Unit: Entertainment and the Media.

School: 21

Date:19.11.21.

Teacher name: Muratova A.

CLASS: 8Ә

Number present:

Absent:

Lesson title:

TV programmes.

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.

Lesson objectives

All learners will be able to

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.

Some learners will be able to: Identify all specific information in reading text and use most target vocabulary accurately in written tasks without support.

Assessment criteria

- Draw a «Mind map» of Iron man

- Describe Iron man using the given words from the text in written form

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?

Values links

Respect and support classmates points of view and their choices.

Cross-curricular links

------

Previous learning

Learners already know: there is, there are, a/an

Plan

Planned timings

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

Resources

Start

1-2

3-5 minutes

• Greet learners. Have them take their places

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

Box

Pictures

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?

• 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?

• What can Iron Man do?

• Who is His enemy?

Pictures

SB Excel, Ex,

p 22

Cards

Appendix

Picture

SB Excel, Ex2, p22

cup of coffee with sticks

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

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

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

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

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?

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)?

Unit

Living things

Topic

Amazing Iron Man

Unit: Entertainment and the Media.

School: 21

Date:19.11.21.

Teacher name: Muratova A.

CLASS: 8Ә

Number present:

Absent:

Lesson title:

TV programmes.

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.

Lesson objectives

All learners will be able to

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.

Some learners will be able to: Identify all specific information in reading text and use most target vocabulary accurately in written tasks without support.

Assessment criteria

- Draw a «Mind map» of Iron man

- Describe Iron man using the given words from the text in written form

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?

Values links

Respect and support classmates points of view and their choices.

Cross-curricular links

------

Previous learning

Learners already know: there is, there are, a/an

Plan

Planned timings

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

Resources

Start

1-2

3-5 minutes

• Greet learners. Have them take their places

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

Box

Pictures

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?

• 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?

• What can Iron Man do?

• Who is His enemy?

Pictures

SB Excel, Ex,

p 22

Cards

Appendix

Picture

SB Excel, Ex2, p22

cup of coffee with sticks

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

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

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

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

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?

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)?

Unit

Living things

Topic

Amazing Iron Man