Term 3

Unit 5 "Reading for pleasure"

School: # 74 Karaganda

Date: 18.01.2019

Teacher’s name: Akhmetkozhina A.E.

Grade 8 A,B

Number present:

Number absent:

Theme of the lesson:

Second conditional

Learning objectives(s) that this lesson is contributing to

8.C9 use imagination to express thoughts, ideas, experiences and feelings

8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• recognize and understand the form and use of the second conditional.

Most learners will be able to:

• apply the second conditional to talk about imaginary situations.

Some learners will be able to:

• produce extended sentences using the second conditional.

Value links

Appreciation the art of literature.

Cross curricular links

Literature.

Previous learning

Books and films: features

Use of ICT

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

Intercultural awareness

Comparison of conditional sentences in English, Russian and Kazakh languages.

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.61. Recognition exercise.

Answers:

1) did

2) had

3) would

4) 'd

5) wouldn't

Rules

2. past simple

3. would, wouldn't

Main Activities

Ex.2 p.61. Opening the brackets.

Answers:

1) 'd enjoy; liked

2) had; wouldn't believe

3) wouldn't watch; hated

4) would be; changed

5) wouldn't be; didn't go

6) bought; 'd come

Ex.3 p.61. Asking and answering questions.

Answers:

1) What would you do if you became invisible?

2) If you travel back in time and meet Abai Qunanbaiuly, what would you ask him?

3) If you had a special power, what would it be?

4) If you were a superhero, would you tell your friends?

5) Would you love a person if you discovered he or she was a vampire?

Ex.4 p.61. Speaking in a form of interview.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.43.

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

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. Convey fantasy ideas.

2. Differentiate between if/unless in second conditional clauses.

Descriptor:

A learner:

• uses imagination to express thoughts, ideas, experiences and feelings.

• make up sentences with the second conditional.

• Observation

• Feedback on the work

• Self-assessment

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

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?