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Term 3 Unit 5 "Reading for pleasure" |
School: Secondary school by A Sattarov |
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Date: |
Teacher’s name: Yusupov R |
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Grade 8 |
Number present: |
Number absent: |
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Theme of the lesson: |
Books and films. Second conditional |
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Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.UE17 use second conditional a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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recognize and use vocabulary of the features of books and films. recognize and understand the form and use of the second conditional. |
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Most learners will be able to: |
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identify major concepts and ideas about books and films. apply the second conditional to talk about imaginary situations. |
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Some learners will be able to: |
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talk about films and books building extended sentences produce extended sentences using the second conditional. |
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Value links |
Appreciation the art of literature. |
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Cross curricular links |
Literature |
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Previous learning |
Books and films: features |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. Good morning, children! How are you today? /psychological attitude ‘Compliment’/ In this beautiful, bright, frosty and one of the best mornings I am glad to see you at our lesson, dear friends and guests! Boys and girls, I suggest you turn to each other and say the best wishes for your friends today! You the cleverest, the most beautiful, the most creative and the best students in our school! I wish you good luck! Introduction to the theme of the lesson Children look at this video What do you think, what is it about? What is the main word? What is the main idea of this video? And what about the last statement ‘If you traveled with books, you would learn about the history’? Can you say what the theme of our lesson is? What shall we do today? /students talk about the theme and the lesson’s objectives/ |
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Main Activities |
Brainstorming: What is your favorite book? Who is your favorite writer? What is your favorite film? Who is your favorite actor? What genres of books do you know? What genres of films do you know? What do you think, is it important to read books? Is it useful to watch films? Task 1 /individual work/ We are going to do the first task There are some facts about books and films You should use second conditional and complete the sentences 1) She _____ /not read/ novels if she didn’t like them 2) I ____ /enjoy/ the book more if I liked the characters 3) If it had a happy ending we ____ /not believe/ the story 4) The story _____ /be/ more interesting if they changed the setting 5) I wouldn’t watch the film if I ____ /hate/ the book /self-assessment by key 5 right sentences – excellent job 4-3 right sentences – good job 2 and less right sentences – don’t be sad! Try again! / Assessment criteria: students know rule of forming second conditional use correctly second conditional Descriptors: students make sentences in second conditional /for each correct sentence 1 point/ Task 2 /group work/ Children, do you like fantasy stories? Imagine that you were at the place of the heroes What would you do if you had a special great power? Join in 2 groups and answer your question, express your ideas that come in your mind 1 group – What would you do if you became an invisible man? 2 group – What would you do if you were a superhero and had a great power? Group evaluation
Assessment criteria: students use correctly second conditional use correctly lexical structures on the theme present group work Descriptors: work in groups write sentences in second conditional use active vocabulary in their speech present clearly work group |
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Ending the lesson |
Feedback ‘Reflexive brochure’ The lesson was_______ It was difficult for me _________ It was interesting for me_______ I want to say ‘Thank you’ _________ Giving the home task: ex 4 p 61 from SB |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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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? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Books and films. Second conditional
