Ашық сабақ " First and second conditionals" 9 сынып

Term 2

Unit 3"Our planet"

School: 24

Date: 14.11.19.

Teacher’s name: Tursunova Zhanam Makhametovna

Grade 9 “G”

Number present: 14

Number absent:0

Theme of the lesson:

First and second conditionals.

Learning objectives

9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• Construct the sentences using second conditional to talk about imaginary situations with support.

• Identify the difference between first and second conditionals.

Most learners will be able to:

• Construct the sentences using second conditional to talk about imaginary situations with minimal support.

Some learners will be able to:

• Apply first and second conditionals to talk about what they would do in likely or unlikely situations without support.

Assessment criteria

Demonstrate the ability to participate in a conversation.

Demonstrate the ability to write grammatically correct sentences on familiar topics.

Differentiate between if/unless in first conditional clauses.

Value links

Respecting and protecting the environment.

Cross curricular links

Ecology.

Previous learning

Government policies.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Then they are divided into 3 groups: Situation, result, condition

Warm up. Now, it’s a great time to begin the lesson with a song. The following song by the Barenaked Ladies, It’s called, “If I had a Million Dollars.” After watching the video, teacher will ask some questions: “What would the singer of the song buy or do if he had a million dollars?”  There are lots of examples in the video, including: a house, a car (K-Car), a tree-fort (with a fridge), a fur coat (not a real one), an exotic pet (llama or emu), John Merrick’s remains, crazy elephant bones, your love, expensive ketchups, art, and a monkey. Some good conversations can be result from this video.

A video “If I had a Million Dollars.”

Main Activities

Group work

Individual work

Strategy

“Find another word”

Strategy

“Chain Story”

Task 1

Exercise 1, at page 37 (SB)

Fill in: would, taxed. raise, they’d throw, use, would, use, they’ll throw, raised, used.

1 If you _____ people who don’t recycle, _____ away less.

2 What _____ you do if you were president?

3 People ____ public transport if we ____ the price of petrol.

Descriptor: a learner should

• Read the rules

• Copmplete the sentences

Differentiation by outcome:

• All learners will read the rules;

• Most of them will complete the table;

• Some of them will answer the questions..

Groups’ assessment using of stars.

Task 2

Exercise 2, at page 37 (SB) Choose the correct words

1 If we banned violent games, people would still play them.

2 If politicians played football, would people think they were cool?

3 If people didn’t have cars, they would be healthier.

4 We wouldn’t vote for you, if you stood for president?

5. I would buy a new computer If I had more more money.

6. Would you buy a new car if you had a lot of money?

Differentiation by support:

• All learners will read the sentences;

• Most of them will choose one of two;

• Some of them will translate the sentences and answer

the questions..

Descriptor: a learner should

• Choose the correct words;

• Fill in the blanks

Pair assessment by stickers

Task 3

Order the words to make sentences. There is one word or phrase in each sentence that you don’t need. Revision of the First conditional.

Group “Situation”

1. Unless you wear a coat, you would catch a could

(would have)

2. If there isn’t any snow, we will go skiing, (ban)

Group “Result”

1. If he is late for work again, his boss will fire him. (postcard)

2. Unless we hurry, we will miss our bus. (would read)

Group “ Condition”

1. Unless you pay attention in class, you won’t understand the lesson.

(enough money)

2. If the police catch the robber, they will take him to jail.

(sweets)

Descriptor: a learner should

• Make up sentences;

• Find another words.

• Read correctly.

Teacher’s assessment by fingers

Task 4

Create a Round Robin chain story with the class.. For example:
1 If we had no school today, I would go to the beach.
2 If I went to the beach, I would fall asleep in the sand.
3 If I fell asleep in the sand, I would get a sunburn 4 If I got a sunburn, I would stay at home 5 If I stayed at home, I would play computer games 6 If I played computer games, I would lose a lot of time 7 If I lost a lot of time, I wouldn’t meet my friends 8 If I didn’t meet my friends, I would be bored 9 If I were bored, I would go for a walk 10 If I went for a walk, I would take my dog with me 11 If I took my dog with me, people would be afraid of my dog 12 If people were afraid of my dog, I would be happy.

Descriptor: a learner should:

• Create a chain;

• Make up sentences;

• To construct the story,

• use the second part, or main clause, of the previous student’s sentence to begin their sentence with an if-clause in the second conditional

Teacher’s assessment by stickers

Board

Slide 1

stickers

Cards

Slide 2

Pictures

Slide 3

Slide 4

Slide 5

End the lesson

Giving the hometask. WB p.25 ex 2-3

Self-assessment.

How well do I understand?

Stickers

i End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas