{"id":132494,"date":"2019-12-05T16:57:09","date_gmt":"2019-12-05T10:57:09","guid":{"rendered":"https:\/\/45minut.biz\/?p=132494"},"modified":"2019-12-05T16:57:09","modified_gmt":"2019-12-05T10:57:09","slug":"%d0%b8%d0%b1%d0%b0%d0%b4%d1%83%d0%bb%d0%bb%d0%b0%d0%b5%d0%b2%d0%b0-%d1%88%d0%b0%d1%85%d0%bb%d0%be-%d1%82%d0%b0%d1%88%d0%bf%d1%83%d0%bb%d0%b0%d1%82%d2%9b%d1%8b%d0%b7%d1%8b","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=132494","title":{"rendered":"\u0418\u0411\u0410\u0414\u0423\u041b\u041b\u0410\u0415\u0412\u0410 \u0428\u0410\u0425\u041b\u041e \u0422\u0410\u0428\u041f\u0423\u041b\u0410\u0422\u049a\u042b\u0417\u042b"},"content":{"rendered":"

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Lesson Plan<\/strong><\/td>\n<\/tr>\n
LESSON: \u211614<\/strong><\/td>\nFree time activities<\/strong><\/td>\n<\/tr>\n
Date: 16.10.2019<\/strong><\/td>\nTeacher name: <\/strong>Shakhlo Ibadullayeva<\/td>\n<\/tr>\n
CLASS: 7 \u00ab\u0414\u00bb<\/strong><\/td>\nNumber present: 12<\/strong><\/td>\nabsent:<\/strong><\/td>\n<\/tr>\n
Learning objectives(s) that this lesson is contributing to<\/strong><\/td>\n7.L5 understand with limited support the main points of extend on range of general and curricular topics 7.W3 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics<\/td>\n<\/tr>\n
Lesson objectives<\/strong><\/td>\nAll learners will be able to: <\/strong><\/td>\n<\/tr>\n
-name and describe the activities they do in their free time – interact in a pair, group and whole class work<\/p>\n

-understand main points of given information<\/td>\n<\/tr>\n

Most learners will be able to: -ask and answer questions about activities they<\/strong><\/td>\n<\/tr>\n
– get information by asking questions and talk about free time activities – predict what text is about<\/p>\n

-understand the text using listening for specific information<\/td>\n<\/tr>\n

Some learners will be able to: – <\/strong>answer the questions related to the topic<\/td>\n<\/tr>\n
– speak about their free time fluently<\/p>\n

-demonstrate the ability to write grammatically correct sentences on free time activities <\/td>\n<\/tr>\n

Assessment criteria<\/strong><\/td>\nIdentify the main idea in extended talks with limited support<\/p>\n

Demonstrate the ability to write grammatically correct sentences on familiar topics<\/td>\n<\/tr>\n

Value links<\/strong><\/td>\nInterest in activities people do in their free time Cooperation, respect each other’s opinion, functional literacy.<\/p>\n

Confidence in using everyday language<\/td>\n<\/tr>\n

Cross curricular links<\/strong><\/td>\nSocial Studies Area Studies<\/td>\n<\/tr>\n
Previous learning<\/strong><\/td>\nPresent Simple: affirmative and negative<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Planned timings<\/strong><\/td>\nPlanned activities<\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Beginning<\/p>\n

6 min<\/td>\n

(W)<\/strong> Greet the learners. Welcome the pupils to the lesson. Ask familiar questions such as What day is it today ? What\u2019 s the weather like today? (W)<\/strong> Lead-in<\/strong>. Teacher writes 5 free time activities on the board and makes sure students understand them. They are the following: Teacher conducts questionnaire in class asking questions one by one. Who watches TV in his free time? Raise your hands, please. <\/em>Teacher counts and writes on the board the number of students who watch TV in their free time.<\/p>\n

