Разработка урока "Used to"

Lesson plan

Unit: Challenges					School: ” Murager” school
Date: 13/02/18					Teacher’s name: Kuandykova G.S
CLASS: 8V1					Number present: 18		absent:1
Lesson title:			Used to/ be used to/ get used to
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			8.C3 respect differing points of view  8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 8.UE9 use appropriately a Used to/ be used to/ get used to on a range of familiar general and curricular topics 8.S3 give an opinion at discourse level on a wide range of general and curricular topics
Lesson objectives			All learners will be able to answer some of the questions, complete the table almost correctly Most learners will be able to -      Use a Used to/ be used to/ get used to appropriately in a sentence -      answer most of the questions, complete the table correctly Some learners will be able to -Identify the difference of using a Used to/ be used to/ get used to appropriately in a sentence  -  answer all of the questions, complete the table correctly
Assessment criteria			1.      Describe the movie using sentences with a Used to/ be used to/ get used to appropriately in a sentence 2.      Compare and contrast the using of a Used to/ be used to/ get used to appropriately in a sentence 3.      Describe their childhood to a partner using  a Used to/ be used to/ get used to appropriately in a sentence
Values links			Kazakh patriotism and civil responsibility, respect, cooperation, transparency
Cross-curricular links			Math
Level of thinking skill			Application
Previous learning			Learners already know some devices of technology and computer games
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)							Resources
Start 5-8 min	Greeting. -  Morning everybody. Pleased to see all of you in a good spirit and mood at our lesson today. It goes without saying you’re ready to master your English language together with me just now, aren’t you? Checking up the homework - You know quite well what we spoke about at our previous lesson. I’d like you to remind it. Pre –teaching T. shows three pictures. An yurt, an apartment house, a new modern house. Firstly separately, then together. -          What are these? -          Which of them did our ancestors use as a house? -          Which of them is familiar house? (Silent feedback T-L)
Middle 30 min 10 min 10 min 10 min	When we talk about things that we did in the past but don't do now we can use the expression used to+ inf. The negative form is didn't use to+inf. We use be used to+Ving to say that we have often done something and it’s normal. We use get used to+Ving to talk about the process of something becoming normal for us. Listening. Activity 1 T. asks students to count from 1 to 2. Then T. asks to go out first ones. The video  will be showed without sound for second one students. Then they go out, and video will be listened without image for first one students. While listening. Pair work. After they in pairs will discuss the video. -          What about is this video? -          What grammatical structures, verbs were used in the vi -            -          deo more often?  After listening. Individual work. Task 1 (Differentation) This task is for more able students -          Did these activities old man use to do? Which of them are mentioned? Yes or no? |He used to live with his parents. He used to go to parties. He used to ride a bike. He used to meet a beautiful girl. He used to play football. He used to visit many places. He is used to going cafes. He is used to driving a fast car.      Task 2.  Fill the gaps. This task is for less able students    When I was young I  … to do many things. I used to go to parties. I used to spend all day in cafes. I used to meet a beautiful girl. She used to love me. But I did not use to love her. Of course I used to drive a fast car. I used to visit many places. I … … visit my grandmother. But she is dead now. Also I …  to play basketball. But time flies. Things change. Now I am alone. I am not … …  having a girlfriend. I am not used to going cafes. I … … …  to driving a car anymore. Anyway it’s never too late. I get  changing my life. To learn for your mistakes. -          If you finish let’s do peer assessment. Look at the board and check your partner’s task.       When I was young I used to do many things. I used to go to parties. I used to spend all day in cafes. I used to meet a beautiful girl. She used to love me. But I did not use to love her. Of course I used to drive a fast car. I used to visit many places. I used to visit my grandmother. But she is dead now. Also I used to play basketball. But time flies. Things change. Now I am alone. I am not used to having a girlfriend. I am not used to going cafes. I am not used to driving a car anymore. Anyway it’s never too late. I get used to changing my life. To learn for your mistakes. Teacher gives positive  feedback about the quality of the work Activity 3.  Group work. My Childhood. My real life. My future. ( Positive feedback: T-L, L-L) -          They present it to the others and are assessed by the descriptor: 1.      Spelling and grammar accuracy 2.      At least 7-8 ideas for each category 3.      Time management (5 min for creating the presentation, 2 min for presenting) FA – “think pair share”							https://www.youtube.com/watch?v=vOW47qRueCE Handout 1   Handout 2
End 2-3 min	Formative assessment. Fingers on Chest For a quick assessment of how students feel they are comprehending a lesson, T.uses this activity which allows students to keep their reflection private. Reflexion. Homework: Exercises from student book
Additional information
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
Differentiation by support after pre-teaching task Differentiation by task before pre-reading task				Self-assessment- For the assessment the reading tasks the students swap their worksheet for checking. They are shown the answer key on the board. Formative assessment. Fingers on Chest For a quick assessment of how students feel they are comprehending a lesson, T.uses this activity which allows students to keep their reflection private.		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? 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.
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?