Daily Life and Shopping

Daily Life and Shopping

(Language with Content) /

School:

Date: September 26, 2022

Teacher:

Grade: 8

Present: Absent:

Learning objectives(s) that this lesson is contributing to

8.C3 respect differing points of view

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

8.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

8.UE16 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• learn and practice new vocabulary on the topic daily routines & free-time activities

• classify activities as daily routines or free-time activities

• listen and read for gist and specific information

• create a dialogue on the topic (9-10 utterances each using new vocabulary)

• write about their likes and dislikes using appropriate conjunctions

Language objectives

Present Simple, specific vocabulary

Value links

respect , cooperation, global citizenship

Cross curricular links

Social Studies

Previous learning

No subject-specific prior knowledge is assumed, but all students in NIS are expected to be aware of trends and events both within Kazakhstan and in the wider world as part of their regular study, and to review national and international events through a range of news media.

ICT skills

Projector, computer

Intercultural awareness

Respect to culture diversity

Kazakh culture

Solution of global issues at a local level (healthy lifestyle)

Pastoral Care

Support, scaffolding, empathy

Health and Safety

Everyday classroom precautions

Planned timings

Planned activities

Resources

Lesson 1

Start

1. min.

Warming-up

• Learners choose between two corners: Agree/Disagree and give arguments to their choice. The statement:

I prefer free-time activities to daily routine.

Introduce lesson objectives

• learn and practice new vocabulary on the topic daily routines & free-time activities

• classify activities as daily routines or free-time activities

• listen and read for gist and specific information

• create a dialogue on the topic (9-10 utterances each using new vocabulary)

• write about their likes and dislikes using appropriate conjunctions

PPT S1/2

Middle

5 min.

(G)

10 min.

(I)

15 min

Daily life & Shopping

Lead in: students discuss the topic of Shopping in small groups. Questions to be discussed:

1. Who buys products in your family?

2. Do you go shopping for daily products?

3. Do you help your Mom to do shopping?

4. Is shopping routine or an activity for fun?

Listening “Shopping for clothes”

Learners listen to the conversation between a customer and a shop assistant and do the exercises to practise and improve their listening skills.

• Pre-listening activity

Label the pictures: changing room, credit card, cash, checkout, T-shirt, receipt

• While listening tasks

After listening activity

Learners exchange the works and do peer-assessment

• Success criteria

Differentiation:

Less able learners get teacher’s support

Reading BRITISH TEEN SCENES

Aim: to introduce teenage subcultures

Pre-reading

Learners answer the teacher’s question: What subcultures do you know?

While-reading

1. Read and answer the questions

1. Why do we call them Skaters and Techies?

2. What type of clothes should the Skaters wear?

3. What else do the Skaters like to do?

4. What type of clothes do the Techies wear?

Differentiation:

More motivated learners do task 2 and help the others to find synonyms

2. Find the words with the same meaning in the texts:

1. easily ___________________

2. device ________________________

3. take sth quickly _________________________

4. geniuses _____________________

After reading activity

Learners compare their answers with the answer key. They self-assess reading task.

Success criteria:

Learners discuss their performance, think about further steps for improvement and share their ideas.

PPT S3

https://learnenglishteens.britishcouncil.org/skills/listening/a2-listening/shopping-clothes

Handout 1 Listening part

Handout 1

Reading part

Lesson 2

Middle

35 min.

Lead in

• Learners get the words and match them to find their partners. They work in pars: each student should create a sentence with the phrase they have.

Choice board

• Learners make pairs to work on the tasks of the Choice board. They choose the task according to their interests, prepare to perform and assess each other.

The tasks in the board:

1. Listening “Teenage subcultures” Present the skaters and techies to the class (Pair 1)

2. Reading “Skaters or Techies?”

1. Read the text. Which teenagers, the Skaters (S) or the Techies (T) ...

1. can help others with certain problems? ........

2. dress as they do for practical reasons? ........

3. spend a lot of time in front of a screen? ........

4. spend a lot of time outdoors?

3. Writing

Write your two likes and two dislikes. Give arguments: why do you like/dislike to do it, using synonyms.

4. Interview “BEING 16”

Use the questions in the text to interview your partner. Record yourselves. Present your interview.

1. Vocabulary work

Match the words and their synonyms

1. Classification

Healthy/unhealthy daily activities

Presentation

• Learners finish their tasks, share their findings with the classmates.

• Learners assess each other. Each task has its success criteria.

Cards

Choice board

Video “Teenage Subcultures

Text 2

A3 paper, markers

Text 1

https://wordwall.net/resource/3853119

Yin & Yang worksheet

Success criteria

End

5 min.

Reflection

• Learners discuss Two things I was good at

One field for improvement

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

More able learners will be challenged to describe their summer holidays using an extend variety of vocabulary.

Also, they are expected to create a detailed action plan to improve their weak points.

Less able students will be supported by classmates when working in groups. They will feel more confident when creating sentences with the phrasal verbs by means of sample sentences.

Learners ‘Assessment – how are you planning to check learners’ learning?

Peer-assessment sheets

Cross-curricular links

Curriculum links with Geography, Social Studies

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?