Ашық сабақ "Use of effective methods"

Theme

Use of effective methods

School: 40

Date:

Teacher name: Zhanalieva Gulzhan

Grade: 7

Number present:

absent:

Learning objectives that this lesson is contributing to

develop and sustain a consistent argument when speaking or writing

keep interaction going in longer exchanges on a range of general and curricular topics

give an opinion at sentence and discourse level on an increasing range of general and curricular topics

use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

understand the main points in a growing range of short, simple texts on general and curricular topic

Usequestions,whichinclude a varietyofdifferenttenseson a rangeoffamiliargeneralandcurriculartopics.

use simple perfect forms to express indefinite and unfinished past with for and since on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

-watch the video and understand .

Most learners will be able to:

- Ask to the questions .

Some learners will be able to:

- Analyzing the text . Make up conclusion from the topic.

Language objectives

Practice indefinite and quantitative pronouns

Present Simple

Cross curricular links

Social Studies, ICT

ICT skills

Acquisition of ICT specific vocabulary

Value links

Respect, cooperation, functional literacy

Previous learning

Writing blogs about technology

Intercultural awareness

Students will be able to understand that every person, family and country has their own values.

Kazakh culture

Investigation of using new technologies in Kazakhstan

Pastoral Care

Students will be able to understand the importance of using some types of technology for communication

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Plan

Planned timings

Planned activities

Resources

Start 3 min

1.Leading-in stage (W)

Teacher asks students to remind about the main aspects of the unit.

Warm-up

Teacher divided the class into 3 group with help of heart. Learners should write their names and at the end of the lesson they evoluate each other

My secret agent

2min

(W)

5 min

(I)

10 min

(I)

10min

(I)

The main part of the lesson

Listening

Watching the video.

Speaking

Answer the question

1What kind of room is this?

2Who is the biggest person at the table?

(person /the /the/ at/ is /biggest /Hagrid)

3Describe Dumbledore’s beard?

4The dark … is strictly forbidden for all students.

5How is Harry feeling?

6How does Hermione feel?

7Hat / the/ sorting/ magical/is

8Is Hermione nervous? No. she is …

9Quick / the / was/ very/ hat / sorting

10How does Ron feel?

11before/the / than/ room/ is/ quieter/dining

12Plenty of … I see.

13How does the students feel? The students are …

Write own opinion about the video

1. _______________________________

2. _______________________________

3. _______________________________

Feedback

Suitcase/Meat grinder/Bin

all information I take with me

All information I need analyze

All information I throw into the bin

The sorting hat (Harry Porter)

CD 3

FA

FA

3 min

(I)

Plenary

Teacher asks students to write a reflection of the lesson.

Five fingers method

End

7min (I)

Feedback: Teacher shows students’ basket what task was difficult to them and how they managed to cope with it

Reflective journals

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

allow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Teacher can provide different levels of questions: Who? Where? When? (lower –order thinking skill) What? Why (higher-order thinking skill). Use words from script. Grouping students should allow students of mixed ability to work together and support one another. .

The teacher and co-teacher should circulate the room constantly offering support to weaker students and encouraging stronger students to write more complex, abstract thoughts.

Higher students can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.

Circulate about the room helping students with vocabulary and expressions. Monitor learners to check they can pick up main points from the text when answering the questions.

Following each pair or individual activity, ask questions that check for comprehension and understanding.

Lesson will delivered in accordance with health and safety standards.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?