| Presentation Listening Pre-listening task Teacher asks learners to read the sentences, underline the unfamiliar words in the task 2. They walk around the classroom and ask the group mates about the unfamiliar words. (Peer’s support). If learners cannot find the meanings/translations of the words teacher provides the meaning of the words. (Teacher’s support). While-listening task Learners listen and watch the story, put the sentences in correct order. Teacher plays the recording twice. Pair work. Learners are divided into pairs. They compare their answers with the partner. Teacher checks answers as an open-class activity. TPR (Total physical response) Learners are suggested to make a circle. Teacher prepares the cards with the vocabulary of Task 1. A Learner 1 chooses any card, reads the word, using gestures explains the word to the class. The learner 2 who guesses the words has to spell it. Learner 2: It is a plant. Learner 1: Could you spell the word? Learner 2: P-L-A-N-T. (Plant). Learner 1: Yes, good job! Reading task. The activity below can be used as a formative assessment. To check the ability of students to use vocabulary in context, learners are asked to read the same story and write the correct word into the missing space. Teacher monitors and supports some students who need help. Production Ask learners in their L1 language what they know about plants and what they need to grow. Then suggest learners work in pairs by forming pairs according to teacher’s decision and to tick things that plants need to grow. (Peer’s support). Open - class activity checking. Practice Task 1 Group work. Learners have to choose one card and are divided into 3 groups with the help of these cards: tree, sunlight, leaf. What kinds of plants do you know? What plants grow in Kazakhstan? Teacher demonstrates some plants which grow in Kazakhstan. (Roses, tulips, poppies). Task 2 Learners draw the plants that grow in Kazakhstan. Teacher shows the clue that learners should use in the next task-writing. e.g. This is a camomile. It grows in fields, mountains and gardens. It has a white flower, thin leaves. It is very useful. If you are ill you can drink camomile tea. Group work. In their groups learners write 3-4 sentences about this plant using the Present Simple forms. Think-group-share Ls discuss the ideas on the presentation, with the Teacher’s support they create the criteria for the presentation. Learners share their ideas about the exact plant in groups, choose the best sentences and present them. Teacher nominates a group of learners to present the plant. Learners give peer feedback such as: Your English / / pronunciation is good. We can understand all of / most of the presentation. We like the ____. Teacher praises learners’ and suggests an improvement. Learners peer assess each other following the suggested criteria. | 
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