Year 4 students Group: Gained score Variant: Student name: Subjects (modules) included

While-activity
Objectives:

• 
  To improve pupils’ listening and vocabulary skills
  

Time: 15 minutes
Materials: Handout 3

• 
  Work individually
  
• 
  Distribute handout 3
  
• 
  Tell pupils to listen the recordings and fill the sentences (teacher can put the recording two times)
  
• 
  Check pupils’ answers
  

Post-activity

• 
  Objective: To develop pupils’ speaking skill.
  

Time: 10 minutes
Materials: none

• 
  Divide pupils into 3 groups
  
• 
  Ask them to organize their own business by drawing the picture
  
• 
  Ask them to use previous activities’ vocabularies
  
• 
  Set a time
  
• 
  Learners talk about their business and present it with groups
  

Evaluation
Objective:

• 
  evaluate pupils according to their participation and give feedbacks
  

Time: 3 minutes
Homework
Objective:

• 
  To practice and develop pupils writing skill
  

Time: 2 minutes

• 
  Teacher gives instruction for home task, pupils should talk about the topic “My business”. They may work in pairs
  

HANDOUTS
Handout 1. Business and Finance
Write down the words related to Business and Finance. All of the words must begin with letter of alphabet given. Some letters may have many different answers, while others may not have an answer

A	N
B	O
C	P
D	Q
E	R
F	S
G	T
H	U
I	V
K	W
K	X
L	W
M	Z

Handout 2. Write the definition of the words

Fund
Dispatch
Exchange
Accept
Convince
Divide
Develop
Prevent
Profit
Deadline

Task 2. Choose one of the classroom activities from the box. Write about the ways of adapting it for different age learners. Fill the table.

1. 
   “Find someone who…” 2. Toss the ball games 3. Bingo 4. Charades 5. Picture description 5. Jeopardy
   

Toss the ball games	Young learners	Teenagers	Adults
The stage of the lesson	Post stage	While Stage	While Stage
Aim of the task	Motivates young learners to pay attention and focus	Keeps them from outer distractions and adds fun.	A reason to interact with each other in group.
The skill (subskill) to be practiced	Helps them to improve their ability to coordinate	Shapes their physical and mental readiness	For adults it would serve as ice breaker hence improving their social skills
Interaction pattern	Teacher-Student (because they need assistance)	Student-Student	Student-Student
A detailed explanation of the procedure (How does the teacher instruct? What do the students do?)	Teacher plays this game with eery one of them.	After teacher instructs they are ready to proceed.	After teacher instructs they are ready to proceed.
Assumptions (how will students benefit from this task)	After all learners will enjoy having fun and learning something via that.	As for teenagers, they realise that game interaction in lessons can be fun too.	For adults, the result depends on their mood.

Task 3. Write your opinion on the given issue. Write 150-200 words.
How can teachers cope with rebellious teenagers in the classroom? What are the ways of overcoming this problem?
Teachers often face daunting challenges when dealing with rebellious teens in the classroom. From creating rules and regulations to building positive relationships, teachers need to be equipped with the right strategies to deal with this effectively. In this article, I discuss the benefits of introducing rules and regulations in the classroom, the importance of developing positive relationships with rebellious teens, and strategies for dealing with disruptive behavior in the classroom. Empower teachers, parents, and other adults to form strong bonds with rebellious teens to ensure their well-being. Building positive relationships with rebellious teens can help them know that they are respected and valued, which can help give them the confidence to make better decisions in life.
Ultimately, developing a positive relationship with rebellious teenagers can help to foster a healthy and positive environment, as well as provide them with essential guidance and support.
Disruptive behaviour in the classroom can be a difficult problem to address, as it can interfere with student learning and classroom management