Unit: Entertainment and the
Media.
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School: 21
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Date:19.11.21.
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Teacher name: Muratova
A.
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CLASS:
8Ә
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Number present:
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Absent:
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Lesson
title:
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TV
programmes.
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Learning objectives(s) that this lesson is
contributing to
(link to the Subject
programme)
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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
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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
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- 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
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-
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
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Respect and support classmates
points of view and their choices.
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Cross-curricular
links
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------
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Previous learning
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Learners already know: there
is, there are, a/an
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Plan
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Planned timings
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Planned activities (replace the notes below with your planned activities)
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Resources
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Start
1-2
3-5
minutes
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I.
Warm-up. (W)
Teacher asks
students make circle and say the good
wishes.
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
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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
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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?
-
Tony
Stark
-
Pepper
Potts
-
Stark
Industries
-
Iron
Monger
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).
-
What is Tony`s
job?
-
Who`s Pepper
Potts?
-
What has Tony
got?
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What can Iron Man
do?
-
Who is His
enemy?
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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
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Reflection
(I) For the feedback we will
talk with «Windows»
The lesson is very
interesting, I think all information are
useful
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The lesson is interesting, I
have some questions
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The lesson is interesting, but
I don’t understand some
tasks
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The lesson is badly. I don’t
understand anything
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Teacher gives home task (draw
a picture with your favorites actor and describe
it)
Teacher says Good
bye.
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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?
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Assessment
– how are
you planning
to check
learners’ learning?
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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.
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Assess by words for (good,
excellent)
Assess by smiles and
stickers.
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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)?
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