English plus 8 құндылықтарымен/TERM 2

Unit: 3 Entertainment and Media

Lesson 25

Teacher’s name:

Sansyzbayeva A.B.

Date:

04.11.2024

Grade: 8

Number present:

absent:

Lesson title

Television

Learning objectives

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics

8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

Learners will be able to:

• Learn vocabulary to do with television.

• Do a quiz on TV.

• Learn key phrases for comparing opinions.

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students what they watched on TV last night. What are their favourite programmes?

Lead - In

Television, sometimes shortened to TV, is a telecommunication medium for transmitting moving images and sound. The term can refer to a television set, or the medium of television transmission. Television is a mass medium for advertising, entertainment, news, and sports.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 1 p:32

Focus students on the quiz across the bottom of pages 8 and 9. Look at the title and the photos, and ask students what they think it will be about (the history of TV, facts about TV today)

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:32

• After students have done the quiz in pairs, play the CD so they can listen to two other students talking about the quiz. This dialogue introduces the key phrases in exercise 3.

• Provide students with the answers to the quiz and ask what fact they found most surprising. Model and drill the pronunciation of audience, broadcast and participant

Differentiation: Modelling- teacher gives clear description of the task with examples

By task – more motivated learners can do task without support

Less motivated learners will be given prompts to find the correct location

Ex: 3 p:32

• Read the key phrases with the class. • Check answers by pausing the CD after each phrase. When students have listened to the whole recording, model and drill pronunciation of the phrases

Students study the words in blue and put them in the correct list.

ANSWERS :

1 camera

2 remote control

3 character

4 participant

5 viewer

6 presenter

7 programme

8 show

9 channel \

10 broadcast

11 advert

12 series

Students do the TV Quiz with a partner, listen and check the answers.

ANSWERS :

1 a 2 c 3 c 4 b 5 c 6 c 7 a 8 c

Students complete the key phrases with the words in the box.

ANSWERS:

1 my

2 with

3 don’t

4 think

5 sure

6 so

Assessment criteria

-Learn vocabulary to do with television.

Descriptor:

- study the words in blue and put them in the correct list

Peer assessment: answer key

Assessment criteria:

- Do a quiz on TV.

-Learn key phrases for comparing opinions.

Descriptor:

-do the TV Quiz with a partner, listen and check the answers

-complete the key phrases with the words in the box.

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 1 P: 24 WB

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson26

Teacher name:

Sansyzbayeva A.B.

Date:

08.11.2024

Grade: 8

Number present:

absent:

Lesson title

Television Grammar: was, were, there was, there were

Learning objectives

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics

8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

Learners will be able to:

• Practise comparing opinions.

• Revise was, were, there was, there were.

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students what they watched on TV last night. What are their favourite programmes?

Lead - In

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 4 p:33

• In a weaker class, read the first opinion and ask a volunteer to read the second speech bubble. Ask students to read through the topics silently then check any they do not understand with you.

• In a stronger class, model the activity by asking a confident student about one of the topics 1–8.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 5 p:33

Allow students time to find the sentences in the quiz and complete them. In a stronger class, you could encourage them to cover the quiz and try to write the correct answers without support. They can check back in the text afterwards

Differentiation: Modelling- teacher gives clear description of the task with examples

By task – more motivated learners can do task without support

Less motivated learners will be given prompts to find the correct location

Ex: 3 p:32

• Encourage students to read through the whole dialogue quickly to ensure they understand the context.

• Ask students to compare their ideas with a partner before you check answers as a class. You could ask students to read out individual sentences and questions with the gaps completed.

Students work in pairs. Use the key phrases in exercise 3

ANSWERS :

Students’ own answers

Students complete the sentences from the quiz.

ANSWERS :

1 was

2 wasn’t

3 weren’t

4Was

5 was

6 were

7 was

Students complete the dialogue with was / wasn’t and were / weren’t

ANSWERS:

1 was

2 was y

3 was

4 Was

5 wasn’t

6 was

7 Were

8 weren’t

9 were

10 weren’t

11 wasn’t

12 was

Assessment criteria

- Practise comparing opinions.

