Term 1

Unit 1 "Our world"

School:

Date:______.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: An environmental problem.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Understand the general writing structure of an email about an environmental problem.

• Recognize and use key phrases for writing about a problem.

Most learners will be able to:

• Write an email to a newspaper in accordance with email structure.

Some learners will be able to:

• Express their ideas in writing an email about an environmental problem.

Value links

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

Cross curricular links

Ecology.

Previous learning

Practice offering and asking for help.

Use of ICT

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

Intercultural awareness

Perception of different global problems, such as dirty beaches, in their own country and around the world

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.

Discovery activity.

Ask students:

• What environmental problems are there in your town?

• What do you do if you notice an environmental problem in your area?

• What Rebecca Hosking did when she noticed the problem with plastic bags (p.12)?

Main Activities

Ex.1 p.15. Using pictures related to the text for prediction.

Reading for gist. Answering multiple-choice questions.

Answers:

1) b

2) b

3) b

4) b

Ex.2 p.15. Recognition exercise.

Answers:

I'm writing because ...

I think there are possibly (two) reasons for this.

We must do something about ...

Ex.3 p.15. Matching activity.

Answers:

1) d: because

2) a: so

3) e: so

4) c; because

5) b: because

Ex.4 p.15. Writing guide.

Ending the lesson

Giving the hometask. WB p.13.

Self-assessment.

Rubric

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. Consider different perspectives on the world in a written form.

2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3. Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:

A learner:

• uses appropriate subject-specific vocabulary.

• writes an email with introduction, main body and conclusion.

• includes examples and reasons where necessary.

• Observation

• Feedback on the work

• Self-assessment (rubric)

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