Second Conditional

Term 3

Unit 5 "Reading for pleasure"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Expressing preferences and recommending.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

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

Lesson objectives

All learners will be able to:

• Understand a dialogue in which people express preferences and recommend.

• Recognize key phrases for expressing preferences and recommending.

Most learners will be able to:

• Recommend films to a friend.

Some learners will be able to:

• Create and act out their own dialogues on the topic.

Value links

Appreciation the art of literature.

Cross curricular links

Literature, Art.

Previous learning

Second conditional.

Use of ICT

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

Intercultural awareness

It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema.

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. Free talk.

• Who has seen a good film recently?

• Would you recommend this film?

• Do you think ... would enjoy this film?

• What do you say to someone if you want to recommend a film?

Main Activities

Ex.1 p.62. Picture description.

Answers:

Tom and Caitlin are in the library. They are choosing a film.

Ex.2 p.62. Gist listening.

Answers:

Tom chooses a comedy..

Ex.3 p.62. Classifying phrases. “Who said what?” questions. Role-play.

Answers:

Respond to recommendations: I don't fancy that. I'm not a big fan of ...

Tom: What about this one?, I don't fancy that. I'm not a big fan of ...

Caitlin: I'd only recommend that if ..., if they had (Avatar), I'd recommend that. You might like ..., Try this one.

Ex.4 p.62. Answering multiple-choice questions.

Answers:

1) a

2) a

3) b

Ex.5 p.62. Table completion. Asking and answering questions.

Ex.6 p.62. Creative exercise. Speaking in a form of a dialogue.

CD

CD

Ending the lesson

Giving the hometask. SB ex.6 p.62.

Peer-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. Discuss a problem in groups and suggest a solution to a problem.

2. Identify the position of speakers in an extended talk with some support.

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

Descriptor:

A learner:

• brainstorms ideas while speaking in a group.

• identifies the author’s point of view and circles the correct answer.

• uses appropriate subject-specific vocabulary while speaking.

• Observation

• Feedback on the work

• Peer-assessment

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