Descriptor:

- work in pairs. Use the key phrases in exercise 3

Peer assessment: answer key

Assessment criteria:

- Revise was, were, there was, there were.

Descriptor:

- complete the sentences from the quiz

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 1 P: 24 WB

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson27

Teacher name:

Sansyzbayeva A.B..

Date:

09.11.2024

Grade: 8

Number present:

absent:

Lesson title

Reality TV

Learning objectives

8.4.8.1 use familiar and some unfamiliar paper and digital reference

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

esources to check meaning and extend understanding

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

Lesson objectives

Learners will be able to:

• Read about reality shows.

• Read for general meaning and specific information.

• Learn about regular and irregular verbs.

• Talk about reality TV.

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the word reality show on the board.

• Elicit the meaning, and ask students what reality shows they watch.

• Ask if they know any reality shows that are about teenagers. Ask if they would like to go on a reality show

Lead - In

From animation to survival epics to superheroes, teen dramas are as unique and varied as real teenagers. To honor the triumphant return of "Never Have I Ever," IndieWire considers the top of the TV class.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 1 p:32

Focus students on the quiz across the bottom of pages 8 and 9. Look at the title and the photos, and ask students what they think it will be about (the history of TV, facts about TV today)

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:32

• After students have done the quiz in pairs, play the CD so they can listen to two other students talking about the quiz. This dialogue introduces the key phrases in exercise 3.

• Provide students with the answers to the quiz and ask what fact they found most surprising. Model and drill the pronunciation of audience, broadcast and participant

Differentiation: Modelling- teacher gives clear description of the task with examples

By task – more motivated learners can do task without support

Less motivated learners will be given prompts to find the correct location

Ex: 3 p:32

• Read the key phrases with the class. • Check answers by pausing the CD after each phrase. When students have listened to the whole recording, model and drill pronunciation of the phrases

Students study the words in blue and put them in the correct list.

ANSWERS :

1 camera

2 remote control

3 character

4 participant

5 viewer

6 presenter

7 programme

8 show

9 channel \

10 broadcast

11 advert

12 series

Students do the TV Quiz with a partner, listen and check the answers.

ANSWERS :

1 a 2 c 3 c 4 b 5 c 6 c 7 a 8 c

Students complete the key phrases with the words in the box.

ANSWERS:

1 my

2 with

3 don’t

4 think

5 sure

6 so

Assessment criteria

-Learn vocabulary to do with television.

Descriptor:

- study the words in blue and put them in the correct list

Peer assessment: answer key

Assessment criteria:

- Do a quiz on TV.

-Learn key phrases for comparing opinions.

Descriptor:

-do the TV Quiz with a partner, listen and check the answers

-complete the key phrases with the words in the box.

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 1 P: 24 WB

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson28

Teacher name:

Sansyzbayeva A.B.

Date:

13.11.2024

Grade: 8

Number present:

absent:

Lesson title

Language focus: Past simple

Learning objectives

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class

8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn the negative and question forms of the past simple.

• Practise making negative sentences with the past simple.

• Practise asking and answering questions using the past simple.

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Refer students back to the text on pages 10–11 and ask them questions to check comprehension. Ask: Were the first reality shows popular? (Yes, they were.) Were there any adults in Kid Nation? (No, there weren’t.) Were some participants unhappy in Kid Nation? (Yes, they were.)

• Write some regular and irregular verbs on the board and elicit the past simple forms, for example choose, leave, attract, follow. Check students know how to form the past simple correctly.

Lead - In

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say about past events.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 1 p:35

• In a weaker class, allow students to complete the sentences in pairs. • As a class discussion, ask students to identify the words used to form the negative and question forms (didn’t, did). Ask what happens to the main verb in this case (it stays in the infinitive form).

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:35

• Explain that this exercise covers affirmative and negative sentences, and that students are given the verb to use in brackets. In a stronger class, tell students to write each sentence in both the affirmative and negative form.

