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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
School:
Date:
Teacher name:
CLASS: 8
present:
absent:
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
Language objectives
Students will revise variety of compound adjectives;
Students will write healthy recipe of breakfast;
Students will summarize and present the survey results.
Lesson objectives
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
other countries.
Some students will be able to:
• summarize and analyze results of survey.
Previous learning
Focusing on food in Kazakhstan
Plan
Planned activities
Resources
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:
as…as/much than
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?
Whiteboard
http://www.youtube.com/w
atch?v=ry1E1uzPSU0
Power point presentations
(See Appendix 1and 2)
Pictures and recipes
(See Appendix 3 and 4 )
Markers
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’
learning?
Cross-curricular links
Health and safety check
ICT links
Values links
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
explain it.
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
English.
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?
DISCUSSION BOX:
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
given descriptors.
Descriptors
A
W
Usage of topical
vocabulary
Notices about ingredients`
benefit for health
Ability to persuade
FEEDBACK
a) List three things your neighbour has learned today
(See Appendix 5)
Additional information
their own language level. It also
gives weaker learners the chance to
prepare answers which address the
task directly and which are
linguistically correct.
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
successful.
Reflection at the end of the lesson
and teacher summary provides
support for progress and
achievement, and challenge to
thinking and setting future
objectives.
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?
Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson.
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?
APPENDIX 5
Reading. Read what children from all over the world say about breakfast. What is the same about how you and these
children have breakfast? What is different?
1 2
3 4
Many children all over the world do not eat breakfast. There are many reasons for this. What do you think they are?
Discuss with a partner and write down your ideas.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Appendix 4
English
Sausages, bacon, eggs, grilled tomato, mushrooms, bread, black pudding and baked beans. Knocked back with a cup
of tea.
Morocco
Usually consists of different breads with some chutney, jam, cheese or butter. They have a really delicious crumpet-
style bread which they make in huge slabs for you to tear a bit off, and a semolina pancake bread called Baghir.
Canada
Perogies are boiled, baked or fried dumplings made from unleavened dough and traditionally stuffed with potato
filling, sauerkraut, ground meat, cheese, or fruit. Then you’ve got some sausages and toast to mop it all up.
Bolivia
Saltenas are a bit like empanadas crossed with Cornish pasties. They’re the traditional option for a Bolivian breakfast
and usually filled with meat and vegetables, and slightly sweetened with sugar.
Egypt
The breakfast of choice here is Foul Madamas. It’s made from fava beans, chickpeas, garlic and lemon. Above you’ll
see the dish topped with olive oil, cayenne, tahini sauce, a hard boiled egg, and some diced green veggies.
China
A lot like lunch and dinner in China. Expect noodles, rice, sticky coated chicken and fried veggies.
Pakistan
In Pakistan you’ll get Aloo Paratha for your breakfast. It’ s an Indian unleavened flatbread made by pan frying,
wholewheat dough on a tava. The dough contains ghee and the bread is usually stuffed with vegetables. It’s best eaten
with butter, chutney or some other spicy sauce. It’s not uncommon to roll it up and dip it in your tea.
Estonia
Curd cheese on a wheat bloomer – known locally as ‘cheese on toast’. The creamy topping can be supplemented with
ricotta or fromage fraiche instead, if you prefer.
Turkey
The full Turkish treatment usually consists of a few varieties of cheese, butter, olives, eggs, tomatoes, cucumbers, jam,
honey, and spicy meat.
Cuba
Usually consists of sweetened coffee with milk with a pinch of salt thrown in. The unique Cuban bread is toasted and
buttered and cut into lengths to dunk in the coffee.
Ausrtralia
Only one crucial ingredient here, Vegemite. Traveling Aussies are often found with a sneaky pot of the sticky, salty
brown stuff in their backpack. Just don’t get in the Vegemite vs Marmite war – everybody knows Marmite is better,
but let them have their fun.
Italy
Cappuccino e cornetto’ aka a cappuccino and croissant.
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