A new friends

Lesson A new friend

School: Asikata

Date: 11.09.2017

English teacher: Almaganbetova

Class: 8 “A”

Number of present:

Absent:

Learning objective(s) that this lesson is contributing to:

8.C2 use speaking and listening skills to provide sensitive feedback to peers

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

8.R1 understand the main points in texts on a limited range of unfamiliar 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

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:

match the new words with the definitions on the topic “A new friend”.

Most learners will be able to:

choose the correct words from the box to complete the email from Gavin, use The present simple\ present continuous tenses

Some learners will be able to:

read and discuss Yerbol’s blog and write a new page for him, use The present simple\ present continuous tenses.

Language objectives:

Learners can:

-read and discuss the dialogue “A new friend”

- choose the correct words from the box to complete the email from Gavin, use The present simple\ present continuous tenses

- read and discuss Yerbol’s blog and write a new page for him, use The present simple\ present continuous tenses.

Key words and phrases: tiny, ancient, brilliant, huge, great, lovely, massive

The present simple\ present continuous

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why having friends is important for you?

Writing prompts: am/is/are+v1ing v1 do/does don’t/doesn’t

Previous learning

The present simple\ present continuous tenses

Plan

Planned timing

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

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets the learners; learners respond to greeting of the teacher and take their places. Dividing into subgroups using coloured stickers Warming up: What is the word?

What word looks the same backwards and upside down? 
A Mum B clean C swims D SWIMS

How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using flashcards. Teacher introduces lesson objectives to the learners.

logical puzzle, coloured stickers

flashcards

Middle (of the lesson)

W) Teacher brainstorms the learners on the topic: “A new friend”. They give different ideas. All ideas are accepted and written on the blackboard to discuss in the form of a cluster.

D) Presentation: Teacher presents the new words-adjectives: tiny, ancient, brilliant, huge, great, lovely, massive to class using gestures and mimics. I) Vocabulary: Study tip: Learners use synonyms to make their writings more interesting. Ex: He lives in a very big house with a massive garden and a huge wall around it.ex-5 p-7 Student’s book

P) Comprehension: Learners read and discuss the dialogue by using critical thinking strategy “True/false statements”. Agree with true and correct false ones in pairs. Ex- 1-2 p-6 S.b.

Grammar Spot: Grammar Spot Learners revise in pairs how to use The present simple\ present continuous tenses with teacher’s help and writing prompts. Learners make up their own sentences.

Relaxation: Learners close their eyes and listen to their favourite music for 1-2 minutes

G) Differentiated tasks: Teacher divides the learners into three groups using their written names on the paper which are put on the desks. Remember! The tasks are differentiated so the learners must be chosen according to their learning level.

Task #1Speaking: Look at these questions and write answers about yourself.Ex-4 p 7 S.b.

Task #2: Grammar: Learners complete the dialogue with the present continuous form of the verbs in brackets ex-3 p-4 S.b.

Task #3Reading and Vocabulary: Learners look at the picture and choose the correct words Ex-7 p-5 A. b.

study tip,

flash cards, flipcharts, markers, stickers, textbook, mobile phones for internet search

End (of the lesson)

Reflection Self-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 Homework:

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)?

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?