Differentiation: Modelling- teacher gives clear description of the task with examples

By task – more motivated learners can do task without support

Less motivated learners will be given prompts to find the correct location

Ex: 3 p:35

Look at the photo and the title with the class, and ask students what they think the text might be about. Ask them to scan the text quickly to see if they can confirm or amend their ideas. (The text is about a reality TV show featuring cats.)

Students complete the sentences from the text.

ANSWERS :

1 followed

2 attracted

3 didn’t make

4 Did, enjoy

Students complete the sentences with the past simple form of the verbs in brackets.

ANSWERS:

1 broadcast

2 didn’t see

3 won

4 didn’t like

5 made

Students complete the text with the past simple form of the verbs in the box.

ANSWERS :

1 put

5 eliminated

2 recorded

6 didn’t play

3 didn’t complain

7 didn’t win

4 had

8 became

Assessment criteria

- Learn the negative and question forms of the past simple.

Descriptor:

- complete the sentences from the text

Peer assessment: answer key

Assessment criteria:

- Practise making negative sentences with the past simple.

Descriptor:

- complete the sentences with the past simple form of the verbs in brackets.

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 4 P: 25 WB

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson29

Teacher name:

Sansyzbayeva A.B.

Date:

15.11.2024

Grade: 8

Number present:

absent:

Lesson title

On TV; Past tenses

Learning objectives

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

and cooperatively in groups

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

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

Lesson objectives

Learners will be able to:

• Learn vocabulary for television programmes.

• Listen to some extracts from TV programmes.

• Listen for general meaning and specific details.

• Prepare a news story and present it to a partner.

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the word reality show on the board and elicit that it is a type of TV programme.

• Put students into pairs and give them one minute to write down as many other types of TV programme as they can.

• When time is up, elicit other types of TV programme and write them on the board.

• Ask students what their favourite type of programme is

Lead - In

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 1 p:36

• Students copy and complete the table individually, then compare their answers in pairs. Explain that the words in the box are to be used in the first column, and they should use their own ideas for columns two and three. They can use their dictionaries to check the meaning of new words if necessary.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:36

• Tell students that they are going to hear extracts from six TV programmes. They should listen and identify the programme types.

• Remind students to listen to the whole recording to get an idea of context the first time they hear it. The second time they hear it, ask them to identify the words that helped them choose their answers.

Differentiation: Modelling- teacher gives clear description of the task with examples

Ex: 3 p:36

• Discuss the photos with the class. Explain that they are all from different news stories. Ask students what they can see and what they think the stories might be about.

• Help with new vocabulary and make a note of students’ ideas on the board before they listen.

Students complete the table with the words in the box and your own answers

ANSWERS :

Students own answers.

Students listen what types of television programme do you hear?

ANSWERS :

medical drama,

chat show,

the news,

talent show, documentary,

sports programme

Students look at the photos. What do you think the news story are about

ANSWERS:

A The Queen has opened a new hospital. B Snow has disrupted traffic.

C A lion has escaped from a zoo and has been returned.

D The woman stopped a bank robber escaping with some money

Assessment criteria

- Learn vocabulary for television programmes

Descriptor:

- complete the table with the words in the box

Peer assessment: answer key

Assessment criteria:

- Listen to some extracts from TV programmes.

Descriptor:

- listen what types of television programme do you hear?

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 1 P: 26 WB

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson30

Teacher name:

Sansyzbayeva A.B.

Date:

16.11.2024

Grade: 8

Number present:

absent:

Lesson title

My news

Learning objectives

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

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

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

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.

• Practise talking about your news

Value links

Being responsible, honest and digital literate.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students to imagine that they meet a friend that they haven’t seen for a few weeks. Ask: What would you say? What would you talk about?

• Elicit that they would talk about things they have done recently, or things that have happened to them. • Write your news on the board and explain that this means things that have happened to you recentl

Lead - In

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Student’s book

Main part

Ex: 1 p:38

• Look at the photo and elicit ideas about Caitlin’s news. Tell students to look for clues in the photo about her hobby (She’s carrying a guitar, so it is probably about music.).

Ex: 2 p:38

• Students follow the dialogue in their books as they listen the first time.

• Ask students why Caitlin is happy. • In a weaker class, ask students if they want to hear the recording again.

