LESSON: 8.1B:
Daily Life and Shopping (Content with language)
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School: NIS
Pavlodar
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Date: Sep, 22 2014
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Teacher
name: Issabekova B.M.
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CLASS: 8 F
Time: 40 min
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Number
present:
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absent:
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Learning
objectives(s) that this lesson is contributing to
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8.C1 use speaking and
listening skills to solve problems creatively and cooperatively in
groups
8.S7
use
appropriate subject-specific vocabulary and syntax to talk about a growing
range of general topics, and some curricular topics
8.S5 interact
with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
8.L1
understand with little or no support the main points in extended talk on a
wide range of general and curricular topics
8.W3 write with
moderate grammatical accuracy on a limited range of familiar general and
curricular topics
8.R2 understand specific
information and detail in texts on a growing range of familiar general and
curricular topics, including some extended texts
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Lesson objectives
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All
learners will be able to:
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•
understand
most specific information and detail from a short video presentation that
contributes to a problem-solving situation
•
give
an opinion at sentence level by contributing solution to a problem or
situation
•
understand
with little or no support the main points in a reading passage about general
and curricular topics
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Most
learners will be able to:
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·
understand
more complex supported questions on a growing range of general and curricular
topics
·
keep
interaction going in longer exchanges on a range of general and curricular
topics
·
respect
differing points of view
·
understand
specific information and detail in texts on a growing range of familiar
general and curricular topics
·
write
with moderate grammatical accuracy on a limited range of familiar general and
curricular topics
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Some
learners will be able to:
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·
use
talk as a means of reflecting on and exploring a range of perspectives on the
world
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communicate
meaning clearly at sentence and discourse level during pair, group and whole
class exchanges
·
predict
the
answers before listening
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Previous
learning
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family,
hobbies, social media; present simple
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Plan
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Planned
timings
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Planned
activities
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Resources
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3
minutes
4-6
minutes
(этап вызова)
6-8
minutes
Middle
8-24minutes
(этап осмысления)
25-30 minutes
31-37 minutes
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Warm up W
(polylinguism)
Students greet each other in different
languages
Students are given parts of
pictures. They should find other parts of their pictures, so they make 3
groups
Starter W,
G
Students should make up a sentence with
the mixed words. Each group is to make up 3 sentences.
Ss watch a video and then guess the
topic of the lesson.
Teacher asks questions:
- Students, how do you think what are we
going to talk about today? Then teacher introduces learning objectives. (Let
students to read the learning objectives)
Problem solving W, G
Each group is to watch a video
related to daily life situation. Then they should define the problem and come
up with the possible solution. Students fill the table.
Before that teacher explains that
Ss should share responsibilities within the groups (facilitator, reporter,
recorder, time keeper).
Skill: Formative
Listening I, P
Ss listen to the recording and
should answer the questions.
Then Ss exchange their answer sheets for
peer evaluation.
Skill: Reading I, G
Ss in groups read the same text and then
do differentiated tasks.
G1 – read the text and do True/False
task
G2 - answer the questions
G3 – ask questions to the following
answers
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pictures related
to daily life
students’ ideas
jumbled words
related to daily life
PPT (learning objectives)
Laptop
Video
Table
http://www.esl-lab.com/schedule/schedrd1.htm
“Haley Joel
Osment – a kid actor” reading worksheet
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End
38-40
(этап
рефлексии)
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Hometask: creative writing W, I
Imagine you are a famous star. Write a short essay
describing your daily life.
Students’ Feedback W
Students stick their stickers to the appropriate
picture.
-sun (if they understood everything and felt good on
the lesson)
-cloud (if they did not understand everything and
need more time)
-night (if they are still struggling to understand
the topic)
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creative
writing
Stickers
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment
– how are you planning to check learners’ learning?
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Cross-curricular
links
Health and safety check
ICT links
Values links
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More
support:
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(13-18)
Provide less able learners with the translation of some new vocabulary
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(8-13)
Create mixed ability groups for discussion. Ensure they are not always in the
role of timekeeper.
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More
able learners:
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At
start of lesson, they think of lesson theme.
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(3-6)
They encourage the group to give more hobbies and leisure activities.
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(30-35)
Encourage them to justify their opinions.
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·
Observe
learners when participating in discussion. Did the group dynamics work? Did
each learner contribute to the discussion? If not, why not? (e.g. didn’t
understand what to do; not so confident speaking English; not interested in
topic; other)
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Record
what they considered they had learned from the lesson. Could they express
what they had learned about content and language? Could they express which
skills they had developed?
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Respecting
diversity of opinion
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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?
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Use
the space below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your lesson.
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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?
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