План по английскому языку (8 класс)

Unit 8: Food and Drink

School: №13 school-gymnasium

Date: 15.04.2019

Teacher name: Uzganbayeva Zh.N.

Grade: 8 a

Number present:

absent:

Theme of the lesson:

Ordering breakfast

Learning objectives that this lesson is contributing to

8.2.6.1 Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

8.4.2.1 Understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

• infer meanings of unfamiliar words from context

• retell the information from the text

Assessment criteria

Learners have met these objectives

Cross curricular links

Biology

ICT skills

Teacher demonstrates material using active board.

Previous learning

Phrasal verbs “break”

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

7 min

Greeting ss and talking on theme weather.

Warm-up

Learners watch the video and identify what about today’s theme.

Teacher asks some questions to learners:

-How do you start your day?
-What gives you energy for the first part of the day?
-What do you think people around the world have for breakfast? Learners answer them in pairs.

Video

PPT

Middle

10 min

13 min

5 min

Activity 1

Learners watch the video “Order” and make role play.

Teacher invites ss to the blackboard and ss choose the card. Teacher divides them into 3 groups by these cards.

Learners discuss the video as a whole class. And then teacher can check their written speech and give them a task to describe the preparation of the British Breakfast.

Activity 2

Learners read the text using Jigsaw Reading strategy

Teacher puts the learners in groups of 5 people and gives each group a paragraph to read. When they finish reading they share their information with the other group mates. Before starting reading the paragraphs, teacher explains the learners that they need to fill in the table while they are listening to their group mate.

Activity 3

Ss do true/false test on the paper. Teacher shows true/false test answers on smart board and ss check each other’s work and estimate their group mates.

Card

A4 paper

Copybook

End

5 min

Plenary

Teacher shows aplle tree on the smartboard and ss need put their apples on the tree. If they understand today’s lesson they put green apple, if they don’t understand they put red apple.

Hometask

PPT

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
ICT links

Teacher helps learners with content and language if need be, and challenge learners on language, and use of learning skills throughout the lesson as necessary.

Group work allows both more-able and less-able learners to contribute at their own language level. It also gives less-able learners the chance to prepare answers which address the task directly and which are linguistically correct.

Tasks are also differentiated.

Opportunities for formative assessment are embedded in this lesson. Learners and teacher gain feedback on learners’ abilities to use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics and communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If learners are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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 orachievements/difficulties of individuals that will inform my next lesson?