Types of food: Food and Drink

Term 4

8 Food and Drink

School:

Date:

Teacher’s name: Seitaliyeva M.K.

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Learning objectives(s) that this lesson is contributing to

_{8.C9 use imagination to express thoughts, ideas, experiences and feelings}

_{8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics}

_{8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics}

_{8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics}

Lesson objectives

All learners will be able to:

• Pronounce and words to do with action and protest

• Apply will, won't, might and might not to make predictions.

Most learners will be able to:

• Do a questionnaire on attitudes to taking action.

Some learners will be able to:

• Express certainty and possibility fluently.

Value links

Having healthy eating habits

Cross curricular links

Natural environment, Art.

Previous learning

CLIL: Language and literature: Adventure stories. Review Unit 7.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Viewing personal peculiarities through Kazakh culture and customs from around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Main Activities

Asubek Raimbek

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Start thinking Do you watch news or read newspapers?

1. What issues in the world do you care about?

2. What can you do to make the world better?
   Will Expresses certainty about the Future:

It will rain later (you are sure)

Might expresses possibility, when you are not certain about smth:

It might rain later (you expect it)

Introducing new Vocabulary:

1) meeting

2) organize

3) march

4) donate

5) collection

6) protest

7) volunteer

8) supporter

9) sponsor

10) petition

11) ban

Ex 2 Reading and translating the text

Ex Complete the sentences using 

might,will, will not and might not

won'

t 

(

XX)

https://learningapps.org/13127355

English Plus

Pupils book, ex 2 p 92

https://app.nearpod.com/presentation?pin=3EJ9H

Ending the lesson

Giving the hometask. Home task:

 Plan of Action

(to make a dialogue using new vocabulary and will, might)

At the end of a lesson learners share with their partner:

• Three new things they have learnt

• What they found easy

• What they found difficult

• Something they would like to learn in the future.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Term 3

Unit 6 "The natural world"

School:

Date:

Teacher’s name: Seitaliyeva M.K.

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Reading: First conditional Review

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• identify the form and use of the first conditional.

Most learners will be able to:

• reproduce the sentences with the first conditional.

Some learners will be able to:

• apply First Conditional in the speech fluently

Value links

Having healthy eating habits.

Previous learning

Food waste scandal

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Viewing personal peculiarities through Kazakh culture and customs from around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Do you like making puzzles? Let’s solve the puzzle related to our theme

https://www.jigsawplanet.com/?rc=play&pid=159d4e18c5d8

Main Activities

We use the First Conditional to talk about thing which are likely to happen:

If + present simple, ... will + infinitive 

If you eat\will eat fast food, you will become fat

Now let’s check up your knowledge. We will have a quiz on First Conditional.

Descriptors: students follow the link, enter the code and answer the questions

https://www.youtube.com/watch?v=9ifCM8kJFKI

https://quizizz.com/join/game/U2FsdGVkX19FIvxVtmDyS7zrtr%252BA7SaucEVmRTKLdPzaLfofGZcbdRPOOyV3eaTOql5JhGdzdCW3EH0VjC6gB%252FW%252BMGL34ZLnzSkFY2S2n5g%253D?gameType=live

Ending the lesson

Giving the hometask.

Home task:

Complete the sentences with your own ideas

1. If I don’t finish my homework, ___

2. If it rains tomorrow, ___

3. If my favourite actor comes to town, _

4. If my mother doesn’t feel well,____
   
   

English Plus

Students book, p 95

End

1min

Feedback: Teacher asks students to assess the lesson using the reactions

https://www.classtools.net/soundboard/

Term 3

Unit 6 "The natural world"

School:

Date:

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Phrasal verbs: a campaign

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

• recognize and use phrasal verbs relating to campaigning.

• understand how to make their own examples.

• identify the meaning of an interview with a campaigner who wants to save a rainforest.

Most learners will be able to:

• synthesize information from the interview about rainforests and use it as the basis for discussion.

