Language focus for vocabulary
Алматы облысы, Талғар ауданы, Дәулет ауылы № 11 ЖББОМ
Ағылшын тілі пәнінің мұғалімі Тунғышбай Жанар Рустемқызы
| Term 1 | School:11 | |||||
| Date: | Teacher’s name: Tungyshbai Zhanar | |||||
| Grade 7 A | Number present: | Number absent: | ||||
| Theme of the lesson: | Language focus for vocabulary | |||||
| Learning objectives(s) that this lesson is contributing to | 7.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics
7.UE2 Use a growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough. 7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 7.S1 provide basic information about themselves and others at discourse level on a range of general topics 7.L1 understand longer sequences of supported classroom instructions |
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| Lesson objectives | All learners will be able to: | |||||
| Demonstrate basic knowledge for usage of be+subjects pronouns, usage of quantifies, and forms for possessive’s, have got/ has got, there is/there are | ||||||
| Most learners will be able to: | ||||||
| Provide a point of view in conversations and discussions;
Apply the correct quantifiers including too much, too many, none any, enough for countable and uncountable nouns in the context; |
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| Some learners will be able to: | ||||||
| Demonstrate an ability to express ideas clearly;
Differentiate between usage of have/has got. Be + subject pronouns |
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| Language objective | Specific vocabulary and grammar points related to the topic. | |||||
| Value links | Responsibility, Global Citizenship. | |||||
| Cross curricular links | Social Studies, Kazakh, Russian languages. | |||||
| Previous learning | Listening skills and speaking on topic Hobbies. | |||||
| Use of ICT | Projector or Smart board for showing a presentation, searching information in the internet. | |||||
| Intercultural awareness | Compare Conditional sentences in English, Russian and Kazakh languages. | |||||
| Kazakh culture | Compare some Be + subject pronouns grammar points in English and Kazakh languages orally. | |||||
| Pastoral Care | Student centered teaching: respect, support and scaffolding;
To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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| Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. | |||||
| Planned timings | Planned activities | Resources | ||||
| 5 minutes | Warm-up
Learners are informed about the lesson objectives Teacher informs that they are going to meet basic rules for definite grammar points and do some exercises. |
Worksheet | ||||
| Main part
10 min. 10 min. |
The main part of the lesson
Teacher suggests revising a basic rule for quantifies: (W)This information can be helpful for teacher. Quantifiers must agree with the noun. There are 3 main types of quantifiers. Much/little/a little are used with countable nouns, many/few/a few are used with uncountable nouns. A lot of is used with both of them in positive sentences. Learners are given the following tasks: (I) Task 1: Complete the sentences with the affirmative (˅) or negative (x) form of be. 1. He isn’t from England (x) 2. My best friends are in my class. (˅) Task 2: Complete the questions with the correct form of to be. 1. Where are you from? 2. How _____ your friends? 3. Who ____ best friend? Possessive’s Task 3: Tick (˅) the correct phrases My father’s brother (˅) 1. My mothers’ aunt 2. My sister’s book Have got Task 4: Choose the correct words. He’s got /’ve got black hair There is /there are Task 5: Complete the questions and short answers with the correct form of there is or there are Family Task 6: Match 1-7 with a-g |
Worksheet | ||||
| 5 min. | Reflection
Learners write : What did you learn today? What parts of the lesson were easy? What parts of the lesson were difficult? |
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| 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? | Critical thinking | ||||
| More support:
Provide less able learners with some reference grammar material with formulas and examples. More able learners: Make analysis of their work and help weaker ones to help with the right explanation of answers. |
Self-assessment worksheet
Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? Learners managed to understand the rules and do the tasks. |
Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness. | ||||
| 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 the lesson about this class or individuals that will inform my next lesson? |
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