LESSON: 8.1B: Daily Life and Shopping (Content with language)
School: NIS Pavlodar
CLASS: 8 F
Time: 40 min
Learning objectives(s) that this lesson is contributing to
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
All learners will be able to:
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
Most learners will be able to:
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
Some learners will be able to:
use talk as a means of reflecting on and exploring a range of perspectives on the world
communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges
predict the answers before listening
family, hobbies, social media; present simple
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
pictures related to daily life
jumbled words related to daily life
PPT (learning objectives)
“Haley Joel Osment – a kid actor” reading worksheet
Hometask: creative writing W, I
Imagine you are a famous star. Write a short essay describing your daily life.
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)
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Health and safety check
(13-18) Provide less able learners with the translation of some new vocabulary
(8-13) Create mixed ability groups for discussion. Ensure they are not always in the role of timekeeper.
More able learners:
At start of lesson, they think of lesson theme.
(3-6) They encourage the group to give more hobbies and leisure activities.
(30-35) Encourage them to justify their opinions.
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)
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?
Respecting diversity of opinion
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Краткое описание документа:
Данный урок является первым уроком при изучения раздела "Daily Life and Shopping". Урок посвящен изучению нового материла, развитию критического мышления учащихся, навыков решения поставленной перед ними проблемой. Также урок направлен на развитие всех 4 навыков: слушания, чтения, письма и говорения. Урок поделен на 3 основные части: этапы вызова (объединить группы согласно частям картинки, выход на тему, постановка целей урока), осмысления (решение проблемной ситуации и ее презентация) и рефлексии (обратная связь от учителя и учеников, насколько успешным было обучения учащихся, достигли ли они целей урока).
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