(W) Teacher: <\/em>In the end teacher asks students to range free time activities from the most important to the least. Finally, learners summarise and collate their statistics .<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Free time activities<\/em><\/td>\nRanking<\/em><\/td>\n<\/tr>\n
Talk on the mobile phone<\/td>\n7<\/em><\/td>\n<\/tr>\n
Play computer games<\/td>\n5<\/em><\/td>\n<\/tr>\n
Watch TV<\/td>\n2<\/em><\/td>\n<\/tr>\n
Do sports<\/td>\n2<\/em><\/td>\n<\/tr>\n
Read a book<\/td>\n1<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Teacher explains the aims of the lesson<\/strong>. Teacher: We are going to find out about free time activities. We are going to ask and answer questions about what we do in our free time.<\/td>\n

Pictures \/flashcard free time activities<\/td>\n<\/tr>\n
Middle<\/p>\n

5min<\/p>\n

3 min<\/p>\n

7min<\/p>\n

7min<\/p>\n

5-7min<\/td>\n

The Main Part of the lesson (D)<\/strong> Teacher elicits from the learners new topical vocabulary using gestures, mimes and flashcards. The learners try to guess the new lexis with the help of the teacher. New vocabulary: collect things, go fishing, make things, play chess, play in the band, learn a foreign language, surf the internet.<\/strong><\/p>\n

(P)<\/strong> Vocabulary presentation Task 1 Back-to-back <\/strong>Teacher explains the rule of the interactive game. 1. Learners will sit back-to-back with chairs touching, so they can hear each other but mustn\u2019t see when the activity begins. 2. Student A<\/strong> receives a picture which connected to the free time activities, Student B<\/strong> receives a piece of paper and a pencil. 3. Student A<\/strong> describes the picture to Student B<\/strong> who has to draw or write name the of the free time activity. Student B<\/strong> may ask questions as necessary. Example:<\/strong> Student A<\/strong> It is an outdoor activity. You need a hook and an earthworm. Student B<\/strong> It is go fishing. Descriptor: A learner <\/strong>-describes the picture using free time activities – draws or writes the name of the free time activity<\/p>\n

AFL Oral feedback\/Self \u2013reporting strategy<\/strong> Watch body language<\/p>\n

(G) Listening Stage. Pre-Listening task. Task 2 Look and say. <\/strong>Learners are given a photo of a boy and the map.Teacher asks learners: How do you think what the name of the boy is? Where is he from? How old is he? What does he like doing in his free time? Learners have to predict a boy\u2019s name, age and his country. Teacher says to learners to find out if they are wrong or right after listening stage.<\/p>\n

AFL Peer Assessment<\/strong> Talk to each other<\/p>\n

(G) While-Listening Stage<\/strong> Task 3 Jigsaw listening <\/strong>Learners in two groups listen to the text and answer the questions in short form at the same time.<\/p>\n

1 How old are the members of the teen\u2019s club? 2 How much does it cost to be a member of the teen\u2019s club? 3How many free time activities are there in the club? 4Does Larry like to go there? 5 How often does Larry go to the teen\u2019s club?<\/em><\/p>\n

Descriptor : A learner <\/strong>– listens to the text for specific information very carefully – writes the answers to the questions correctly<\/p>\n

Answer Key: <\/strong>1. The members of the teen\u2019s club are between 8 -16. 2. Membership costs 6 dollars a month. 3. There are 10 free time activities in the club. 4. Yes, he does. He likes to go to teen\u2019s club very much. 5. He goes there five days a week.<\/p>\n

Post \u2013Listening Stage <\/strong>Teacher shows the answer key on the interactive board. Groups conduct self assessment (I)Task 4 True\/false chairs <\/strong>Teacher says sentences about the text. Learners stand in 2 rows. In the front, there is a \u201ctrue\u201d and \u201cfalse chairs. If the sentence is true, students run to the true chair, if false to the false chair. Whoever sits 1st correctly wins a point. Example: Teacher says <\/strong>The teen\u2019s club is openevery day. Learner who chose the false chair first sits and says No, the teen\u2019s club isn\u2019t open on Sundays. 1.Teen\u2019s club members are between 6 and 11 years old. 2.You can play in a band in the teens club. 3.Membership is 8 dollars a month. 4.He goes to the teens club 3 times a week.<\/p>\n

