Ұлыбританиядағы күнделікті өмір туралы ашық сабақ, 5 сынып

Unit: 2 DAILY LIFE AND SHOPPING

School: 7 K Sypataey school lyceum

Lesson 2

Date: 16 .10

Teacher’s name:

CLASS: 18.10

Number present:

absent:

Theme of the lesson: Short online texts. Daily life in the UK

Learning objective (s) that this lesson is contributing to

8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

8.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics;

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

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about daily life in the UK through the 1970s.

• learn words in context.

• talk about daily life in the past.

Some learners will be able to:

Success criteria

Identify facts and details in extended talks with little support

Read and identify the main idea in the text

Make up complex interrogative sentences to get information about the topic

Value links

Respect and cooperation, lifelong learning

Cross curricular links

Computer studies

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Warm-up

• Books closed. Ask students if they know of any words (in Englishor their L1) to name particular objects that were used daily inthe past but not any more. Students may think of words such astypewriteror floppy disk.

• Find out if any students have seen or still own such items.

Background

The Punk movement is associated with a loud, aggressive form of

rock known as punk rock, which developed in the 1970s in New

York and later spread to the UK.

Practice

1 • Ask students to open their books at page 18.

• Give students a minute or so to study the photos, decide

the order and what these items are used for and to read theintroduction to the quiz and answer the questions.

2 • Ask students to read the text to check their answers to

Exercise 1.

• Refer students to the information in the FACT! box. Youcould then ask students what they think watching black andwhite television was like.

• Ask students what they think daily life was like in the 1970s.

Answers

a – an audio cassette, used for listening to music.

b – a space hopper used as a toy for jumping on

c – a telephone box used for calling people when you

weren’t at home

d – punks

3 • Refer students to the sentences.

• Read out the example.

• Put students into pairs and ask them to choose the correctwords to complete the sentences about the 1970s.

• Check answers.

Answers

2 small shops 3 electric heaters 4 telephone boxes

5 cash6 black

Explore

words in context

• Refer students to the highlighted words in the reading.

• Put students into pairs to fi rst fi nd the words in the text andthen look for examples of the words in the photos. Studentscan use their smartphones to look up the meanings of thewords online.

• Check answers.

• You could extend the work on this vocabulary by askingstudents to say whether they know anyone who still usesrecords, audio cassettes or cheques and what for.

Answers

1 shock 2 elaborate 3 accept 4 record

Your turn

5 • Ask a student to read out the question.

• Put students into pairs to ask and answer the questions.

Encourage stronger students to develop conversations

beyond the question on the page by asking one another

questions that arise in the course of their discussion.

• Ask some students to report back to the class on what theirpartner had to say.

You can show this video as either a lead-in or a follow-up to theLanguage Focus 1 lesson.

2.1 Milan fashion week

• Ask: Can you name any top models?

• Elicit student’s answers and then put students into pairstoask and answer the questions.

• Play the video.

• Students watch it and say what they learnt about Milan

and the designer featured.

• Then ask students if they would like to go to Milan

fashion week.

• See page 138 for further activities you can do with this video.

Suggested answers

• Milan is in the north of Italy. It’s the fashion capital of

the world, as an important fashion show takes place

there every year.

• Missoni (in the video), Giorgio Armani, Emilio Pucci,

GianniVersace

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 ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 2 DAILY LIFE AND SHOPPING

School: 7K Sypatev shool lyceum

Lesson 3

Date: 6.10

Teacher’s name:

CLASS: 8 a b g d

Number present:

absent:

Theme of the lesson: Language focus 1

used to and would