Урок английского языка на тему Daily Life and Shopping Role play

Unit   2. Shopping Role play  Daily   Life   and School:  Date:  Grade: 8  The theme Learning objective(s) that this lesson is contributing to Lesson objectives   Teacher name:  Number present: absent: REVISION LESSON 8.4.1.1  understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics All students will be able to  read the text for getting the main idea Most students will be able to  read the text for getting specific idea Some students will be able to  deduce meaning from context in the text. Assessment criteria  Read the text for finding main idea in it  Figure out the meaning and details of the reading texts Value links   curricular Cross links ICT skills Previous learning Respect for self and others. Cooperation. Academic   honesty. These values can be fostered through pair, group work, when students do reading and speaking practice. Social sciences Interactive board Daily life and shopping lessons  Plan Planned timings Beginning 8  min. Middle   7 min. 10 Planned   activities   (replace   the   notes   below   with   your   planned activities) Resources 1. Warm up: the cool thing Students are divided into groups of 3­4. They discuss in their groups the following questions: 1. What is your cool thing?  2. Where did you buy it? 3. Why did you choose it? 4. What do your friends think?  2. Teacher introduces the lesson objectives.  Vocabulary revision (I,P) Students are provided with Handout 1. Students work individually, then check each other in pairs. Keys: 1c; 2f; 3j; 4h; 5a; 6b; 7i; 8e; 9d; 10g Differentiation:   fast finishers make up their own sentences with these words. Pre­reading (   G/W)  Teacher   gives   students   time   to   discuss   in   groups   these questions. Then teacher checks as a class. PPT slides 1­2 PPT slide 3 Handout 1 “Prepare   5”   _ Cambridge University Press,   Niki Joseph, Anette Capel p.4 Ex.1   1 15 min End 10 min Do you like shopping for new clothes? Do you often buy new clothes? Do you think that the clothes we wear reflect what is inside us? Did you wear a school uniform? Do you think wearing uniforms is a good idea? Do you think there's a difference between" fashion " and "style" ?  Teacher   monitors   and   gives   positive   feedback   for   interesting suggestions.  Teacher  asks a spokesperson from each group to give a reason, and write key words on the board.  Differentiation:   Teacher monitors     and supports struggling students by providing appropriate grammar structures and vocabulary units.  Teacher  gives feedback to each students. Reading Students  are provided with Handout 2. Students individually read the text and do the tasks.  Assessment:     formative assessment Handout 3.   Teacher  introduces students   with   assessment   criteria   before   starting   reading   activity. Students are able to check themselves conduct peer assessment using criteria. PLENARY Come back to lessons objectives to understand what students have done during the lesson. Feedback: Students reflect the lesson by answering the questions: A   human   sequencing   game   is   played!   Teacher   gives   students   a statement   relating to the topic and asks students to line up in order of how strongly they agree/ disagree with the statement. Homework:  revise vocabulary  PPT slide4 Handout 2  Reading  Handout 3 PPTslide5 PPT Slides 6­7­ 8 Additional information Differentiation   –   how   do you   plan   to   give   more support? How do you plan to challenge the more able learners? • Pair,   Group   Work: Students collaborate in pairs whose  membership   changes as needed.  • Differentiation   by individual   support,   taking into   account individual abilities of learners   • Differentiation   enrichment and support   by Assessment   –   how   are   you   planning   to   check learners’ learning?   Health   and safety   check • Monitor learners to check speaking activities. • Record what they considered they had learned from the lesson. Could they express what they had learned about   content   and   language?   Could   they   express which skills they had developed? • • observation/monitoring and checking reading task. On­going assessment Formative   assessment   is   held   through from •Points   Safety   rules were   used   at this lesson. •Breaks physical activities used.   and 2 Reflection   the   lesson Were objectives/learning objectives   realistic?   Did   all learners achieve the LO?  If not, why? Did differentiation work well?  Did I stick to timings?  What   changes   did   I   make from my plan and why? planned   my   Summary evaluation What two things went really well (consider both teaching and learning)? What two things would have improved the lesson (consider both teaching and learning)? What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? 3