Конспект урока "Making a class chart and looking at" 8 класс
Unit 1: 8.4A: Food and drink (Language with content)
Lesson 3: Making a class chart and looking at
breakfast around the world
Learning objectives(s) that this lesson is contributing to
Key lesson objectives
8. UE3 use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much…
than to indicate degree on a range of familiar general and curricular topics;
8. W4 use with some support style and register appropriate to a limited
variety of written genres on general and curricular topics;
8. S2 ask more complex questions to get information about a range of
general topics and some curricular topics
Students will revise variety of compound adjectives;
Students will write healthy recipe of breakfast;
Students will summarize and present the survey results.
All students will be able to:
• share their experience in creating ideal menu of breakfast
Most students will be able to:
• to discuss different eating habits;
• think about the similarities and differences between children in
Some students will be able to:
• summarize and analyze results of survey.
Focusing on food in Kazakhstan
ORGANIZATION MOMENT: (BT: remember)
a) Tell learners that the aims of this lesson are: use of growing
variety of compound nouns and comparative structures.
b) Make ideal and healthy breakfast.
c) Make a survey and analyse results.
BRAINSTORMING: “Match pictures with recipes”
(BT: understand and apply )
a) Students are given cards with pictures of breakfast all around
the world and description of ingredients.
b) They should match and work with vocabulary.
SPEAKING PART 1: (BT: remember and understand)
a) Students share their own experience about Kazakh breakfast.
b) List ingredients using compound and comparative adjectives:
SURVEY: (BT: create)
a) Students are divided into 4 groups.
b) Students create questions concerned with the topic breakfast
in order to organise survey.
Ask the class to answer the example questions:
• Who eats breakfast? Why?
• Who do you think eats a healthy breakfast?
• Whose breakfast is easy to get or make?
• Who doesn’t eat breakfast? Why?
Power point presentations
(See Appendix 1and 2)
Pictures and recipes
(See Appendix 3 and 4 )
Power point presentation
(See Appendix 1)
Texts for discussion
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’
Health and safety check
Challenge and support for different
learners are built in though teacher
monitoring, the interaction patterns
and task format of the lesson.
Teacher monitoring: teacher can
help learners with content and
language if need be, and challenge
learners on language, and use of
learning skills throughout the
lesson as necessary.
Interaction patterns: Group work
allows both stronger and weaker
learners to make contributions at
Opportunities for formative
assessment are embedded in this
lesson. Learners and teacher gain
feedback on learners’ abilities to
plan, organise, cooperate, respect
different opinions and solve
problems as they work in groups.
The designing and solving of
definitions provides evidence of
learners’ understanding of content
and their ability to use language to
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 G8
7 minutes (G)
c) Results must be completed in one chart.
SPEAKING PART 2: (BT: analyse)
a) One representative from a group presents results of survey:
How many? What percentage? Why?
a) Students watch PPT about breakfast in order to discuss
different eating habits.
b) Think about the similarities and differences between children
in other countries.
c) They understand that not all children in
the world have equal access to food
d) Explore possible reasons for this situation.
WRITING: (BT: evaluate and create)
a) Students create a menu of ideal and healthy breakfast.
ASSESSMENT: (BT: evaluate and analyze).
a) Groups exchange their menus with the others.
b) Do peer checking in pars.
c) Students evaluate writing of their classmates according to the
Usage of topical
Notices about ingredients`
benefit for health
Ability to persuade
a) List three things your neighbour has learned today
(See Appendix 5)
their own language level. It also
gives weaker learners the chance to
prepare answers which address the
task directly and which are
Task format: Learners can
contribute at their own language
level for this activity, as it is
relatively open-ended. This gives
each learner a chance to be
Reflection at the end of the lesson
and teacher summary provides
support for progress and
achievement, and challenge to
thinking and setting future
Were the lesson
What did the learners
What was the learning
Did my planned
Did I stick to timings?
What changes did I
make from my plan
Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?