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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
3.
4.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson №3: Amazing inventions
School: School №20
Date: 08.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C4 evaluate and respond constructively to feedback from others
8.L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
8.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
8.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
8.UE10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
use going to and present continuous tense in their sentences.
Most learners will be able to:
complete the sentences and match them with the questions using the present continuous tense.
Some learners will be able to:
talk about their future plans and arrangements, say why Rudolph’s inventions are amazing?
Language objectives:
Learners can:
- use going to and present continuous tense in their sentences.
- complete the sentences and match them with the questions using the present continuous tense.
- play the memory game writing five times and five plans on a piece of paper and test their partners.
Key words and phrases: amazing, invention, super safe reflector roller blades
going to/ present continuous tense
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why Rudolph’s inventions are amazing?
Writing prompts: I am/is/are going to … /We are …..ing now. Going to/ present continuous
Previous learning
The present simple/ present continuous
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places.
Dividing into subgroups: Teacher divides learners into subgroups using colorful circles, squares, triangles and rectangular figures. Warming up: Vocabulary: Find seven verbs in the word grid. Then use the verbs to complete the phrases. A.b. ex-1 p-6
Revising the previous lesson: The present simple\ present continuous tenses.Checking up the homework
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using pictures given in S.b. p-8. Teacher introduces lesson objectives to the learners.
logical puzzle, coloured figures
flashcards
Middle (of the lesson)
Presentation: Learners listen and read the dialogue. Answer the question: What do you think? Which is Rudolph’s most amazing invention? Ex-1 p-8 S.b.
Comprehension: Learners look at the list and say who is going to do each activity. Ex-2 p-8 S.b.
Teacher asks the question to the learners: Can you say why Rudolph’s inventions are amazing?
Grammar spot: going to and am/is/are+v1ing Teacher presents the learners going to and present continuous tense using writing prompts: I am/is/are going to … /We are …..ing now.
P) Reading and Grammar: Learners are given a worksheet with Yambol’s list of plans for Sunday. Learner completes his blog using going to and phrases from the list. A. b. ex-3,4 p-6
Relaxation: Learners listen to their favourite music. If they want they may dance to music.
Grammar:
I) Learners use the words to write questions about Saule.
P) Look at Saule’s diary and complete the sentences using the present continuous tense. Then match them with the questions in Activity 4 ex-5 p-7 A.b.
Speaking Memory game: Play the game with your partner. Write five times and five plans on a piece of paper. Exchange the paper with your partner. Now test your partner. Can you remember their plans? Ex-7 p-9 S.b.
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection My English file: As a feedback learners write about their plans for the weekend. Ex-7 p-9
Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
Giving summative assessment
My English file list
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
5.
6.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson №4: Test
School: School №20
Date: 12.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics
8.UE10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
choose the correct form using English tenses
Most learners will be able to:
put the words in brackets in the right place in these sentences
Some learners will be able to:
rewrite the sentences beginning with underlined words.
Language objectives:
Learners can:
-rewrite the sentences beginning with underlined words.
-put the words in the right order.
-put the words in brackets in the right place in these sentences
-choose the correct form
-unscramble sentences
Key words and phrases:
Useful classroom language for dialogue/writing: written
Discussion points:
Can you say why? …..
Writing prompts:
Previous learning
Grammar and active vocabulary of the 7th grade
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Learner review English grammar and vocabulary of the 7th form. They work individually.
Middle (of the lesson)
I Unscramble sentences.
a) are/they/where/to/in/stay/going/Astana/?
b) street/the/changed/has/recently/been/name/of/the.
c) you/last/were/too/do/to/homework/night/your/tired?
II Choose the correct form
Jane is writing an essay/ essays.
Talgat wants to have a computer/ computer.
I’ve been waiting for Tom for about three hour/hours.
Some people can’t afford to buy tickets/a ticket to the popular beach.
We went to Ramstore yesterday. Children had much/many fun.
Does he earn many/much money.
Zhanat got a job/job of an office manager.
III Put the words in brackets in the right place in these sentences.
He works late at the office. (often)
I eat a sandwich for lunch. (usually)
Ingo to the jazz concert at the weekend.
We are at home on Sunday evenings.
Paul doesn’t come to see us.
IV Put the words in the right order.
cinema you to go the do?
meet never eat I because don’t it like.
listen evening the to brothers radio the my always in
sometimes disco I a friends to my with go
for the never am school I late
V Rewrite the sentences beginning with underlined words.
They may close the office.
I buy milk.
Pavarotti sang the song.
They pay doctors a lot of money.
They will interview me for the job.
notebook, pen
End (of the lesson)
Reflection Self-assessment: Strategy: A letter to the teacher. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
7.
8.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson №5: A walk in the country
School: School №20
Date: 15.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C7 develop and sustain a consistent argument when speaking or writing
8.L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
8.S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
listen and read the text: I saw something strange using strategy Jigsaw
Most learners will be able to:
complete the answers to these questions with the correct form of the verb in brackets
Some learners will be able to:
write a story about an unusual country walk , tell a story in the past
Language objectives:
Learners can:
- complete the answers to these questions with the correct form of the verb in brackets
- listen and read the text: I saw something strange using strategy Jigsaw
- write a story about an unusual country walk
Key words and phrases: field, fence, path, orchard, hedge, gate
Past simple / Past continuous tenses
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why Tanya ran into her school?