Some learners will be able to:

• talk about organizing a campaign building extended sentences.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Natural environment.

Previous learning

The Food Waste Scandal

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Perception of different global problems in learners' own country and around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

• Where can you find rainforests in the world?

• What do you know about rainforests?

https://www.youtube.com/watch?time_continue=106&v=OS2VrgRFCzc

Main Activities

Ex.1 p.96. Conveying the meaning of new words. Matching task. Gist listening.

Answers:

1) end up

2) set up

3) carry on

4) look after

5) find out

6) wipe out

7) join in

8) sign up for

Ex.2 p.96. Sentence completion.

Ex.3 p.96. Prediction. Listening for general information.

Answers:

Questions 3 and 7 are not in the interview.

Ex.4 p.96. Listening for specific information. Comprehension questions.

1. Molly's campaign is about saving rainforests.

2. She is hoping to make about £3,000 from sponsors.

3. She thinks the biggest problem will be illness.

4. She thinks she'll carry on if there are piranhas in the river.

5. Molly's dad is going to be with her to look after her while she's there.

6. The documentary is going to be on TV in October.

Ex.5 p.96. Speaking in a form of discussion.

Ending the lesson

Giving the hometask. WB p.66

Self-assessment.

Low Performance At or Below Average At or Above Average Exemplary Performance

Scoring 1 point 2 points 3 points 4 points

Requirements/Directions Student demonstrates no understanding of the requirements; fails to follow directions Student meets some of the requirements but fails to follow many of the directions Student follows all directions and meets all requirements for this assignment Student follows all directions and exceeds the requirements for this assignment

Propaganda Techniques None of the identified propaganda techniques are used in the campaign One to two propaganda techniques are incorporated into the campaign Three to four propaganda techniques are incorporated into the campaign All propaganda techniques are incorporated into the campaign

Explanation of purpose The message is merely stated with no explanation; no identification of propaganda used The message is explained, but no reasons are given to support the propaganda choices The message is explained and reasons are given to support the propaganda choices The message is explained and several specific, valid reasons are given for each of the propaganda techniques used

Spelling/Grammar More than four grammar or spelling errors that affect meaning Three to four grammar or spelling errors that affect meaning One to two grammar or spelling errors that affect meaning No grammar or spelling errors

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Discuss a problem in groups and suggest a solution to a problem.

2. Identify facts and details in extended talks with little support.

1. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

• brainstorms ideas while speaking in a group.

• identifies sentences as True and False.

• uses appropriate subject-specific vocabulary while speaking.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Term 3

Unit 6 "The natural world"

School:

Date:

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• identify difference between be going to and will.

Most learners will be able to:

• use the sentences with going to and will with some support.

Some learners will be able to:

• apply be going to and will to talk about the future fluently.

Value links

Having healthy eating habits.

Cross curricular links

Natural environment, Art.

Previous learning

Phrasal verbs: a campaign.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Comparison of Conditional sentences in English, Russian and Kazakh languages.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Ex.1 p.97. Completion drill. Matching task.

Answers:

a) will b) won't c) 'm going to d)is, going to e) 'll f) will

Main Activities

Ex.2 p.97. Blank-filling.

Answers:

1) are going to run

2) will sponsor

3) 'll make

4) will be

5) 're going to start

6) 's going to run

7) 'll train

Ex.3 p.97. Asking and answering questions.

Answers:

1) are, going to

2) are, going to

3) will

4) are, going to

5) 'll

6) will

Ex.4 p.97. Recognition exercise.

Answers:

1) be going to

2) will

Ex.5 p.97. Odd one out.

Answers:

1) 'm going to

2) Will you

3) I'll

4) I'll

5) Are you going to

6) I'll

Ex.6 p.97. Creative exercise.

Extra task. Writing practice.

CD

CD

Ending the lesson

Giving the hometask. WB p.67

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking