Английский язык 8 класс

LESSON: Module 8 Lesson 2

Reading short online texts

School: school # 4named after Sagadat Nurmagambetov

Oskemen city East Kazakhstan Region

Date: 12 .04. 2024

Teacher name: D. M. Zhamanbalinova

CLASS: 8 a

Number present: 12

absent:

Learning objectives(s)

that this lesson is

contributing to

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics;

8.1.8.1 develop intercultural awareness through reading and discussion

All learners will be able to:

- get to know about dangerous foods ,make reasoned guesses of the meaning of new words, make up 4 simple sentences about personal eating habits and foods which are dangerous to eat with support

Most learners will be able to:

- understand understand specific information and detail of the text; give the definitions of new words, describe eating habits and dangerous foods at a sentence level using descriptive adjectives with little support

Some learners will be able to:

- identify stated elements: food features , useful and harmful foods , make up sentences with new words, demonstrate the ability to describe eating habits and dangerous foods at a discourse level without support

Assessment criteria

Learners have met the learning objectives if they

- understand texts about dangerous ,

-are able to explain the meaning of new words and use them while describing foods.

Value links

Solutions to healthy eating and a healthy way of life

Cross - curricular links

Biology

ICT skills

CD, video, interactive board

Previous learning

Cooking verbs

Plan

Planned timings

Planned activities

assessment

Resources

Teacher

Students

assessment

Starter

1 min.

T. asks Ss. to look the video on the Whiteboard and elicits Ss’ guesses as to what the theme of the lesson is.

Students watch the video and define the theme of the lesson

Teacher’s comments

https://www.youtube.com/watch?v=ANkpiKUjmrQ

Pre-reading

Middle

3 min

T. asks Ss to open their books on page 88 and read the title of the text . Ask Ss. look at the photos and say what kind of food can be seen in each of them.

Clarify whether they enjoy eating onions, peanuts, fish( fugu) and garlic or the dishes that contain them. Point out the pronunciation of fugu /ˈfuːɡuː/. Check the answers

Students look at the photos and read the title «Dangerous Foods? ». Then working in pairs find out how dangerous the food is and why. Write the word “fugu” in vocabulary notebooks. After short discussing some students could tell the class about their partner.

Pairing work.

Answers:

onions, peanuts, fish (fugu), garlic

Ben Goldstein, Ceri Jones, Vicki Anderson.2016.Cambridge University Press. Eyes Open. Ex.1 p.88 vocabulary notebooks

While reading

5 min.

Tell Ss.to read the text “Dangerous Foods?” While reading switch on a tape cassette. After reading ask Ss. to put the food referred to in order from the least to the most dangerous. Check the answers. Refer students to the information in the FACT! box.

Ss. compare their answers in pairs. Having read the info in FACT! box , Ss. understand that plasma is the part of blood that is liquid, in which red and white blood cells are suspended. Ss. write the word plasma in vocabulary notes.

Peer assessment.

Ss. exchange their copybooks and correct any mistakes

Answers: onions (can make you cry) – garlic (can burn your skin) –

peanuts (can cause a very bad allergic reaction) –

fugu fish (can kill you)

Ex.2 p.88

audio tape cassette 40p42ex2.mp3

copy-books , vocabulary notes

6 min.

Tell Ss.to read the text again and make a table of a summary of the information

in the text. Show how the table is separated into three

columns: food, possible dangers and advice. To check answers switch an interactive board.

Ss. make a table in copy-books and complete it

Ss. work individually and compare own answers with the answers on interactive board.

Answers: 1) cry 2) a running tap 3) dogs 4) reaction 5) hospital 6) poisonous 7) specially trained fugu chef 8) burn

9) skin

Ex.3 p.88

Interactive board,copy-books

5 min.

Ask students look through the text again and match the highlighted words in the text with the definitions. Help weaker students by giving them a translation in their own language of the

highlighted words in the text. Drill the pronunciation of the words: toxic /ˈtɒk.sɪ/, allergic /əˈlɜː.dʒɪk/, delicacy /ˈdel.ɪ.kə.si/, intestines /ɪnˈtes.tɪns/ and severe /sɪˈvɪər/. Check the answers

Ss. work alone to do matching exercise and give the definitions of the words :

toxic,allergic,delicacy,intestines,severe.

If they have difficulties with translation they can look up them in dictionaries.Ss. write down new lexis in vocabulary notebooks

Paired assessment.

Ss. exchange their copybooks and compare.

Answers:

1. intestines

2. delicacy

3. allergic

4. toxic

5. severe

Ex.4 p.88. dictionaries

vocabulary notebooks

Post reading

23 min.

Ask Ss. to work in group of 4 people to make a poster of any other foods which can be dangerous, encourage them to do some research online to help them and present them/

Students work in 3 groups of 4 people and make posters for example about mushrooms, mangoes, raw cashews

Group assessment sheet (Enclosed)

Paper, highlighters, smartphones

Ending the lesson

2 min.

Fill in the following reflective card

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

ICT links

Values links

Uses visual resources ( photos, picturs,CD), taking into account their learning styles. T. gives a model of article should be written.

After each answer Teacher gives feedback (Excellent, good, need to work). Articles are evaluated by criteria- peer assessment.

The lesson is connected with Biology . Video and CD have been used. The students learn to choose healthy food. The lesson develops their healthy habits

Reflection

Were the lesson objectives/learning objectives realistic?

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

I think that

The theme of the lesson to be continued. Next time ss. will study the nature reserves of Kazakhstan. Ss. w ill do some activities to develop high-order thinking level abilities. (analysis, synthesis and evaluation). I think the children have reached their goals.

The learners developed their receptive and productive skills by reading the text about dangerous foods , learning 5 new words, making posters about dangerous foods

Aspects of team functioning

Below average (-1)

Average

0

Above average

1

Well above average

2

1. Leadership

2.Generating ideas

3.Drawing skills

4.Helping team members finish work