Transitive Intrasitive verbs

Long-term plan:  Making contacts

school №14

Date: 20.09

Teacher’s name: Kalpakova A.B

Grade: 11

Present:

Grade: 11

Theme of the lesson:  Transitive/Intransitive verbs

Learning objectives(s) that this lesson is contributing to

11.1.7.1 - develop and sustain a consistent argument when speaking or writing

11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson

objectives

All learners will be able to:

·      Learn grammar rules

Most learners will be able to:

·      Find transitive and Intransitive verbs in a text

Some learners will be able to:

·      To use these verbs in sentences

Assessment criteria

·      Will learn expressions when making contact.

·      Demonstrate skills of organizing and expressing ideas accurately.

·      Illustrate a viewpoint in a discussion.

Language objectives

Use appropriate subject-specific vocabulary and try to ask for and give opinions.

Value links

Respect, the lesson is aimed at group working and sharing opinions, also supporting each other pair work

Cross curricular links

Self-knowledge.

Education, the lesson is aimed at discussing classmates

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

3min

1.Greeting.

Teacher greets everyone and tells lesson aims.

2. Lead in

 Teacher writes on the board these sentences:

1.They ended the meeting

2.The meeting ended.

Teacher asks:what’s the difference in these sentences

32min

3.  Presentation of the new theme (5min) grammar.

Teacher presents transitive and intransitive verbs

T writes on the examples:

I stopped the car.(transitive verb)

The car stopped.(intransitive verb)

We liked the match.(transitive verb)

Task #1: Ex5a on page 14.Sts work in pairs and find verbs.

• T asks Sts to look at the underlined verbs in the text on p. 14 and say which ones are transitive and which are intransitive.

• Teacher Check sts’ answers.

   Students look at the underlined verbs in the text and in pairs decide  which  are transitive? Intransitive?

Answers:

Transitive verbs (need an object): understand, find, scheduling, made, know, have

Intransitive verbs (don’t need an object): read, arrived, apologised, started, closed, studying, working, faded

Task#2:Ex 5b p.15 Sts will write if the sentence Transitive or Intransitive

Answers:

1 answered – T

2 will be sleeping  T

3 left – I 

 4 will cost – T– I  

5 have ever heard – T

Teacher   vocabulary with pictures

 euphoria (n): an intense feeling of happiness frustration (n): the feeling of being annoyed because you are unable to achieve what you want

adjustment (n): change, adaptation, familiarisation acceptance (n): approval

 Students listen to a radio interview  with a social psychologist  about culture shock

Ex 6b p.15Sts listen for specific information and write True or false

-Completes the table individually, then check their answers in pairs.

Answers:

1 F (… follows a predictable pattern in most cases)

2 F (… all of the stages are equally important)

3 T

 4 F (You start noticing things you don’t like about how people behave, or the social norms which are in place... What’s more, you have yet to find your feet in this new place)

 5 T

6 F (It takes about 6 months to a year to reach this stage, in some cases even a little longer.)

7 T

8 T

Ex 8p.15 Sts work in pairs and find situational language for making contact

Sts will make a dialogue and present before class with pairs.

SB“Aspect 11”

SB“Aspect 11”

SB“aspect 11”

End

5min

4..Giving home task with instructions.

-At the end of the lesson I should give you home task. Your h/t is exercises 6 at page 14 of SB.

5.Feedback.

- Let’s make a short summary!   Sts will answer if they agree with the text

-According your true answers, we achieved the aims of our lesson!

6. Evaluation of students with comment.

-Marks for the lesson are…

-The lesson is over. Thank you for the lesson! Goodbye!

Additional  information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check ICT links
Values links

Listening

No support can be given when they talk about types of art

 More support can be given when they doing the quiz on page 97 about building.

Speaking

Most support during  the matching the places 1-6 with the things a-f and  speaking about  the famous  Kazakh people

Assess by  “Applause” and “Thumb” during the doing the quiz on page 97 about building, matching the places 1-6 with the things a-f and  speaking about  the famous  Kazakh people.

Self-knowledge, Art: when

Develop learners’ love, respect to types of art

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

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

1:

2:

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

1:

2:

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