Writing informal email

LESSON10:

Writing informal email

School:

G. Abdullin

Date:16/11/18 Teacher name: Mendibayeva Zhanar
Grade: 8 Number present: absent:
Theme of the lesson: Writing informal email
Learning objectives(s) that this lesson is contributing to 8.1.9.1use there is/are to make short statements

8.3.7.1.recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

8.5.4.1.pronounce basic words and expressions intelligibly

8.5.6.1. recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

 

Lesson objectives Learners will be able to:
Use there is / there are to make statements

Understand and follow instructions

Pronounce 90% of words intelligibly

Success criteria Learners have met the learning objective (S5) if they can:

learners use there is/are to present their house;
learners describe what there is in their house for the other learner.
Value links Lifelong learning
Cross-curricularlinks World cognition
ICT skills Using videos& pictures, working with URLs
Previous learning Personal pronouns  I am  He/she/it is, possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small  from Unit 2
Plan
Planned timings Planned activities Resources
Beginning

5mins

 

Teacher greets students; students respond to greeting and take their places.

 

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

Students get familiar with the lesson objectives.

 

Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;

Hello, hello, hello)

 

 

 

PPP slide 3

 

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

30mins

 

 

 

 

 

 

In my house (D, W) (15)

Demonstration:

— demonstrate a picture of a house

— ask “What’s this”; students may read the answer from the picture; if they cannot read and answer, help by reading the sentence aloud

— use 3×3 choral drilling of the phrase “this is a house” for students to learn how to pronounce it correctly

Whole class activity:

— provideeach student with a hand-out of “there is/are” structure

— read each phrase aloud, use a 3×3 choral drilling for students to learn how to pronounce these phrases correctly

— show a picture of a house with various objects inside (windows, desks, etc.)

— model a couple of sentences as an example: “In this house there are 3 pens”, “In this house there is one computer”.

— ask students “How many?” questions for various items in the house

(i.e How many windows are there in this  house? – There are 3 windows in this house.)

 

Dynamic break (W) (2)

 

Whole class activity:

Students go to the carpet and have a dynamic break “Head, shoulders, knees & toes”

Head, shoulders, knees and toes

Knees and toes

Head, shoulders, knees and toes

Knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes

Knees and toes.

 

In my house (I, P) (13)

Individual work:

— give each student an outline of a house

— ask students to spend 3-5 minutes and draw various object they want to have in their houses

— monitor students’ progress

Pair work:

— in 5 minutes ask students to find a partner and share the information about their houses with their peers using “there is/are” structure

— give students 4-5 minutes to talk to each other, go around the class and listen to students’ stories, assist if necessary

— in 4-5 minutes come to each student individually and assess his/her work with help of sticker (a smile – stick it on a student’s paper)

 

Reflection

Students identify what they did well in the lesson and what needs improvement.

Picture of a house, PPP slide 4

 

 

 

 

 

 

 

 

Hand-outs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

https://www.youtube.com/watch?v=h4eueDYPTIg

 

 

 

 

 

 

 

 

 

An outline of a house

End

5mins

Good bye song

Students sing a good-bye song and dance

Good-bye, good-bye, see you again!

Good-bye, good-bye, see you, my friend!

https://www.youtube.com/watch?v=Xcws7UWWDEs
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? Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

through observation ·      Work with the SMART board not more than 10 minutes

·      Use water based markers

·      Ensure proper ventilation

·      Monitor classroom space when students start moving around

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

 
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 this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Class: 4

Date: 22.02.17

Theme: London

The aims: to repeat all grammars and letters, to learn using igh[ai], to try to remember new words (night, high, eight, etc), to bring-up to be honest.

The visual aids: the pictures

Methods: questions and answers, work in pairs, read the text

 

  1. Organization moment:
  • Good morning!
  • Who is on duty?
  • Who is absent?
  • What was your home task?
  1. To repeat all grammars and letters.
  • New theme:

—     Ok, let’s start our lesson. But at first try to remember what are  Comparative adjective and Superlative adjective?:

 

Comparative adjective(салыстырмалы шырай)
1.     – er: small – smaller

2.     Y+ er= ier: dry – drier,

3.     Good – better, bad – worse

4.     With more: more beautiful

 

Superlative adjective(күшейтпелі шырай)
1.     – est: small – smaller – the smallest

2.     Y + est=iest: dry – drier – the driest

3.     Changing words: good – better – the best

4.     With most: the most dangerous

 

Igh [ai]

 

                    Sight                                                                night

 

 

light                                             eight

high

 

Repeat and learn new words:

  • Night [nait] түн,
  • Eight [eit] сегіз,
  • High [hai] биік,
  • Light [lait] жарық,
  • Sight [sait] бір жағы,

 

Ex:1 p.89

(Look at the words in the box. Match them to the pictures. Listen and repeat the words)

 

Reading, speaking & witing.

Ex:2 p.90 (complete the sentences)

 

Ex: 3 p.91 ( write the words)

 

Ex:4 p.91(look at the picture compare )

                                                      

  1. Conclusion:

What did you understand about  Comparative & Superlative adjectives?

How can we use them?

 

  1. Home task :

To learn prepositions