School | Maksim Gorky school | |||||||||||
Subject | English | |||||||||||
Grade | 7 | |||||||||||
Unit | Communication and technology | |||||||||||
Teacher name: |
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Date | Number present: | absent: | ||||||||||
Theme | Present simple | |||||||||||
Learning objectives that this lesson is contributing to | 7.W5 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 7.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 7.UE9 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics | |||||||||||
Lesson objectives | • Learn the affirmative and negative forms of the present simple. • Use the present simple to describe things that happen | |||||||||||
Value links | Values of following interest, respect, collaboration | |||||||||||
ICT skills | Learners use online dictionaries if necessary, Projector or Smart | |||||||||||
Intercultural awareness | Ways to start up conversation in different cultures | |||||||||||
Previous learning
| Learners are expected to be aware of some topic vocabulary from previous lesson, and use background knowledge | |||||||||||
Kazakh culture |
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Pastoral care | Assure you met all learners’ needs, scaffolding | |||||||||||
Health and safety | Physical movement to prevent tiredness Everyday classroom precautions | |||||||||||
Course of the lesson | ||||||||||||
Planned stages of the lesson | Planned activities at the lesson | |||||||||||
Teacher’s activity | Student’s activity | Resources | ||||||||||
Beginning
5 min
| Introduce outline of this unit Introduce the lesson objectives Match the words with the pictures: Wake up, brush the teeth, go to bed, have breakfast, go to school, do exercises, make the bed, get dressed
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Match the words with the pictures
| PPT 1 PPT 2
PPT 3
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Middle 10 min
15 min
10min | Presentation • Elicits that the verbs are in the present simple form. • Elicits or explain that we use the present simple to talk about things that happen regularly or are always true. Has students compare affirmative and negative sentences and complete the rule at p. 10 SS are explained the grammar construction and when it is used Practice Team error correction This game is a quick and easy way to turn error correction into something fun and competitive. Write the sentences on the board (such as the ones below) and explain that each sentence has at least one mistake. Ask students to discuss suitable corrections in pairs.
divides the class into three teams, ask them to discuss the corrections, give each of the three groups different-colour board pens. Each group picks someone to write, who then has to quickly come to the board and make a single correction to one of the sentences. Once they make a correction, they have to go back to their group and pass the pen to someone new. keep the corrections that are right and remove the ones that are wrong, eliciting reasons from the class. Each round is a race to the board, so students are rewarded for quickly coming to an agreement and working together. The pen is constantly swapping within the group to stop one student from taking over (or from not taking part at all). Present Simple Chain Stories Has Ss sit in a circle or circles and take one copy of the worksheet each. Fill in the top gap to make a true or imaginary sentence. Fold along the dotted line so the next person can’t see what you have written, and pass the worksheet to the person on your left. Continue writing and passing until the whole of each copy is written on and folded up. When all the stories are finished, pass them one more time, open the one that you receive, and tell the class what things in the story that you read do and do not make sense. Production 'Freeze!'
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Complete the rule
Discuss, correct the erro
Complete the sentences
Write sentences
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PPT 5
PPT6
PPT7 | |||||||||
End 5min | Gives feedback , homework |
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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 students’ learning? | Cross-curricular links Kazakhstan in the Modern World, Chemistry, Biology, Geography Critical thinking Values links | ||||||||||
More support: • Provide with speaking/writing frames • Allow thinking time. More-able learners: • Encourage students to use more complex vocabulary | • by monitoring the spelling, the sentences, the discussion
| Health promoting techniques Physical movement/ active lesson Points from Safety rules used at this lesson. Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G10 English. | ||||||||||
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | |||||||||||
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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 achievements/difficulties of individuals that will inform my next lesson?
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