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Lesson Plan

Unit 1. Our World

School:

Date:

Teacher name: Дуйсенбайкызы Б.

Grade: 8

Number present:

absent:

Theme of the lesson: Relation with other people (Personal adjectives)

Learning objective(s) that this lesson is contributing to

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

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• recognize the vocabulary for describing people

• describe a classmate in a written form.

Most learners will be able to:

• Describe people using specific adjectives in a written form and orally

Some learners will be able to:

appreciate their individuality, ethnicity, and cultural heritage in a written form and orally.

Assessment criteria

Identify adjectives for describing people

Value links

Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair work, when students do the listening task and discuss the answers in pairs and then present their results to the whole class.

Cross curricular links lin

Social Studies

Previous learning

Family relationships

Plan

Planned timings

Planned activities

Resources

Beginning

5 min.

Warming Up

1. (G/W) Teacher asks students in groups of 3-4 to brainstorm adjectives to describe people in one minute. Then each group presents to the class their results by writing on the board. If the group has the same adjective, they cross it. Finally, the class list of adjectives for describing personalities will remain on the board.

2. Teacher introduces the lesson objectives.

PPT

Slides 1-2

Middle

10 min

5 min

10 min.

10 min.

3. Vocabulary revision

(P,G) For this activity, teacher suggests solving the crossword

“Adjectives to describe people” from Handout 1. Be sure that students get acquainted with the words from the crossword.

Differentiation: Less able students/struggling students are allowed to use dictionaries. Teacher monitors and observes the students’ performance and support when it is necessary.

(G) 4. “Put the following personality adjectives under the correct headings”. This activity helps students to expand the vocabulary and develop speaking skills. ( Handout2) What do you think?

(Share your opinion with the class.)

1. Men vs. women?

2. Boys vs. girls?

3. Female vs. male bosses ( G)

Option: Teacher divides students in three groups: Positive qualities, Negative qualities and Both. Teacher hangs all adjectives from this Handout 2 around the classroom. Each group should find only appropriate adjectives to their group quality and stick it under the correct headings.

5. Writing

(I, W) a) Each student will write a self-description without names on a sheet of paper. Teacher emphasizes that the students are to concentrate on their positive characteristics. The descriptions should include physical attributes such as color of eyes, hair, skin, height, and weight. Other non-physical attributes should also be included, for example, loves to play jokes on friends, always smiling, very helpful, and never late for school, is unselfish, and plays fair. The students' self-descriptions are to be folded and placed in a box or bag. Teacher asks a student to select a folded sheet from the box or bag and read the descriptions to the class. The class will then try to guess who the mystery person is. This process should be repeated until all slips of paper have been drawn. As each person is correctly identified, discuss how other students were able to determine the correct identity.

(I) b) Again, teacher keeps the students focused on positive traits. Next, teacher pairs the class off. If numbers are uneven, place students in threes. This time, teacher asks to write positive descriptions about their peers and take turns sharing with each other. Teacher asks students to describe how they felt as their friends or partners read all the nice things about them. Also teacher asks them to compare statements written about themselves with those their teammates had written about them. Teacher asks if the two were pretty much the same descriptions or if people saw them differently than they saw themselves.

Differentiation: less able students may write simple sentences, while more able students can make up complex statements. Teacher supports less able students by providing them necessary vocabulary and appropriate grammar structures.

Formative assessment is held through observation/ monitoring.

6. Dialogue

Teacher asks to have a dialogue centered around how we perceive ourselves and how others sometimes see us differently. Teacher asks the students to discuss which is more important to them, what others see or think about them or what they see and think about themselves. Teacher asks them to provide a rationale for their answers.

Differentiation: less able students may create simple utterances, while more able students can make up complex statements. Teacher supports less able students by providing them necessary vocabulary and appropriate grammar structures.

Formative assessment is held through observation.

PPT slides 3-4

Handout 1

the crossword

“Adjectives to describe people”

Handout 2

PPT slide 4

http://extension.illinois.edu/ce/strat136.html

a box/ a bag

strips of paper

End

5 min.

●Reflection

Teacher comes back to the lesson objectives and find out what lesson objectives have been covered completely/ partially/not covered.

(P)Feedback: “Describe me in 3 words”. Students in pairs describe each other using adjectives acquired in the lesson.

At the end of the lesson, learners reflect on their learning:

- What has been learned

- What remained unclear

- What is necessary to work on

Home task : Learn the vocabulary

PPT

Slides 5-8

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

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

• Pair, Group Work: Students collaborate in pairs whose membership changes as needed.

• Differentiation by individual support, taking into account individual abilities of learners

• Differentiation by style and by task

The purpose of writing and speaking activities is to address the holistic approach to teaching. The focus concentrates on blending the affective, conative, and cognitive domains in an integrative and cohesive manner.

• Monitor learners to check vocabulary introduction.

• 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?

• On-going assessment

• Choice

• Formative assessment is held through observation/monitoring.

• Points from Safety rules were used at this lesson.

• Breaks and physical activities used.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your 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)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?