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Unit: 3 Entertainment and Media Lesson31

School 136
Teacher name: Spabekova Z
Date: 18.11-22.11.24 8V, 8G (18.11), 8B (20.11)
Grade: 8 Number present: absent:
Lesson title My news
Learning objectives 8. 2. 5. 1 determine the speaker's point in a long conversation on
most general and educational topics with little support;
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics;
8. 5. 6. 1 to logically connect a sentence to a paragraph on its
own, using the main connectives of common topics;
Lesson objectives Learners will be able to:
- Listen to a dialogue in which someone talks about their news.
- Learn key phrases for talking about your news.

Plan

Stages Teachers’ actions Students’ actions Assessment criteria Resources

/ Time

Organization moment Teacher controles the

Start 1.Greeting. Learners read the process, gives feedback
5 min Ask about the weather. given sentences on the and asks additional
Warm-up board and guess the questions if it’s Pictures
• With books closed, ask students topic and share with nessasery.
to imagine that they meet a friend their ideas. Teacher evaluate pupils
that they haven’t seen for a few with phrases like:
weeks. Ask: What would you say? “Good job! PPT
What would you talk about? Students introduce Well done!”
• Elicit that they would talk about themselves
things they have done recently, or Formative Assessment
things that have happened to Students say different
them. • Write your news on the words from the
board and explain that this means picture
things that have happened to you
recently Student’s book

Descriptor:
Ex: 1 p:38 - look at the photo
• Look at the photo and elicit Students look at the -answer the question
ideas about Caitlin’s news. Tell photo. Answer the Point 2
 students to look for clues in the question
photo about her hobby (She’s ANSWERS :
carrying a guitar, so it is probably Students own answer
about music.).

Main Ex: 2 p:38 Students listen to the Descriptor:

part • Students follow the dialogue in dialogue. Answer the - listen to the dialogue.
35 min their books as they listen the first question - answer the question
time. ANSWERS : Point 2
• Ask students why Caitlin is Caitlin is happy
happy. • In a weaker class, ask because she sent a CD
students if they want to hear the of her songs to a TV
recording again. channel and they Descriptor:
asked her in to - complete the key
audition phrases
Ex: 3 p:38 - identify the speaker Cards
• Ask students to try to complete Students complete the from memory
the key phrases and identify the key phrases from the Point 2
speaker from memory, before dialogue.
checking their answers in the ANSWERS:
dialogue. 1 look (Tom)
• Check answers, then allow time 2 ’ve got (Caitlin)
for students to practise the 3 all about (Tom)
dialogue in pairs. 4 kidding (Tom) Descriptor:
- the value based on the integrated 5 go (Tom) - listen a staatements
educational program is to educate 6 news (Tom) -choose the correct
students for justice and 7 your (Caitlin) answer. Worksheets
responsibility
Students listen and
choose the correct -Make CCQ questions
Ex: 4 p:38 answer. Yes / No
• Explain that students are going ANSWERS:
to hear a statement, and they 1c
should choose the best response 2b
to it from the options. Remind 3a
them to read through all the 4a
options first and try to predict the 5a
kind of thing they might hear for
each one. In a weaker class, go
through item 1 as an example: a
would be for bad news, b would
be if someone is going to do
something, and c would be for
good news.
• Allow students time to read the
options before they listen.
• Play the CD twice. Students can
make notes the first time they Descriptor:
listen, then confirm their answers Students read and - read the dialogue
the second time listen to the dialogue. - practice mini- dialogue
Then practice mini- Point 2
 Ex: 5 p:38 dialogue for
Students can follow the mini- situations.
dialogues in their books as they ANSWERS:
listen. Student’s own answer.
Ask confident students to
perform the two dialogues for the
class.
Go through the situations 1–5. In
a weaker class, check
understanding by giving or
eliciting translations.
In pairs, students prepare and
perform mini-dialogues for the
situations. In a weaker class, tell
students to choose three out of the
five to cover.
Remind students to use the
appropriate key phrases for
talking about news.
Go round and listen as students
are working.
Ss use their stickers to show their Ss evaluate each other and encourage classmate Poster
End knowledge according to the lesson with phrases like:
5 min Green- I understood Well done! Brilliant! Good job! I like it!
Yellow-I have some questions
Red-I need a help.
Home task:
Additional
information

Differentiation – how do you plan to give more support? Assessment – how are you planning to check
How do you plan to challenge fast finishers? students’ learning?
Fast finishers: Oral feedback
Ask students to note down what the exact name of each Positive reinforcement
subject is.
Answers
baking technology management

Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson objectives/learning questions from the box on the left about your lesson?
objectives realistic?
Did all the learners achieve lesson
objectives/learning objectives? If not,
why?
Did my planned differentiation work
well?
Did I stick to timings?
What changes did I make from my plan
and why?
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 an individual student that will inform my next lesson?