Writing prompts: Past Simple v2/ ved /Past Continuous was/were v1 ing
Previous learning
Revision
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using puzzle pictures. Warming up: Find odd word out.
cheese
milk
butter
yoghurt
Answer: milk Milk is the odd one out because butter, cheese and yoghurt are products made from milk.
Revising the previous lesson: Checking up the homework
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
logical puzzle, puzzle pictures,
flashcards
Middle (of the lesson)
Vocabulary: Learners are given a worksheet with a picture and new words. They look at the picture and find these things: field, fence, path, orchard, hedge, gate.Ex-1 p-8 A.b. Pronounce the words accurately after the teacher.
Presentation: Learners listen and read the text: I saw something strange using strategy Jigsaw. Answer the thick question: Can you say why Tanya ran into her school?
Presentation: Grammar Spot: Past Simple/Past Continuous
P)Grammar Practice: Learners complete the answers to these questions with the correct form of the verb in brackets. Use the past simple or past continuous tenses
Relaxation: Nose and ear: Learners touch their noses with the left hands and touch the left ears with the right hands. With the command of the teacher “Three four” they have to change their hands. They try to do actions quickly.
P)Listening: Learners look at the map and listen to Tanya. Trace her route on the map Ex-4 a , b p-11 S.b.
G) Writing: learners write a story about an unusual country walk.
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection Self-assessment: Essay: A letter to teacher. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
Giving summative assessment
essay paper
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
1.
2.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson№6: Past simple / Past continuous
School: School №20
Date: 19.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C8 develop intercultural awareness through reading and discussion
8.L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
8.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
use the prompts to write questions in the past continiuous tense
Most learners will be able to:
complete the text with the past simple form of the verbs in the box
Some learners will be able to:
read Donna’s story and answer the questions, tell a story in the past
Language objectives:
Learners can:
- use the prompts to write questions in the past continiuous tense.
- complete the text with the past simple form of the verbs in the box.
- read Donna’s story and answer the questions.
Key words and phrases:
Past simple / Past continuous
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why Donna wanted to go to the park with her friend Julia?
Writing prompts: was/were+v1 ing/ v2 did/didn’t
Previous learning
A walk in the country
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using colorful circles, squares, triangles and rectangular figures. Warming up: Find odd word out
silver
ivory
gold
platinum
Answer: ivory Ivory is the odd one out because it is not a metal. Silver, gold and platinum are precious metals.
Revising the previous lesson: Hot chair Checking up the homework
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
logical puzzle,
flashcards
a chair.
Middle (of the lesson)
P) Grammar: Learners look at the picture. Use the prompts to make sentences in the past continuous tense. Ex-2 p-8 A.b.
Dialogic teaching and learning based on criteria based assessment
Differentiated tasks:
Task#1: Use the prompts to write questions in the past continiuous tense. Then look at Activity 2 and write the answers. Ex-3 p-8 A.b.
Task #2: Complete the text with the past simple form of the verbs in the box. . Ex-4 p-9 A.b.
Task #3: Read Donna’s story and answer the questions. Ex-5 p-9 A.b.
Relaxation: Nose and ear: Learners touch their noses with the left hands and touch the left ears with the right hands. With the command of the teacher “Three four” they have to change their hands. They try to do actions quickly.
Check your English: Learners are given a worksheet. They choose the correct form, past simple or past continuous to complete these sentences. Ex-7 p-11 S.b.
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection Peer-assessment: Making oral comments. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
Giving summative assessment
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
9.
10.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson №7: The middle of nowhere
School: School №20
Date: 22.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C9 use imagination to express thoughts, ideas, experiences and feelings
8.L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
8.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
match the words in the box with the pictures: mainland, truck, ferry
Most learners will be able to:
read about Patrick. Identify true/false sentences
Some learners will be able to:
use the information about Helen to write a description of her life.
Language objectives:
Learners can:
- match the words in the box with the pictures: mainland, truck, ferry
- use the information about Helen to write a description of her life.
- read about Patrick. Identify true/false sentences
Key words and phrases: mainland, truck, ferry
Past simple / Past continuous
Useful classroom language for dialogue/writing: oral
Discussion points: Can you say why Cameron would like to live on a small island?
Writing prompts: How many…. ? What time….? Why ….? When …? Where ..?
Previous learning
Past simple / Past continuous
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using colorful circles, squares, triangles and rectangular figures. Warming up: The Father
A mother is 21 years older than her child. In exactly 6 years from now, the mother will be exactly 5 times as old as the child. Where's the father?
A with the father B with the mother C with his son D with his daughter
Checking up the homework
Revising the previous lesson: How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
logical puzzle, geometrical figures,
flashcards
Middle (of the lesson)
Question to discuss: Would you like to live on a small island? Why?
Vocabulary: Match the words in the box with the pictures: mainland, truck, ferry
I) Reading: Listen and read about Cameron’s life. Do you think his life is fun, boring, interesting or exciting? Ex-1 p-12 S.b.
