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Lesson plan
Unit: Entertainment and the Media. |
School: 21 |
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Date:19.11.21. |
Teacher name: Muratova A. |
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CLASS: 8Ә |
Number present: |
Absent: |
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Lesson title: |
TV programmes. |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
8.2.1.1 understand with little or no support the main points in a extended talk on a wide range of general and curricular topics. 8.2.2.1 Understand with little or no support most specific information in extended talk on a wide range of general and curricular topics. 8.W3Write with support factual descriptions at text level which describe people places and objects. |
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Lesson objectives |
All learners will be able to |
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Most learners will be able to: Identify most specific information in reading text and use most target vocabulary accurately in written tasks with little support. |
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Some learners will be able to: Identify all specific information in reading text and use most target vocabulary accurately in written tasks without support. |
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Assessment criteria |
- Draw a «Mind map» of Iron man - Describe Iron man using the given words from the text in written form |
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Language objective |
- Learners can: pronounce the words and simple statements about iron man - New words: engineer, business, secretary, metal suit, protect, enemy, watch, find out. - Useful classroom language for dialogue/writing: Who is the Iron man? Do you like Iron man? And why? |
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Values links |
Respect and support classmates points of view and their choices. |
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Cross-curricular links |
------ |
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Previous learning |
Learners already know: there is, there are, a/an |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 1-2 3-5 minutes |
I.
Warm-up. Teacher introduces lesson objectives to the students (T-S). II. Checking up home task «Magic box» (I) Teacher shows the Magic box. Students will choose one of these pictures on the box and say in English (T-S). III. Pupil should choose one of these pictures and are divides into 3 groups |
Box Pictures |
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Middle 6-7minutes 8-15minutes 16-20 minutes 21-27 minutes 28-30 minutes 31-35 minutes
35-37 minutes |
IV. Pre-reading task (W) Teacher shows the picture of Iron Man and ask learners to guess the topic of the lesson Teacher says: - What is the theme of our lesson? - Yes, our new theme is “Amazing Iron man” (T-S) -Listen to the text about “Amazing Iron man” V. While-reading task (P) Learners read the text and find out: How are the names below related to Iron man?
Jigsaw Reading (G) Teacher gives sentences for each groups and they will put in order according to the text by memory closing their book. (Ss-Ss) Differentiation by task: -More able students describe the picture and retell the text. - Less able students read the text and find 1,2 sentences about characters of the text. One Minute Fluency. (P) Learners read the text for a minute and count how many words they have read (S-S) Differentiation by outcome: More able students can read more words than less able students in one minute. VI. Post-reading task (G) (f) Learners draw a «Mind map» of Iron man to describe Iron man using the given words from the text (Ss-Ss). VII. «Coffee sticks» (I) Teacher will give cup of coffee and students will choose one of this coffee sticks on the cup of coffee. Every coffee sticks has some questions and students will answer the questions (T-S).
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Pictures SB Excel, Ex, p 22 Cards Appendix Picture SB Excel, Ex2, p22 cup of coffee with sticks |
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End 37-40 minutes |
Reflection (I) For the feedback we will talk with «Windows»
Teacher gives home task (draw a picture with your favorites actor and describe it) Teacher says Good bye. |
cards |
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Additional information |
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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
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More support can be given to less able students by identify some specific information in reading text Less able learners can describe Iron man using the given words and adjectives from the text
More able students can read more words than less able students in one minute. |
Assess by words for (good, excellent) Assess by smiles and stickers. |
Being aware of Health care techniques |
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Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
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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 achievements/difficulties of individuals that will inform my next lesson? |
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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)? |
Appendix
Formative assessment activity
English ___5_ grade
Unit |
Living things |
Topic |
Amazing Iron Man |
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