Көршілер тақырыбы 8 сыныпқа арналған ашық сабақ

School:

Teacher:

Subject: English

Grade: 8

Unit 5. Reading for Pleasure

Theme of the lesson: Story “ Neighbours ” by Chris Rose

Learning objectives:

8.1.3.1. respect differing points of view

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

8.5.6.1. link independently, sentences into coherent paragraphs using a variety of familiar general topics and some curricular topics.

Lesson objectives:

Speak and share ideas about current information

Read and understand order of abstracts ;

Link paragraphs into coherent content.

Assessment criteria:

Describe the sequences;

Plan , write and present lasting abstract of the current text.

Language objective

Vocabulary : took one look, smelly, terrible, to put up with, suppose, immediately, inevitably, bark, staff.

Set expressions and phrases that can be useful for writing and speaking: that’s why, as I see it, as I understand, taking into account, in one hand, firstly, the second, then, after that.

Value links

respecting the diversity of cultures and opinions

Short term plan

Unit of a long term plan

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Lesson title

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Lesson objectives

Identifying lesson objectives. They may be identical to the learning objectives or be adapted for this lesson in case of long-term learning objectives (if achieving learning objectives requires a few lessons ).

Assessment criteria

Develop assessment criteria in accordance with the lesson objectives

Language objective

Identifying language objectives (only for non-language subjects) including the examples of key words and phrases.

Subject-specific vocabulary and terminology.

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

Values links

Specifying the values from the integrated curriculum and national and universal values, which the lesson is aimed at instilling.

Instilling values by / through ... (description of the activities and / or content of the topic).

Cross-curricular links

Discuss possible cross-curricular links with a colleague and/or refer to the primary sources

Specify how cross-curricular integration takes place in a lesson (through activities and/or content)

Previous learning

What do the learners already know or what should they know prior to this lesson? ( main concepts , facts , formulas, theories)

How can you activate the existing knowledge?

Learning objectives

7.3.2.1 ask complex questions to get information about a limited range of general topics and some curricular topics

7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics

Strands

Content

Listening

Speaking

Reading

Writing

Use of English

Differentiation between Criteria and Descriptors

Formative assessment

Learning objective

5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics.

5.C4 Evaluate and respond constructively to feedback from other.

5.C7 Develop and sustain a consistent argument when speaking or writing.

Level of thinking skills

Application

Higher order thinking skills

Assessment criteria

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

Analyze given feedback and give constructive answers to feedback;

Make an argument and reason it.

Task

Work in pairs. Look at the pictures. Learner A: Choose a picture. Present your ideas to the class. Evaluate the feedback and respond to it. Learner B: Give feedback to your classmate on presenting his/her thoughts. Asks questions to clarify the ideas. Swap the roles.

Assessment criteria

Descriptors

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

Analyze given feedback and give constructive answers to feedback;

Make an argument and reason it.

A learner

works in a pair;

talks on the topic;

uses topical vocabulary;

evaluates partner’s answer;

asks questions for clarification;

gives constructive answers to feedback.

Formative assessment (example)

Objective

5.L1 Understand a sequence of supported classroom instructions.

Assessment Criteria

Identify common classroom commands with support.

Task

Write words in the boxes under appropriate pictures in the space provided.

Teacher reads the following instructions:

Assessment Criteria

Descriptors

Identify common classroom commands with support.

Formative assessment in English ( example)

Objective

5.L1 Understand a sequence of supported classroom instructions.

Assessment Criteria

Identify common classroom commands with support.

Task

Write words in the boxes under appropriate pictures in the space provided.

Teacher reads the following instructions:

Assessment Criteria

Descriptors

Identify common classroom commands with support.

A learner

links instruction with its picture;

writes words in an appropriate box.

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5

Read the text.

Once a deer, a crow, a mouse and a turtle were great friends.

One day the deer went out to graze. He was caught in a hunter net. In the evening the deer did not return to his friends .

The mouse said to the crow, ‘Will you fly over the trees and find the deer? Then fly back to us and tell us where he is.’

The crow flew away. He came back after half an hour. He said, ‘Our friend, the deer is in the hunter’s net.’

‘What shall we do’? said the mouse and the turtle.

‘I will take mouse on my back,’ said the crow. ‘He will bite through the net and set the deer free.’

‘Yes,’ said the mouse. I will do that.’ ‘And I will walk to the deer,’ said the turtle. The crow took the mouse on his back and flew with him to the deer.

The mouse bit through the net. The deer was free. The turtle got friends were all very happy together.

Assessment criteria

Descriptors

Tasks to the text

The following statements are wrong. Correct them according to the information in the text.

A crow and a mouse were not friends.

The deer was caught in a hunter net but he came back to his friends .

The crow flew away with the deer .

The crow takes the tortoise to his back .

At the end only the tortoise was happy .

Answer the questions.

What does the story teach us?

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5

Read the text.

Once a deer, a crow, a mouse and a turtle were great friends.