P) Match these words from the article with the definitions.
Relaxation: Two handed drawing: Learners draw different geometrical figures with both of their hands at one time. They increate creativity through this left & right side of the brain lesson.
G) Reading: Learners read about Patrick. Identify true/false sentences
P) Writing: Learners use the information about Helen to write a description of her life.
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection Self-assessment: A letter to the teacher. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
Giving summative assessment
essay paper
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
1.
2.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit 1 Country Life/ City Life
Lesson №8: Revision of Grammar
School: School №20
Date: 26.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
8.R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives:
All learners will be able to:
choose the correct adjective to complete each sentence.
Most learners will be able to:
put the verbs in brackets into the correct form, present simple or present continuous
Some learners will be able to:
use the present continuous to describe Marta’s arrangements for tomorrow.
Language objectives:
Learners can:
- use the present simple to describe what I usually do and the present continuous to describe what I am doing now.
- use descriptive adjectives, can use the present continuous and going to to talk about future plans.
- know vocabulary for things in my country.
Key words and phrases:
Past simple / Past continuous
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why you visit your relatives?
Writing prompts: to be going to /was /were +V1 ing / V2 Did I v1 … ?
Previous learning
The middle of nowhere
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using sweets . Warming up: Find odd word out • tree • mouse • man • paper Answer: paper Paper is the odd one out because it is the only non-living thing.Tree, mouse and man are living.
Revising the previous lesson: Checking up the homework
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
logical puzzle, sweets,
flashcards
Middle (of the lesson)
Brainstorming:What do you think what confession is?Learners look the word up in the dictionary, discuss in groups. Give different ideas.
Teacher presents learners Success criteria:
1. I can use the present simple to describe what I usually do and the present continuous to describe what I am doing now.
2. I can use descriptive adjectives.
3. I can use the present continuous and going to to talk about future plans.
4. I know vocabulary for things in my country.
P) Learners put the verbs in brackets into the correct form, present simple or present continuous
I) Mini test: Learners choose the correct adjective to complete each sentence.
G) Working with the diary: Look at the diary and use the present continuous to describe Marta’s arrangements for tomorrow.
I) Making clusters:
Use going to to write about your plans for the weekend.
Relaxation: Learners listen to their favourite music. If they want they may dance to music.
P) Match these words to the pictures: field, fence, path, orchard, hedge, gate
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection Peer-assessment: Traffic lights
Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. Giving summative assessment
Traffic lights cards
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)?
1.
2.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
Тексердім:
ДОІЖО:
Unit II Changes
Lesson№9: Confessions
School: School №20
Date:29.09.2016
English teacher: Azimova Dilfuza
Class: 8 “Б”
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.S8 recount some extended stories and events on a growing range of 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
8.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics
Lesson objectives:
All learners will be able to:
match the pictures with the phrases
Most learners will be able to:
complete the sentences with used to and the correct verb.
Some learners will be able to:
demonstrate their clusters in group to class, assess one another.
Language objectives:
Learners can:
- match the pictures with the phrases using grammar spot used to;
- complete the sentences with used to and the correct verb.
- make a cluster on the topic: I used to…. , present it to class, assess one another.
Key words and phrases:
Used to
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why you used to be scared of the dark when you were a little kid?
Writing prompts: I used to …. I didn’t use to … Did I use to …?
Previous learning
Revision of Grammar
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using numbers. Warming up: Odd one out
A Store B Railway C Station D Platform
Revising the previous lesson: Checking up the homework
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
logical puzzle, numbers,
flashcards
Middle (of the lesson)
Brainstorming: Teacher:What words come to your mind when you hear the word confessions? Learners give different ideas after thinking. All ideas are accepted.
Presentation:Teacher demonstrates the new words using pictures: walk in your sleep, play hide and seek, be a fussy eater, cry a lot, be scared of the dark
Vocabulary:Look at the picture.Match the pictures with the phrases ex-1 p-12
Grammar Spot:
Did you use to be a fussy eater?
I used to be a fussy eater.
I didn’t use to cry a lot.
Presentation:Listen and read Gavin’s answers to the questionnaire. What are two things Gavin didn’t do when he was a little kid? Ex-1 p – 18 S.b.
Listening:Listen again. How would you answer the questionnaire? You don’t have to tell your classmates your answers.
Relaxation: Learners close their eyes, listen to music. They imagine they listen to the sounds of birds, rough sea and relax
Relaxation: Two handed drawing: Learners draw different geometrical figures with both of their hands at one time. They increate creativity through this left & right side of the brain lesson.
Making clusters:In groups make a cluster on the topic: I used to…. Present it to class, assess one another.
Grammar and Vocabulary:Look at activity 1 Complete the sentences with used to and the correct verb.
Oleg used to walk in his sleep.
Assel used to play hide and seek.
Flashcards, ICT, coloured papers, sheets, students book, work book of ‘Hot Spot’
End (of the lesson)
Reflection Self-assessment: Technique of FA: One minute essay Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
Giving summative assessment
One minute essay paper
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?
Cross – curricular links health and safety check ICT links
Values links
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.