AFL Group Assessment <\/strong><\/p>\n

(P)Task 5 Personalisation <\/strong>Now learners we\u2019ll play an interactive game \u201cTwo truths and one lie\u201d. Each learner writes three statements about their free time, one false and two true sentences. Learners go around the classroom, find a partner and reads the statements. Other learners predict which statement is a lie. Example: <\/strong>1. I like surfing the internet and can sit till the midnight.(a truth) 2. I could speak English when I was five years old ( a lie)<\/strong> 3. At school I feel asleep while taking my final exam.(a truth ) AFL Peer Assessment Hand in, pass out.<\/strong><\/td>\n

Chairs, a sheet of papers, pencils or pens<\/p>\n

A photo of a boy and a map, tape recorder , worksheets<\/p>\n

Two chairs with \u201ctrue\u201d and \u201cfalse\u201d words<\/td>\n<\/tr>\n

End<\/p>\n

5min<\/td>\n

Plenary Self assessment Tell me three things… <\/strong><\/p>\n

\uf0b7 you have learnt today \uf0b7 you have done well<\/p>\n

\uf0b7 the group has done well \uf0b7 you would like to find out more about<\/p>\n

\uf0b7 you know now that you didn\u2019t know 40 minutes ago<\/td>\n

Feedback<\/td>\n<\/tr>\n
Additional information<\/strong><\/td>\n<\/tr>\n
Differentiation \u2013 how do you plan to give more support? How do you plan to <\/strong><\/p>\n

challenge the more able learners?<\/strong><\/td>\n

Assessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nCross-curricular links
\nHealth and safety check
\nICT links
\nValues links<\/strong><\/td>\n<\/tr>\n
Support: Task1:<\/em> For less able learners can be given the tasks with some supporting, partners help them by working together. The stronger learner consolidates their knowledge by explaining to the weaker learner and the weaker learner feels supported. Pair higher level learners together so they can really stretch themselves.<\/p>\n

Task 2: For weaker learners can be given an opportunity to write sentences in fort form. Monitor and play the recorder again if necessary. Example : country \u2013America name- Larry age- 15<\/p>\n

For the higher level learners should only listen and take full statements. After the discussion, they will feed back to the whole class.<\/p>\n

Task 3 For less able learners use their native language and more time to complete the task. Give a model before they start writing. Use a correction code.<\/p>\n

For stronger learners reduce the time given to complete the task.<\/td>\n

Observe learners when participating in speaking. AFL Oral feedback\/Self \u2013reporting strategy<\/strong> Watch body language<\/p>\n

Monitor learners to check they can write the answers to the questions. Self Assessment:<\/strong> Learners assess their statements according to answer key shown on the interactive board AFL Group Assessment <\/strong><\/p>\n

Did each learner contribute to the speaking and discussion? If not, why? AFL Peer Assessment Hand in, pass out.<\/strong><\/td>\n

Switch off the active board and tape recorder if you don\u2019t use them.<\/p>\n

If learners are tired, do physical breaks with them.<\/td>\n<\/tr>\n

Reflection<\/strong><\/p>\n

Were the lesson objectives\/learning objectives realistic?<\/p>\n

What did the learners learn today?<\/p>\n

What was the learning atmosphere like?<\/p>\n

Did my planned differentiation work well?<\/p>\n

Did I stick to timings? What changes did I make from my plan and why?<\/td>\n

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. <\/strong><\/td>\n<\/tr>\n
Summary evaluation<\/strong><\/p>\n

What two things went really well (consider both teaching and learning)?<\/p>\n

1:<\/p>\n

2:<\/p>\n

What two things would have improved the lesson (consider both teaching and learning)?<\/p>\n

1:<\/p>\n

2:<\/p>\n

What have I learned from this lesson about the class or individuals that will inform my next lesson?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

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