«Extra reading: Visiting a home in Kazakhstan»

Жақсыбаева Әсемгүл Айтжанқызы

№47 жалпы білім беретін орта мектебі ағылшын тілі пәні мұғалімі

Long-term plan unit: 8 FOOD AND DRINK School: №47
Lesson 11
Date: Teacher’s name:  Zhaksybaeva A.A.
CLASS: 8 Number present: absent:
Theme of the lesson: Extra reading: Visiting a home in Kazakhstan
Learning objective (s) that this lesson is contributing to 8.4.2.1 – understand specific information  and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 – understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts;  8.4.4.1 – read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Lesson objectives All learners will be able to: read the textunderstand the meaning of the text
Most learners will be able to: read the textanswer the questions of given theme
Some learners will be able to: read the textanswer the questions of given themetalk about what their family do when guests visit their homes
Success criteria Identify details in a text with little support Recognize factual details in a given argument related to the topic Read the given fiction or non-fiction text and identify the general information
Value links Labour and creativity, cooperation
Cross curricular links    Kazakh, Russian
ICT skills Whiteboard, Plickers
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting 5 mins                             3 mins I.Organization moment Greeting Greet students; students respond to greeting. Hello, boys and girls! How are you? Let`s make a pleasant atmosphere, come to the blackboard and stand in a circle. Psychological atmosphere Method of “I wish you …” Descriptor: Ss should take a figure of heart and give each other with wishes Dividing to groups Ss take the cards and divide into groups according them. II.Previous learning “Brainstorm” method Descriptor: T asks questions according to the previous lesson. Ss should answer them quickly. Assessment:  Evaluating  by words.             Heart       Cards         Questions
Warm up 5 mins • Books closed. T shows a picture of national food and drink. Ss should guess their names and say what the known about them..   • Then T  explain: This is a traditional family home in Kazakhstan. English girl Jenny has been invited here for a meal. Let`s say Welcome to Jenny. Slides     Pictures
Practice 17 mins III.New lesson T explains that students are going to read a blog post Jenny wrote about her visit to the family home.            “Jigsaw” reading Ss divide to group by cards of paragraphs and discuss the meaning of given paragraph.   Ss return to their own group and explain their paragraph.   Put  “Open questions” to consolidate.    “Good emotions” physical activity   Working with the text Descriptor: I group- Find the losted words II group- Write an advertisement to Jenny about food of KZ   The first thing is that you should take off your shoes.People  shake  hands like in England.We were  given tea  and bread.The tea cups were only half  filled. I  felt completely  full.It`s polite to finish  everything  on your plate.Dania is going  to show  me round the city.I`ll  write  about  it in my next blog   “T chart” method Ss should mark on the posters are the sentences True or False 1.Jenny  is from England                                T
2.She was invited to korean home                  F
3.Kazakh people shake one hand                    F
4.The tea cups were full                                  F
5. jenny had a meal with family                      T
6.the food was  not delicious                           F
7. Tomorrow Jenny is going to Mega  Almaty  T “W questions”  method Where ? What? What kind of?
Answers Students’ own answers   Paragraphs               Music       Text paper   A3 paper                                                            
Scheme
Optional activity 3 mins • Put students in pairs and ask them to imagine a dialogue between Jenny and the Kazakstani mother that invited her to her home. For instance, it could be an exchange as Jenny arrives and goes into the house, or during the meal. • Give students time to write out the dialogue (3-4 turns per person should be enough). Monitor and help as necessary. • Then ask students to practise the dialogue in their pairs. Again, monitor and help with pronunciation. • Invite students to act out their roleplay for the class.     Traditional dishes            
Ending 7 min V.Conclusion Formative assessment “Plickers” method T asks students to read the text again and answer the questions. Ss should pick up their QR codes for answers. Weak students can ask thequestions and look in the text, while strong students answerwithout looking at the text. • Read out the questions and invite students to call out the answers.   Answers 1 She’s from England. 2 She visited a family home in Kazakhstan for the first time. 3 No, they don’t. 4 The tea cups were only half filled so that they could be refilled. 5 Because the custom in Kazakhstan is to leave some food on your plate. 6 Five (taking off shoes; shaking hands; tea cups half filled; too much food on plate; bigger and longer meals) 7 Students’ own answers
Homework For homework, Refer students to the final paragraph of Jenny’s blog a reminder of her plans for the next day. Tell students they are going to write Jenny’s blog for the next day as though they are her. If students need to, they can research the Zelyony Bazaar and Mega Alma-Aty shopping centre online. Diary
Reflection Write on stickers how do you feel from the lesson and stick it on the vase. Poster of vase
Additional Information
Differentiation – how do you plan to give more support? 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 the method “Brainstorming” -through the method “Find me” -through the “T” chart -through questioning and the redirecting of questioning in feedback activities “Plickers”       -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?