Конспект урока "Write a comparative essay on the topic:Gourmandize and Veganism" 8 класс
8.4A: Food and Drink (Language with content)
Term 4 Unit 1 LESSON 3-4
- Write a comparative essay on the topic:
Gourmandize and Veganism
School: NIS
Grade 8
Date: April, 2015
Teacher name:
Learning
objectives(s) that
this lesson is
contributing to
8.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.W8 spell most high-frequency vocabulary accurately for a growing range of
familiar general and curricular topics
8.W5 develop with support coherent arguments supported when necessary by
examples and reasons for a growing range of written genres in familiar
8.R4 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
All learners will be able to:
- understand and check comprehension of reading material - “Vegetarian UK”
Most learners will be able to:
- study learning material to come up with a structure of a comparative essay
- write a comparative essay, using the block method
Some learners will be able to:
- find similarities and differences between Vegetarianism and Gourmandize
Previous learning
Countable/uncountable nouns, determiners. “Gourmandize. What is it?”
Planned
timings
Planned activities
Resources
10 min.
Hook BT: understand and analyze
- Learners share their knowledge about Vegans and Gourmands to
complete Venn Diagram. They try to find similarities and differences
(W)
- Learners are informed about their goals for the lesson:
a) to enlarge their knowledge about Vegans
b) to study how to write a comparative essay
c) to write a comparative essay
7-10 min.
3 min.
3 min.
3 min.
1 min.
10 min.
Realization
Skill: reading BT: comprehend and remember
- Learners read about vegetarianism in the UK and check their
understanding. They complete next exercises:
1. Check your understanding: true or false
2. Check your vocabulary: gap fill
3. Check your vocabulary: matching (I)
Gym-relax: learners do dots massage “Shiatsu” with music
accompaniment
Skill: reading BT: understand and analyze
- In groups, learners study learning material to come up with a
structure of a comparative essay, they follow the useful stages for
writing (G): (see appendix 3)
http://learnenglishtee
ns.britishcouncil.org/
uk-now/read-
uk/vegetarian-
uk#sthash.oe0XEAK
f.dpuf (appendix 1)
– text about UK
Vegetarian
Music (appendix 2)
Instruction “Writing
a comparative essay”
(appendix 3)
20-25 min.
7-10 min.
Skill: writing a comparative essay BT: create and apply
- Learners, using the block method write a comparative essay
“Gourmandize and Veganism” (I)
Skill: Proofread and edit BT: analyze and apply
(Self-assessment) (I)
- Learners look through their essay according the criteria:
Coherenc
e and
fluency
Lexis (9-
10
words), 2
mistakes
are
allowed
Using
determiners:
quantifiers,
compound
nouns made
with some-,
any- and no-
Structure of
a
comparativ
e essay
Using of
linkers
5-6
2
3
2
3
2
Overall – 12 points
Writing rubrics
(appendix 4 for
learners)
Formative
assessment sheet
(appendix 5)
3-5 min.
Reflection / Revision BT: analyze and evaluate
- Learners share ideas of self dependent work. They reflect on the
statements (I):
a) I can read and analyze learning material to complete self
dependent work.
b) I can read and analyze learning material by my classmates help.
c) I can read and analyze learning material by my teacher support.
Reflective screen
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to challenge
the more able learners?
Learners’ Assessment – how are
you planning to check learn
learning?
Cross-curricular links
More support:
Allow thinking time.
Create mixed-ability groups
for part of the discussion.
Offer differentiation by
support.
More-able learners:
List in bullet point form their
answers to the critical
thinking exercise.
Summarise the group’s
findings.
Encourage them to justify
their opinions.
Monitor learners as they share
their experiences to check for
recurring errors for future
planning.
Monitor learners’ definitions and
offer differentiation by support.
Monitor for correct spelling of
specific vocabulary and if
necessary ask them to peer assess
or check online (self-assessment).
Curriculum link with science
(Global Perspectives,
Chemistry, Biology).
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?
