Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

CLIL: Language and literature: Newspapers.

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.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

All learners will be able to:

• Recognize and use vocabulary to do with newspapers.

• Identify the meaning of the text about different types of newspapers.

Most learners will be able to:

• Discuss different types of newspapers in their country.

Some learners will be able to:

• Express ideas about different types of newspapers in their country building extended sentences.

Value links

Information and media literacy.

Cross curricular links

Information technology, Social studies.

Previous learning

My country: Sport, health, exercise.

Use of ICT

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

Intercultural awareness

Learners can talk about newspapers in Kazakhstan and other cultures.

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.

• Do you read any newspapers? What are they?

• What newspapers have you heard of?

• What are the differences between the newspapers you have mentioned?

• What types of information would you find in each?

Main Activities

Ex.1 p.53. Conveying the meaning of new words. Matching task.

Answers:

Photo A: 2, 5, 6, 7, 9

Photo B: 1, 3, 4, 8, 9, 10

9 appears in both types of newspapers.

Ex.2 p.53. Reading for detailed comprehension.

Ex.3 p.53. True/false statements.

Answers:

1) False. A lot of people still prefer to get the news in a more traditional way, by reading a newspaper.

2) Don't know.

3) True. Quality newspapers use a formal style of language with longer sentences and technical vocabulary.

Sensationalist newspapers use shorter words and sentences, with colloquial words and expressions.

5) True.

6) False. Both types of newspaper contain articles about sport.

Ex.4 p.53. Questioning.

Ex.5 p.53. Problem-solving task.

CD

Ending the lesson

Giving the hometask. Essay "Are newspapers necessary today?"

Self-assessment.

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

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 orally or in a written form.

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

3. Identify the main idea of text on unfamiliar and curricular topics.

Descriptor:

A learner:

• gives evaluation to the problem.

• uses appropriate subject-specific vocabulary

• chooses the right answer.

• Observation

• Feedback on the work

• Self-assessment

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