrella, warm  shape, colour he alphabet

Cross curricular links      Biology

Values links        Respect, responsibility, cooperation

Previous learning             Review how to tell to a friendabout past activities.

Planned things

Start      Greet the students.

• Explain the aims of Unit 7.

• Explain the aims of the lesson.




Middle Present the vocabulary.

• (Books closed.) The students name clothes they know.

• Introduce the new clothes by sticking the flashcards on

the board. The students repeat the words once or twice.

• Hold up the word cards in turn. The students read the

words. They then match the word cards and flashcards

on the board.

• Note: You can present the vocabulary with the

Vocabulary Tool in the Presentation Kit. Please see

Teacher’s Book page 30

Listen and say.

CD 4 Track 3 p242

• The students look at the photo of Rosa and the map.

• Ask Can you remember where Rosa is from?

• Play the CD. The students listen and repeat the


• The students predict which clothes Rosa is taking on

holiday. (Don’t say the answer yet.)

• The students name other clothes. (Jumper, shoes,

skirt …)

isten and find out. What’s Rosa taking on holiday?

Now ask and talk about you.

CD 4 Track 4 p242

• Read the speech bubbles. Draw attention to the

differences in the three responses.

• Ask What’s Rosa taking on holiday?

• Play the CD. The students listen.

• The students say which clothes Rosa is definitely

taking, which clothes she’s not sure about and which

clothes she isn’t taking.

• Ask the students to imagine they’re going on holiday

with Rosa. Which clothes are they going to take/not

take/are they not yet sure about?

• The students work with a partner. They ask and

answer questions about all the clothes.

• Ask a few pairs to report back to the rest of the class.

I’m taking (jeans). / I’m not sure about (sandals).

(Eduardo) isn’t taking (cropped trousers)

Listen and do the vocabulary quiz.

CD 4 Track 5 p242

• Divide the class into two teams.

• Draw attention to the recycle logo. Explain that the

students will be hearing familiar words, as well as

practising new vocabulary.

• If necessary, briefly revise the vocabulary that’s

included in the quiz.

• Play the CD. Use the pause button. Members of each teamname the clothes. Keep score on the board.

• Extend the quiz by holding up the flashcards. The

students say and spell the words.

• The team with most points at the end wins the quiz

Activity 3

Write about the clothes.

• The students write sentences to describe the clothes


Suggested answers: 1 You wear a fleece to keep warm. 2 Youwear a top with jeans, cropped trousers, shorts or a skirt. 3 A dress is for women and girls. It can be long or short. 4 You wear sandals in summer                https://www.disabledworld.com/fitness/nutrition/fruits-veggies/colored.php



END       Review the lesson and say goodbye.

• Ask How many clothes can you name?

• The students tidy up, put their books away and saygoodbye.


Additional information 

Differentiation-how do plan to give more support? How do youplan to challenge the more able learners?

Differentiation by support

Differentiation by worksheet sort.           Assessment-howare you planning to check learners learning

Assessment by smileys Health and safety check

Friendly atmosphere

Limited time of using ICT


Where the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learningobjectives?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?           

Summary evaluation

What two things went really well (consider both teaching andlearning)?


What two things would have improved the lesson (considerboth teaching and learning)?


What have I learned from this lesson about the class orindividuals that will inform in my next lesson?



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