8 класс past simple

Unit of a long term plan:Values		School: Sbs by Jambyl
Date:		Teacher name: Slambekova K.N
Grade: 5		Number present:	absent:
Lesson title:		Grammar tracks: Past Simple tense
Learning objectives that this lesson is contributing to:		8.C6 organize and present information clearly to others 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a  range of familiar general topics and some curricular  topics
Lesson objectives:		All learners will be able to: ·         describe past activities ·         present their own ideas to the class
		Most of the learners will be able to: ·         write about past events with some support, using specific lexicology
		Some of the learners will be able to: ·         speak and write about past events or activities without support, using new vocabulary
Level of thinking skills:		Higher order thinking skills
Assessment criteria:		Learners will have succeeded in this class if they: ·         describe past events using specific vocabulary ·         present their own ideas or projects to their groupmates or class
Values links:		Unity – working in peace among classmates or friends
Cross-curricular links:		music – while doing exercise about DimashKudaybergenov
ICT skills:		Smart board for showing a presentation, Power point presentation
Previous learning:		past tenses
Planned timings	Planned activities			Resources
Beginning of the lesson
3 min	(W) Organizational moment. Making a positive reinforcement by questioning learners. How do you do today? What is the weather like today? What was the weather like yesterday? Joining into groups: “Clock partners”. Teacher gives each student a number from 1 to 12. Learners have to join in groups of 6. Learners who have numbers 2-4-6-8-10-12 “Group of past”, and who have numbers 1-3-5-7-9-11 – “Group of present”
5 min	(G)Revision of the previous lesson by method “Envelope race” Students are in groups of 3 with an envelope holding 8 words. The groups compete to explain the words to their team without using them directly, passing the envelope onto a teammate each time a word has been guessed. Assessment: “Thumbs” After every right word learners put their thumbs up			envelopes, words on theme
Middle of the lesson
4 min	(W) Brainstorming Teacher asks the following simple questions related to actions that happened in the past to  warm  up  the class and asks to write their answers in their copybooks. 1.      What did you do after school yesterday?   2.      Did you play football last week?   3.      How was the weather yesterday?   4.      Did you enjoy your weekend? Teacher declares today’s lessontelling that they are going to speak about past events or Past Simple tense.
4 min	(W) For revising the tense, teacher writes a formula of forming Past Simple tense and asks learners if they can explain what teacher wrote on the desk. S+Ved/V2 Learners explain the forming of past simple and in the end, they have to make up a definition Assessment “Thumbs up/down” If they have understood the past simple tense they should put their thumbs up, if they have questions – thumbs right, if they haven’t understood anything – thumbs down			Formula written on the desk
8 min	(G)After that, teacher suggests learners to play a game called “When I was young…” Learners imagine that they are 100 years old and they have to make up a story about what they did, when they were young. Learners may use the cards with questions.     Descriptor: A learner: - makes up sentences that begin like “When I was young…” - answers the questions on the cards; - writes a short story using own sentences; - presents it to the class. Assessment “Thumbs Up/down” If they have understood peer’s sentences they should put their thumbs up, if they have questions – thumbs right, if they haven’t understood anything – thumbs down			cards with questions
6 min	Teacher asks learners to open their books at page 35 and asks some questions about the picture in exercise 3. -          Do you know this man? -          What did he do? -          What songs of this singer do you know? Teacher decides to review regular and irregular verbs before doing the task. “Complete the table” verb past form of the verb love loved R broadcast broadcasted R compose composed R sing sang I speak spoke I become became I appear appeared R finish finished R win won I Descriptor: A learner - differs regular and irregular verbs; - fill in the table			English Plus, student’s book, page 35
6 min	Teacher asks learners to do the exercise 3 at page 35. They should rewrite the sentences putting the correct missing words in spaces. Assessment: “Thumbs up/down” If they have understood the past simple tense they should put their thumbs up, if they have questions – thumbs right, if they haven’t understood anything – thumbs down Differentiation If some learners have finished, ask them to write 5 sentences about what they did during the last week. (more able learners) What did you do yesterday? (less able learners) What TV shows did you watch last night?			English Plus, student’s book, page 35
End of the lesson
4 min	Feedback “Covert” method Teacher gives learners A4 paper, they have to write 2 things that went well on the lesson and 2 things they have difficulties.			A4 paper
Home task
Differentiation The way of differentiation used on the lesson is pace. Some students finish the task earlier, so you can give them extra task. And if students need some help you can give them directions by the book or by questions	Assessment “Thumbs Up/down” If they have understood peer’s sentences they should put their thumbs up, if they have questions – thumbs right, if they haven’t understood anything – thumbs down “Covert” method Teacher gives learners A4 paper, they have to write 2 things that went well on the lesson and 2 things they have difficulties.			Health and safety •  Breaks and physical activities used. •  Work with the SMART board not more than 10 minutes •  Use water based markers •  Ensure proper ventilation
Reflection
Were the lesson objectives/ learning objectives realistic?
Have the learners reached all the learning objectives?
If they haven’t reached, then why?
Did the planned differentiation work well?
Have the planned timing been saved?
What changes were made from the 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:

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Данная разработка поможет подготовиться грамматике и провести урок по английскому языку в 8 классе по теме "past simple". ...

8.C6 organize and present information clearly to others

8.W2 write with minimal support about real and imaginary past events, activities and experiences on arange of familiar general topics and some curriculartopics