| Unit 8.2A Entertainment and Media | NIS of Chemistry and Biology, Atyrau | ||||||||||
| Date: | Teacher’s name: AtashevaZh.B. HOD: Bissengaliyeva A.M | ||||||||||
| Grade:8 | Number present: | absent: | |||||||||
| Lesson8.Listening: Computer games | |||||||||||
| Key learning objectives
| 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.S3 give an opinion at discourse level on a range of general and curricular topics | ||||||||||
| Language objectives | Focus on listening skills | ||||||||||
| Lesson objectives SWBAT. | All: talk about their favorite computer games, answer for given 3 questions correctly Most: answer 8 questions out of 10; revise compound adjectives giving examples Some: can do all the tasks and answer 10 questions out of 10 on listening task. | ||||||||||
| Value links | Respect diversity of opinions | ||||||||||
| ICT skills | Active board used for presentation PPT | ||||||||||
| Cross curricular links | Computer science | ||||||||||
| Kazakh culture | Questions about most popular computer games in Kazakhstan. | ||||||||||
| Previous learning | Use of English: Abstract nouns | ||||||||||
| Plan | |||||||||||
| Planned timings | Teacher activity | Learner activity | Differentiation | Resources | |||||||
| Introduction 10’
| T greets Ss and explains the lesson objectives. T asks Ss to describe computer games that they know and give their opinion on them. Also T encourages Ss to talk about the most popular computer games in Kazakhstan. | (G,f,S3)Ss are to describe computer games that they know, describe them and list the most popular computer games among Kazakhstan teenagers. |
| PPT | |||||||
| Main part 10’
10’
10’
| Pre- listening. First T asks Ss if they or their friends play any of the games in the pictures and how much time they spend on playing computer games. Then Ss describe their favorite game using the words in the box. T gives Ss definitions of some words and asks them to write these words. T shows correct writing of these words. Listening. T plays on the recording twice and help Ss who need support with translation or definitions of words and phrases.
T shows the video to revise compound adjectives and hands out tablets to do online exercises on the grammar topic. Feedback.
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Ss give answer to T’s questions about computer games and describe their favorite game using the words in the box.
Ss write the words in their notebooks.
Ss check themselves.
(I,f,L1,L2)Ss listen to Sarah talking about her favorite game. First, they answer the given questions. Second task is on completing the summary.
Ss revise compound adjectives and do online exercises with their partners. Afterwards pairs check each other’s work. |
Differentiation by task: more/most able Ss give full detailed answers for given questions.
Differentiation by support: teacher helps to less-able students by supporting ideas and giving dictionaries. |
EIM 3. Unit 7. P56 CD2 Track 3
https://www.youtube.com/watch?v=6Z8FQUZk-54
http://www.myenglishpages.com/site_php_files/vocabulary-exercise-compound-adjectives%282%29.php | |||||||
| Conclusion5’ | Reflection. Ss summarize and tell what are the main problems that are to be solved |
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| Additionalinformation | |||||||||||
| 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 | |||||||||
| More support: Less able students are given discussion phrases. | T monitorsListening Assessment. | Exercise for eyes in the middle of the lesson | |||||||||
| Reflection Were the Lesson Objectives/Learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||||||
| Summary evaluation. What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?
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