Осы және жалғасып жатқан шақтар бойынша 8-сынып ашық сабақ

Lesson plan

Unit of a long term plan

School: №2

Date:

Teacher name:

CLASS: 8

Number present:

All are present

absent:

Lesson title

Present simple, Present continuous, Present Perfect

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

8.6.10.1 – UE 10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

8.5.3.1W3 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Level of thinking skills

Comprehension, Application, Evaluation

Lesson objectives

All learners will be able to:

understand the usage of the present simple, the present continues and then present perfect

Most learners will be able to:

understand the usage of the present simple, the present continues and then present perfect, learn/revise stative verbs

Some learners will be able to:

understand the usage of the present simple, the present continues and then present perfect,learn, word formation

Assessment criteria

Learners have met the learning objective if they can: use stative verbs, the present perfect continuous, word formation

Values links

Explore the themes of daily routines & free-time activities, leisure

activities & chores

Cross-curricular links

Daily life

Previous learning

Daily routines & free-time activities

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5min

Organization moment.

Checking for their attendance and home task.

Beginning lesson.

Divide into three groups: using the sentences of tenses

1.Present Simple, 2. Present Continuous, 3. Present Perfect

1. We study English on Monday

2. Laura is singing at the concert now

3. He has made mistakes in dictation

30min

New theme.

T: What do you know about Present Simple, Present Continuous, Present Perfect

Present Perfect

Present Continuous

Present Simple

2. Grammar: (Speaking)

Present Simple, Present Continuous, Present Continuous

3. Doing exercises in student’s book

Match the tenses to their meaning

He is having a dance class right now. …….

She drinks two glasses of milk every day. …….

She is studying for her exams these days. …….

I have been in Moscow last summer. …….

She works as a teacher. …….

Sanzhar has read the book of Oliver Twist. …….

4. Playing the game using tenses

“Make sentences correctly”

5. Answering to the questions

Answer. Yes / No

1. Bolat and Aida are speaking English

Is this sentence of Present simple?

2. Do you know form of Present simple?

3. Are we learning Russian language now?

4. Are you playing football at the moment?

5. Do you usually study English on Friday?

6. Are you a student?

Board, copybooks, posters

Student’s book

End

4mins

Concluding the lesson

Groups evaluate each other

Descriptor

Criteria

Low

middle

high

Group could speak about Present Simple, Present Continuous, Present Perfect

Group could do exercises using tenses

Group could write sentences correctly and answer to the question

Giving the home task

Exercises in workbook

Workbook

Special assessment of descriptor

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?

Health and safety check

Less able students: can make sentences

More able students: can answer the questions using grammar

Group used using special assessment descriptor.

Using interactive blackboard carefully

They will be brought up to be friendly each other

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Lesson objectives were realistic because using new methods, playing games the student has increased interest in the classroom and raised the potential of listeners through level assignment, developing skills of speech, listening, speaking, but some learners needed help in speaking . Less able students: could make a sentence, ask and answer the questions.More able students: could understand the main idea of the lesson on limited range of general and curricular topics, answer the questions using tenses and do exercises.

we could use time effectively.

In future I`d like to encourage students to communicate in English, to understand grammar learning to think critically in real life

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: playing games using grammar

2: working in a group

What two things would have improved the lesson (consider both teaching and learning)?

1: evaluation each other

2: to obey the time

Lesson plan

Unit of a long term plan

School:№2

Date:

Teacher name: Мединова М

CLASS: 7

Number present:

absent:

Lesson title

Discussion about hobbies and leisure activities.

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

7. L4 Understand with little support some of the implied meaning extended talk on a limited range of general and curricular topics.

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

7. C4 Evaluate and respond constructive to feedback from other.

Lesson objectives

All learners will be able to: understand the main idea of the text on a limited range of general and curricular topics.

Most learners will be able to: make a dialogue using complex question on general and curricular topics

Some learners will be able to: demonstrate their hobby and evaluate others in giving feedback.

Assessment criteria

-Recognize the main idea of given text

-using complex questions makes a dialogue

- evaluate others in giving feedback..

Level of thinking skills:

Knowledge, Application.

Values links

Most important condition for improvement health care.

Cross-curricular links

Sport, Geography.

Previous learning

Introduce the main sport of hobby and leisure.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5min

2min

3min

5min

10min

5min

Organization moment:

T: Good morning children!

S: Good morning teacher!

T: How are you today?

T: Who is on duty today?

T: Who is absent today?

Checking home task!Write a short article for the English school magazine about your hobby.

Write name of hobby how do you do, play it , why you live it.

Brainstorming: Describe yourhobby choosing these pictures.

Ex: Me and my hobbies.

My hobby is shopping. I like to go to supermarkets. Because there are many fashionable clothes and I like wearing fashionable.

T: Pupils, make a circle and divide into two groups choosing cards with the names of hobbies and leisure.

Hobby: paint, read the historical books, collect stamps, collect the mark of cars.

Leisure: do homework, play football, cooking, writing.

T: Ok, children sit seats by your chosen cards.

Students listen and read the text “Paint wars” carefully, then after finishing mark the sentences true or false

T& F

Jack plays games of paintball during the week.

Jack’s team often wins the games.

A game of paintball can take a long time.

Paintball is an expensive hobby.

Speaking: Tell the class two reasons why you like/ don’t like each of these hobbies.

For.eg: I like paintball because it’s exciting and fun

I don’t like paintball because it’s dangerous.

I don’t like video games because give more time in your life.

TPR

Text book: “students”

Listening and discussion.

Middle

5min

Task .2 Pair work. “Stand up , hand up, Pair up”

Pupils ask and answers questions to get information from peers about their hobbies and leisure activities.

Every student has a list of words:

Archery jewellery making

Golf playing

Kart racing

Gardening

painting

Example: A: Do you like archery?

B: Not really. I find it difficult.

Task 3. Ask students to choose one new hobby from the list of “Choosing a hobby quiz’’that they`ll find it useful in the future. Ask students to describe the various in their chosen hobby.

Example: Doing knitting regularly I can make money and relive my stress. Andthis develops my creativeness.

End

3min

2min

Feedback:

Tree wish.

Self and Peer assessment

Descriptor

Task

mark

Do the ‘true’ or ‘false’ exercises correctly

Ask and answer the questions

Do the quiz

Describe about one new hobby

Assessment criteria:

Name

of

pupils

T.1 listen and read

T.2

Stand up,handup,pairup.

T.3 ‘’choosing a hobby quiz’’

Evaluation

Homework: Ex:9 write a short topic your hobby.

Stiker

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?

Health and safety check

Less able students: Say the name of hobbies and discuss.

Hand-gliding, model –making, dancing, kayaking, Bungee- jumping, windsurfing, snowboarding, rock-climbing, collecting seashells

More able students:listen andread.pupils divide into two group with picture. First group ‘’Paint wars’ the second group the text ‘ Super gaming ‘’ After finishing Mark the sentences true or false.

Self and Peer assessment

SPORT

GEOGRAFIA

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?