| Unit of a long term plan: Our world | School: 90 |
| Date: 18.09.2018 | Teacher name:Adikhanova Ainur |
| CLASS: 8 A | Number present: | absent: |
| Lesson title | Offering and asking for help |
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range or general topics, and some curricular topics8.S5 interact with peers to negotiate, agree and organize priorities and plans for completing classroom task8.UE9 use appropriate a variety of active present and future forms in narrative speech on a range of familiar general and curricular topics |
| Lesson objectives | All learners will be able to:- substitute linkers for suitable alternatives with peer’s support- talk about the problems and their solutionMost learners will be able to:- make up sentences correctly- answer the questionsSome the learners will be able to:- guess the meaning of the text according to the pictures - know the right word order |
| Assessment criteria | CBA (criteria based assessment)Assessment criteria: a) make up a dialogue; b) answer the questions; c) pronounce the phrases clearly. |
| Level of thinking skills | Higher order thinking skills |
| Values links | Being environmentally conscious/ friendly, actively providing solutions to daily problems |
| Cross-curricular links | Literature, Grammar |
| Previous learning | Students know some information about the theme pollution |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
Beginning 5 minutes
5 minutes
| 1. Organization moment.Greeting. Checking the absence.Dividing into groups.
Introducing the pupils with the lesson objectives.Brainstorming. Solving the situation.T: Look at the picture! What kind of advice or help can you give them?1)situation: 2) situation:Teacher elicits what the problem is.AFL Oral feedback | Cards with words
Cards with situations
Slides |
Middle3 minutes
7 minutes
10 minutes
| Step 1.Introducing with new phrases.Offering help - Көмек көрсету
Would you like some help?Сізге көмек керек пе?Can I give you any hand?Сізге қол ұшын бере алам ба?Do you need any help?Сізге көмек керек па?May I offer my assistance?Сізге көмек көрсете алам ба?Need any help?Көмек керек пе?Asking for help – Көмек сұрау
Could you give me a hand?Маған қол ұшын көрсете аласыз ба? Would you mind helping me out?Маған көмек көрсете аласыз ба?Could you help me please?Өтініш маған көмектесе аласыз ба?I need some assistance please?Маған көмектесе аласызба өтініш?Activity 1. Make up dialogue using new phrasesDescriptor: A learner * makes up a dialogue correctly using new phrases;
* pronounces the phrases correctly.
AFL assessment with smiles
Activity 2. Right word order.Students put the words in right order to make sentences and questions.1-group:Your room is very dirty. Shall I clean it?I don’t want to go alone. Shall I come with you?2-group:You’re very noisy. Could you be quite?We need to phone Alibek. Shall I call him?Descriptor: A learner * puts the words in right order
* makes sentences and questions correctly.
AFL Peer assessment | Slide with new words
Smiles
Papers with words, glue, scissors
Smiles |
End5 minutes
3 minutes
2 minutes
| Conclusion Teacher asks questions about new theme: What have we learnt today?What phrases do you like best?In what situations will you help people?
Reflection.
Feedback.Pupils will count their smiles and find out how well they will have understood the lesson.5-6 – excellent3-4 – good1-2 - satisfactory
| Poster
Slide with points |
| 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 for more able students: Complete the table and explain the meaning of suggestions and results.Differentiation for more able students: Substitute linkers for suitable alternatives with peer’s support by giving translationDifferentiation: More able students talk about reducing air pollution.Differentiation: Less able students match suggestions to results with help of teacher’s support by modelingDifferentiation: More able students write a short text by discussing the problem.Differentiation: Less able students write with the help of teacher’s support by giving ‘sentence starters’
| AFL Oral feedback AFL Group feedback AFL Peer assessment AFL Self-assessment according to the key on the board | Health saving technologies.Using physical exercises and active activities.Rules from the Safety Rules book which can be applied in this lesson. |
Reflection
Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why?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. |
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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)?
1:
2:
What have I learned from this lesson about the class orindividuals that will inform my next lesson?
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13 Қараша 2018
1398
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