Term 1

Unit 1 "Our world"

School:

Date 17.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Language focus: Relative pronouns.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others.

8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Identify the difference between the sentences with who, where, why and which.

Most learners will be able to:

• Produce the sentences with who, where, why and which.

Some learners will be able to:

• Apply the sentences with who, where, why and which fluently.

Value links

Being environmentally conscious/friendly, actively providing solutions to global problems.

Cross curricular links

Ecology.

Previous learning

Learning some subject-specific vocabulary and reading about an alternative lifestyle.

Use of ICT

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

Intercultural awareness

Be aware of global problems as global citizens.

Health and Safety

Breaks and physical activities used.

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.

Warm up.

Ex.1 p.11. Recognition exercise.

Answers:

1) who

2) where

3) which

4) why

Rules

1) people

2) places

3) things

4) reasons

Main Activities

Ex.2 p.11. Substitution drill (Blank-filling).

Answers:

1) which

2) where

3) which

4) where

5) which

6) who

7) why

Ex.3 p.11. Sentence completion task.

Answers:

1) where

2) which

3) who

4) which

5) who

6) which

Ex.4 p.11. Creative exercise.

Extra task. Creative exercise.

Ending the lesson

Giving the hometask. WB p.9.

Self-assessment.

“ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.

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 through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly.

2. Differentiate between relative pronouns including who, which, where, why.

Descriptor:

A learner:

• presents information clearly.

• completes sentences with reflexive pronouns.

• Observation

• Feedback on the work

• Self-assessment

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