| Term 2 Unit 4 "Sport, health and exercise" | School: Azat |
| Date: ___ | Teacher’s name: Kakharov I
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| Grade 8 __ | Number present: | Number absent: |
| Theme of the lesson: | Speaking: Identifying and describing people. |
| Learning objectives(s) that this lesson is contributing to | 8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
| Lesson objectives | All learners will be able to: |
Understand a conversation about identifying people. Recognize key phrases for identifying people. |
| Most learners will be able to: |
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| Some learners will be able to: |
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| Value links | Cooperation, functional literately. |
| Cross curricular links | Sociology. |
| Previous learning | Present perfect and past simple. |
| Use of ICT | Smart board for showing a presentation, getting additional information, playing the audio files. |
| Intercultural awareness | Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
| Health and Safety | Breaks and physical activities used. |
| Plan |
| Planned timings | Planned activities | Resources |
| Beginning the lesson | The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.50. Picture description. |
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| Main Activities | Ex.2 p.50. Gist listening. Answers: Adam is looking at Joanna Mills. Ex.3 p.50. Blank-filling. “Who said what?” questions. Role-play. Answers: 1) over (Adam) 2) before (Adam) 3) long hair (Lucy) 4) about (Lucy) 5) know (Adam) 6) like (Adam) 7) an interesting face (Adam) Ex.4 p.50. Sentence completion task. Answers: 1) blue T-shirt 2) fair 3) smiling 4) interesting 5) seen 6) hair 7) shy Ex.5 p.40. Asking and answering questions. Ex.6 p.40. Creative exercise. Speaking in a form of a dialogue. | CD
CD
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| Ending the lesson | Giving the hometask. SB p.50 Picture description. Peer-assessment. Rubric | Category | Excellent 4 pts | Good
3 pts | Fair
2 pts | Poor 1 pts | | Fluency
| Author demonstrates normal pace, not too fast, not to slow. | Author demonstrates adequate normal pace, not too fast, not to slow. | Author demonstrates some normal pace, not too fast, not to slow. | Author demonstrates little normal pace, not too fast, not to slow. | | Spelling and Grammar
| There are no spelling, punctuation, or grammar errors. | There are 1-2 spelling, punctuation, or grammar errors. | There are 3-4 spelling, punctuation, or grammar errors. | There are more than 4 spelling, punctuation, or grammar errors. | | Presentation/ Memorization
| Dialogue is well organized and flows like a natural conversation. | Dialogue is fairly well organized and mostly flows like a natural conversation. | Dialogue is slightly confusing and somewhat flows like a natural conversation. | Dialogue is hard to follow and doesn't flow like a natural conversation. | | Pronunciation/ Expression
| No pronunciation errors are noted.
Conversation is recited with appropriate expression. | There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression. | There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression. | There are 5 or more pronunciation errors.
Appropriate expression not used. |
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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 |
| 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: Discuss a problem in groups and suggest a solution to a problem. Identify the main idea in extended talks with little support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor: A learner: brainstorms ideas while speaking in a group. selects an appropriate answer. uses appropriate subject-specific vocabulary while speaking. Observation Feedback on the work Peer-assessment | Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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