Lesson plan according to the third (base) level of the Cambridge program

LESSON: 21-22

School: RBSFQS #4

Date: 05.12.2013

Teacher name: Sattarbek Asel

CLASS: 8а

Number present: 12 absent:

Learning objectives(s) that this lesson is contributing to

7.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

7.UE10 use present continuous forms with present and future

meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics

7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

All learners will be able :

• to write a science fiction story

• to learn more about speaking skills and communicate with others during pair and group work

Previous learning

Most learners will be able to:

• to link the sentences into coherent paragraphs using basic connectors

• to write a science fiction story

Some learners will be able to:

• use imagination to express thoughts, ideas, experiences and feelings

• In the previous unit learners developed listening and speaking skills to find out the topic to be discussed and enlarged their vocabulary

Plan

Planned timings

2-3 minutes

4- 10 minutes

11-20 minutes

Middle

21-30 minutes

31-40 minutes

41-60 minutes

61- 65 minutes

66- 77 minutes

Skill: Writing

1. Learners brainstorm, plan and write a short science fiction story or an article about the future for their portfolio or eportfolio if using a word processor. (This relates to ICT)

2. Rough draft/structure (I)

3. Peer assessment. It may help to give a particular focus, for example, have they used the time expressions correctly? (P, f)

4) Final draft (I)

5) Peer review. Here learners look at each other's work and state two things they like about it and one area of improvement. (P, f)

Use fun activities to revise tenses.

One way to do it may be the following activity:

The past/present/future game Learners give some information about themselves without using a full sentence, e.g. "two friends". Their partner has to guess if it is something that happened in that person's past, is true in the present or is about that person's picture of their future.

As the next stage up in difficulty, learners can then do the same but go on to guess the whole true sentence for their partner, e.g. You were one of two friends for the past, You have two friends for the present, or You will have two friends for future prediction or You are having a party next week (present continuous with future meaning).

To help learners practice past continuous forms for background and interrupted past actions you may draw a past continuous timeline to illustrate interrupted action.

Then ask them to continue a story by adding more sentences, e.g.

Suddenly the ship began to plummet. The crew fought to keep the ship under control…

(What happened? Why was the ship out of control? Who was on board? What was the crew doing? What were they thinking/feeling?).

Activities with photos or pictures will also be helpful with the past tenses. Encourage learners to describe the event in the past. You can model this by using a photo in a magazine to describe such an event.

Resouces:

Resources for writing science fiction story (writing frame, plan, word-bank, etc.):

primaryresources.co.uk/english/englishC6.htm#science

primaryresources.co.uk/english/pdfs/4writingframe.pdf

esl.about.com/od/grammarstructures/ig/Tenses-Chart/pastc2.htm

Roger Gower, Grammar in practice 4, CUP, 2011, unit 3, p. 7(present simple and continuous). Unit 9, p. 15 (past continuous and past simple)

Zaorob Maria Lucia, Games for grammar practice, CUP, 2001, unit 1.2, p. 10

David Seymour and Maria Popova, 700 classroom activities, Macmillan

Zaorob Maria Lucia, Games for grammar practice, CUP, 2001, unit 4.2, p. 40

Grammar resources youtube.com/watch?v=ZBuOQboSvwU (determiners)

youtube.com/watch?v=_62242Pf5F4 (will or going to)

End

77-80 minutes

• Find out: 1) What did they learn during the lesson? e.g. New vocabulary, similar words in L1, L2

• 2) What skills did they develop? e.g. Interpreting pictures and a map; predicting numbers; listening and speaking skills; sharing ideas; thinking about others

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?