Ашық сабақ. Ағылшын тілі. 9 сынып ҚМЖ Қысқа мерзім жоспары
Approved: _______________________ Date: _______
LESSON PROCEDURE
| The theme | Diagnostic test | |
| The aims of the lesson: | · To review vocabulary and grammar of 8th grade programme;
· To check their possibility to use grammar accurately; · Individual feedback. | |
| Objectives |
| 10 min
20 min 5 min |
| The expected result
| ü Students will review vocabulary and grammar of 8th grade programme;
ü Students’ possibility to use grammar accurately will be checked; ü Students will be able to work individually. | |
| The main idea | — Create “Wordbank”
— Diagnostic test — Working out: understanding the implication of a question and do corrections. | |
| Assessment | 1. Learning/ Response logs (collect vocabulary and compose their thoughts)
2. Individual whiteboards (write down got points (for example (25/15) | |
| Homework | Work book
Put the words in the correct order to make questions. Then answer them about themselves. | |
| Teachers reflection | ||
TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)
Organization moment
Greeting
Warm-up
Write as more words as possible (words learnt during 8th grade)
Health
Eating
Education
Fauna and flora of Kazakhstan and Great Britain
Literacy and slangs
Change their papers and ask them to explain or make sentences according to the given words. If they have any problem with translation, let them look up words in the dictionary.
Teach them new way of assessing their knowledge: Learning/ Response logs. This is one of formative assessing methods. They can write notes or just get a new notebook and collect vocabulary and compose their thoughts on it.
Divide the class into several groups
Main part
Step 1: Team work “Grammar reference”
Remind the grammar: Finite and non-finite forms of the verb
Step 2: Individual work “Diagnostic test”
| Put in the verbs in brackets in the Gerund or the to-infinitive. Example: They go on _______ (read) the book. Answer: They go on reading the book. |
| 1) I can’t imagine Peter (go) by bike.2) He agreed (buy) a new car.3) The question is easy (answer).4) The man asked me how (get) to the airport.5) I look forward to (see) you at the weekend.6) Are you thinking of (visit) London?7) We decided (run) through the forest.8) The teacher expected Sarah (study) hard.9) She doesn’t mind (work) the night shift.10) I learned (ride) the bike at the age of 5. |
Step 3: Pair work “Corrections”
They can check their work themselves or change with his/ her partner and put points.
Individual whiteboards (write down got points (for example (25/15)
Conclusion
Expression of students about the lesson
Positive expressions: ________________________________________________________
Negative expressions:________________________________________________________
What was easy for you? What was difficult for you? Why was it difficult? How can you solve this problem?
Approved: _______________________ Date: _______
LESSON PROCEDURE
| The theme | Talking about you | |
| The aims of the lesson: | · To know and use the terms that are useful for analysing language on the topic “Introducing yourself”;
· Collect, select and assemble ideas; · Individual and group feedback. | |
| Objectives | 1. Team work “Knowledge quiz”
2. Individual work “Wrong sentences” 3. Individual work “Practice grammar” | 10 min
10 min 15 min |
| The expected result
| ü They will know and use the terms that are useful for analysing language on the topic “Introducing yourself”;
ü They will collect, select and assemble ideas; ü They will be able to work individually and in group. | |
| The main idea | — Create “Wordbank” based on the title
— Expectation: Quiz. — Working out: understanding the implication of a question and selecting material to suit it. | |
| Assessment | 1. Learning/ Response logs (collect vocabulary and compose their thoughts)
2. Peer assessment 3. Individual whiteboards (write down got points (for example (25/15) | |
| Homework | Work book
Ex1 Choose the correct form of the verb Ex 2 Some sentences are right, some are wrong. Put a tick next to the right ones and a cross next to the wrong ones. Correct the wrong sentences | |
| Teachers reflection | ||
TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)
Organization moment
Greeting
Warm-up
— Make questions with you from the sentences.
I was born in Almaty in 1991. (When?)
I live in Astana. (Where?)
I’ve got three cousins. (How many?)
I’m studying English, because it’s an international language. (Why9)
I’ve been to Russia and Turkey. (Which countries?)
I was playing computer games at 5 o’clock yesterday. (What.)
She is going to visit her grandparents on holiday. (What.)
We’re watching TV tonight. (What?)
Ask some of students to draw up the role play according to the abovementioned questions.
Teach them new way of assessing their knowledge: Learning/ Response logs. This is one of formative assessing methods. They can write notes or just get a new notebook and collect vocabulary and compose their thoughts on it.
Divide the class into several groups
Main part
Step 1: Team work “Knowledge quiz”
The task requires answering the questions, as though students can discuss the quiz in their groups and then state their decisions orally.
Analyze the questions according to the following questions:
Which questions in the quiz contain the following tenses?
Which tenses use the auxiliary verbs do/does/did to make the
negative and question?
Which tenses use the auxiliary verb have!
Which tenses use the auxiliary verb be?
Assessment: Response logs
Step 2: Individual work “Wrong sentences”
Correct the information in the sentences.
Example Bell invented television.
He didn’t invent television. He invented telephone.
Toyoto cars are made in Germany.
John Lennon was singing on stage when he was killed.
We’ve been in class for eight hours.
Gagarin flew to space in 1969.
We’re sitting at home.
We’ve been studying English for twelve years.
The sun rises in the west.
Rice is grown in Britain.
Assessment: Peer assessment
Step 3: Individual work “Practice grammar”
They write ex 4-5, by themselves; change their work with his/ her partner and check.
Individual whiteboards
Conclusion
Expression of students about the lesson
Positive expressions: ________________________________________________________
Negative expressions:________________________________________________________
Approved: _______________________ Date: _______
LESSON PROCEDURE
Сәйкес тақырыптар
