8 сыныпқа арналған сабақ жоспары "Romeo and Juliet"

LESSON: Romeo and Juliet

School: № 26 secondary school

Date: 24.01.18

Teacher name: Keneeva A.K

CLASS: 7A

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.R4 read independently a limited range of short simple fiction and non fiction texts

Lesson objectives

All learners will be able to:

• understand with limited support the main points of extended talk on a range of general and curricular topics;

• understand most specific information and detail of supported extended talk on a range of general and curricular topics;

• give an opinion at sentence level on an increasing range of 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 ;

• organise and present information clearly to others;

• respect differing points of view.

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.

Language objectives

Use subject specific vocabulary, use appropriate Present and Past TensesResponsibility , Global Citizenship.

Value links

Responsibility , Global Citizenship.

Cross curricular links

Literature

ICT skills

Projector or Smart board for presenting a reading activity

Previous learning

Nicholas Nickleby

Plan

Planned timings

Planned activities

Resources

3min

3 min

I. Greeting

T: Good morning, children! I am glad to see you. How are you?

What date is it today?

P.: Today is ..... of.....

T: Yes. It is winter. What is the weather like today?

P: It is cold, windy.

The psychological approach to the lesson: «A compliment»

The name reflects the essence of statements of the pupils is the verbal expression of positive emotions in relation to the partner. Look at your partner and tell him how he looks today, use what adjectives to describe appearance. Begin your statement with a reference name. Use the model of "You look so...!" - “You are so ... today!”students is the verbal expression of positive emotions in relation to the partner

II. Check up their homework

Fiction and Non-fiction literature

music

cards

Middle

1 min

5 min

6 min

4 min

3 min

4 min

4 min

III. The presentation of the new lesson «Romeo and Juliet»

Students look at the presentation and try to guess the new lesson theme

View the video

Jigsaw reading

The class is divided into 3 groups of 3 people. Тo settle on 1,2,3. Each group reads the text and works on a card. Then comes the exchange of information between the groups.

Task 1

Preparation

Match the vocabulary with the correct definition and write a–h next to the numbers 1–8.

1…….. to take place a. to really want something

2…….. to step in b. to happen

3…….. to be keen for something c. wearing different clothes so that people don’t know who you are

4…….. lifeless d. a minister of the church who performs ceremonies, like marriage

5…….. in disguise e. to get involved

6…….. poison f. a space under the ground or inside a stone building to bury a dead person 7…….. a priest g. dead 8…….. a tomb h. a substance that causes illness or death

Assessment informal: Think Pair Share

IV. TPR. Energizer.

Task 2

1. Check your understanding: reordering

Write a number (1–7) to put these events from the story in order.

…………. Romeo and Juliet secretly get married. …………. Juliet wakes up, sees Romeo dead and kills herself. …………. Romeo thinks Juliet is really dead. He takes poison. …………. Romeo and Juliet meet and fall in love. …………. Juliet takes a drug to make people think she’s dead. …………. The Montagues and the Capulets hate each other. …………. The two families make peace.

Task 3. Test

Check your understanding: multiple choice Circle the best answer to these questions.

1. The Montagues and the Capulets hate each other so much that they …

a. don't speak to each other. b. fight whenever they meet. c. play horrible tricks on each other.

2. The Capulets organise a party to …

a. introduce their daughter to a possible husband. b. introduce Juliet to the Montagues. c. celebrate Juliet's fourteenth birthday.

3. Romeo and his friends …

a. watch the party from a safe distance. b. plan to cause trouble at the party. c. go to the party in disguise.

4. When Romeo and Juliet meet …

a. they fall in love immediately. b. they don't like each other at first. c. Juliet doesn't feel the same way as Romeo.

5. Romeo and Juliet go to a priest called Friar Lawrence to …

a. get advice. b. ask him to persuade their families to make peace. c. get married.

6. Romeo kills Tybalt because …

a. Tybalt wants to stop him seeing Juliet. b. Tybalt is planning to kill Romeo. c. Tybalt kills Romeo's best friend.

7. Juliet’s parents are angry because …

a. she won’t marry Count Paris. b. they think she is too friendly with the Montague family. c. they find out about the secret wedding.

8. Friar Lawrence says he will help Juliet by …

a. helping her to escape with Romeo. b. giving her a drug to make people think she's dead. c talking to her parents.

Literature UK: Shakespeare – Romeo and Juliet – exercises

9. The plan goes wrong because …

a. Romeo doesn't get Friar Lawrence's message. b. the drug is too strong. c Juliet's family don't believe that she is dead.

10. Romeo drinks poison because …

a. he thinks Juliet doesn't love him. b. he knows he has brought shame on his family. c. he thinks Juliet is dead.

11. When Juliet wakes up …

a. she realises she’s trapped in the tomb. b. she commits suicide. c. she shouts for help.

12. In the end, the Montagues and the Capulets …

a. are united by their loss and make peace. b. continue fighting until they are all dead. c. think the tragedy is Friar Lawrence’s fault.

Self assessment

PPT slide 1

video

cards with the text

Handout 1

Handout 2

Handout 3

End

4 min

3 min

Walking on the gallery

Students distributed posters which they have to portray what they understand from the text

Reflection

- Put your stickers on the stains of success:

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

• Differentiation by support and outcome – teacher might decide on the number of words used by an individual learner during the speaking activity.

• Monitor how much vocabulary learners can use in their speaking.

• Monitor how learners find the answers during the reading for specific information activity

• Monitor how learners complete the vocabulary tasks

• Safety regulations are taken into account when planning and conducting the lesson.

• There are types of activities that meet the needs of learners with different learning styles and level.

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 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?