ENGLISH IN USE 6 Complete the text with the correct form of the word in brackets, including Comparative and Superlative forms. Last month, I read an amazing book - and I finished itº more (quick) than any book I've ever read! It was called Jasmine, and it's about a young actor who has tried (hard) but can't find a good acting job. Then she sees an advert in a newspaper, and she (quick) writes a letter to the theatre company. She gets the job ___(easy) - but then she finds the work is tough. She has to start (early) every day - she's very young and she speaks the ___(quiet) of everyone in the whole cast, so nobody thinks she (good) enough to perform in public. But she also learns everything she has to ___ (fast)! can act the. When the audience finally arrives on the first night, Jasmine is very confident, and she performs her part___(perfect), and sings (beautiful) than any of the other actors. At the end of the play, the audience claps (loud) - and Jasmine becomes a star!

LESSON: 32. Unit revision

School: Enbekshi School

Date: 29.12.2016

Teacher name: Alimzhan Yakhiyarov

CLASS: 1 а,ә,б,в

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L4 recognise with support short basic questions about what something is

1.UE1 use singular nouns, plural nouns – to talk about people and places

Lesson objectives

All learners will be able to:

listen and repeat sounds correctly

understand teacher’s questions

Most learners will be able to:

recognise and name some sounds

Some learners will be able to:

recognise and name all sounds

Value links

Good citizenship and positive behavior

Previous learning

31. Overwriting initial sounds

Plan

Planned timings

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

Resources

Beginning

5 minutes

10 minutes

1. Hello, how are you?

2. Review My/His/Her name is…

3. Teacher will invite Ss to stand in a circle and to greet each other.

Hello song

Middle

10 min

Pupil’s book

Ex. 1, p 58

Ex. 2, p. 58

Pupil’s book

End

Ex. 3, p. 59

Additional information

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

Create mixed ability pairs

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

through questioning and the redirecting of questioning in feedback activities

through observation in pair & group work

through formative assessment

Health and safety check

ICT links

Music

Fact-based observation

Careful movement around the room

Boy-girl-boy-girl arrangement within sitting and standing circles to encourage positive behaviours like keeping hands to self.

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?

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?

2 Complete the email with the comparative form of the adjectives in brackets.

Message Options

Hi Freda

Thanks for your email. We're now in our new house in Canada, and it's amazing! It's (more modern) and (spacious) than our old house in London, and the garden's much (bigger) as well. The neighbours are (friendlier) too. My college is just ten minutes away by bus - (closer) than my old college in London. The teachers are generally great, but some of the coursework is much (more difficult) here. I've got a part-time job after college - I'm working in a restaurant. The food is a bit (more expensive) than in England, but it's also (tastier). Fish and chips are delicious!

There's only one real negative at the moment: the weather! The winter here is much (colder) and (snowier) than in England.

I can't wait for spring!​