I love weekends

LESSON: Across cultures 2e
Topic: I love weekends
School: 
Date: 16.10.2018
Teacher`s name: Olzhabayeva Shyryn
Grade: 8 Ә
Number present: 
absent:
Learning objectives(s) that this lesson is contributing to
8.1.3.1. Read the title of the text. In pairs, discuss why you love weekends.
8.4.4.1. Read to find out.
8.1.4.1. Work in pairs. Write down 4 questions based on the text. Exchange papers and answer your partner’s question.
8.5.3.1. What do teens in your city/town do at the weekend? Where do they go? Who with? Tell the class, then write a short article. Illustrate your work with photos. 
Lesson objectives
All learners will be able to:

will be able to ask special questions to get information.The pupils will be able to develop the language skills that are effective in communication. The answers are given by the pupils should be short and clear.

Most learners will be able to:

will be able to understand the main idea of the text. Some specific terms and expressions might be used in orally speech of the pupils.

Some learners will be able to:

will be able to be ready to be agreed or not agreed and have own points of view. Be more positive and able to decide any problems when they are in different situations.
Assessment
criteria
understand the main idea of the text
read the text correctly
ask and answer simple questions
understand the topic words and use words when expressing their thoughts
Value links
Bringing up the pupils respect and love to the native and foreign language. To direct to use their free time effectively.
Cross curricular
links
History
ICT skills
Projector or Active board for presenting a topic
Intercultural awareness
The culture of the USA
Level of thinking skills
Remember, understand the main idea of the text and the new words, discuss in pairs. 
Plan
Planned timings
Planned activities 
Resources
Beginning

5-min
Greeting
Good morning, boys and girls! Let me introduce myself. My name is Olzhabayeva Shyryn Amanbekkyzy. I study at the pedagogical college. I will conduct today’s lesson for you. So let’s begin our lesson. 
The teacher gives for each student star. Then a student which has a green star stands up and answers to the teacher`s questions:
What is your name?
How are you? 
What day is it today?
What date is it today?
What is the weather like today?
Do you like English lesson?
Boys and girls! I’m glad that you are all fine. Please, be more attentive! Look at the blackboard! Now I say the tongue twister and you should repeat after me in chorus:

I thought a thought
But the thought I thought
wasn't the thought I thought I thought
If the thought I thought I thought had been the thought I thought
I wouldn't have thought so much.

Brainstorming. Game ‘Guess what’s this?’
Ok. Thanks, take your sits. Let’s play a game. This game’s name is ‘Guess what’s this?’ Do you know this game? Let me explain you the rules of this game: one student comes to the table and picks up a word from the envelope, and he must show it with mimic. And other students must guess this word. 

The stars

The tongue twister (A4)

The envelope with the words 

Home task 

Middle

25-min

8-min

Asking the home task. 
The teacher gives out small pieces of paper, then those who written "luck" will not tell their homework, students who have written numbers will tell homework. 

Pre –reading
Now, everybody look at the active board! Pay attention to the video. Do you know how the name ‘weekend’ appeared? So let’s see the video about that! 
So, I think we know more information about the history of the weekend. Do you understand the video? Who wants to say their opinion according to the video? Please, try!  
And questions according to the topic:
What is free time for you? Look at the board, please. You see the paper with the word ‘WEEKEND’. Please, write down your associations with this weekend. 
How do you spend your free time?
Do you have a lot of free time? 
How we need spend a free time?
Vocabulary
Now everybody look at the active board, please.  Read the definitions of these new words. 
While reading: 
Ok, let’s read the text. We should read the text with the method ‘Popcorn’. I say to someone suddenly : ‘You!’ And you should continue the text. Let’s start! 
Post – Reading
Did you like the text?
Let’s answer for these questions according to the text. At first, listen to me. I’ll take any number from this box. For e. g.: №5,for the 1st question will answer a student who sits in the 5th chair. Do you understand me? 
How do Jane and Nurlan spend their weekends?
What are they doing on the weekend? 
What is Jane's favorite coffee called? And where is it located?
What does she say about Tompkins Square Park?
Why does she like alternative shops?
What does Nurlan do with his brother every Saturday?
Work in pairs.
Now, I will give you different numbers. Then students who coincided with a number such as 1-1, 2-2 ... should make dialogue about their weekends? 
Giving a home task.
Illustrate how they spend their weekends with photos. 

The small pieces of paper

The video

A4 paper with the word ‘WEEKEND’

The new words on the active board 

The book 

Whole class

End
2-min
Feedback (W) «One word!». Students should write in one word about today’s lesson and have to stick it to the paper on the blackboard. 

A stickers
Additional information
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 learners’ learning?
Cross-curricular links Health and safety check ICT links Values links

More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.
Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud. 
More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.
Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. 
Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play? 
Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables? 
Make sure learners have sufficient space to act out the role-play. 
As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class. 
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.