Ex: 3 p:38

• Ask students to try to complete the key phrases and identify the speaker from memory, before checking their answers in the dialogue.

• Check answers, then allow time for students to practise the dialogue in pairs.

Ex: 4 p:38

• Explain that students are going to hear a statement, and they should choose the best response to it from the options. Remind them to read through all the options first and try to predict the 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 listen, then confirm their answers the second time

Students look at the photo. Answer the question

ANSWERS :

Students own answer

Students listen to the dialogue. Answer the question

ANSWERS :

Caitlin is happy because she sent a CD of her songs to a TV channel and they asked her in to audition

Students complete the key phrases from the dialogue.

ANSWERS:

1 look (Tom)

2 ’ve got (Caitlin)

3 all about (Tom)

4 kidding (Tom)

5 go (Tom)

6 news (Tom)

7 your (Caitlin)

Students listen and choose the correct answer.

ANSWERS:

1 c

2 b

3 a

4 a

5 a

Descriptor:

-answer the question

Descriptor:

- listen to the dialogue.

- answer the question

Descriptor:

- complete the key phrases from the dialogue.

Descriptor:

- listen and choose the correct answer.

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: P: WB

Poster

KWL chart

Unit 3: Entertainment and media

Lesson 31

Teacher name:

Sansyzbayeva A.B.

Date:

20.11.2024

Grade: 8

Number present:

absent:

Lesson title

A news article

Learning objectives

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

8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

Learners will be able to:

- use lexis/syntax norms in appropriate situations or context

- write a coherent paragraph/short text stating and explaining an idea/argument

- identify and understand a wider range of written information

Value links

Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: To talk about phrasal verbs (keep)

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:39

• Look at the title and the photo with the class. Ask if students can guess what the text might be about. Prompt them with questions such as Do the people look happy or bored?

• Encourage students to read the model text quickly and identify the topic of the news story. (A train was stuck in the Channel Tunnel between England and France.)

• Then allow time for them to read the text again more closely and answer the questions.

Ex: 2 P: 39

• Read through the key phrases with the class.

• Students can work individually or in pairs to order the phrases. Encourage them to check their answers carefully in the text and correct any mistakes.

Ex: 3 P: 39

• Read the task with the class, then look at the words in the box. In a stronger class, ask students to find the words and say what they are used for. In a weaker class, explain that these kinds of words and phrases are used to join events in a narrative, and ask students to find each word or phrase in the text.

• When students have chosen the correct words, they can compare answers in pairs.

• Check answers by asking students to read out the completed sentences.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the model text and answer the question

ANSWERS

1 c

2 The incident happened late yesterday afternoon / last night on a train in the Channel Tunnel between France and England.

3 The conditions on the train were bad. There was no food or water and there weren’t enough toilets.

4 The rescue services transferred people onto another train as soon as they could.

5 At first, the passengers reacted calmly, but after several hours the situation became difficult. People were sleeping on the floor and children were crying.

Pupils study the key phrases. Put them in the order of the text.

ANSWERS

a 2 b 5 c 3 d 1 e 4

Pupils find these words in the model text

ANSWERS

1 later

2 as soon as

3 finally

4 then

5 When

6 After

Descriptor:

- read the model text

- answer the question

Total: 2 point

Descriptor:

- study the key phrases.

- Put them in the order of the text

Total: 3 point

Descriptor:

- find these words in the model text

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 3: Entertainment and media

Lesson 32

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

My country: Entertainment and media

Learning objectives

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

8.6.14.1 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

-jot down some key words and phrases

- identify and interpret the author’s tone/opinion at basic level

Value links

Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about favourite day previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about opinions

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:40

• Ask students to read the texts and choose the correct preposition to complete the sentences. This is a good opportunity to practise using a bilingual dictionary to check verb phrases.

• In weaker classes, ask students to work in pairs to do this exercise. In stronger classes, students can work individually.

• Play the CD so that students can check their answers

Ex: 2 P: 40

• Ask students to read the statements which are direct quotes of what Gulnara, Kuanysh and Dunmukhamed say. Students can try to remember or guess who said what.

• Play the CD again so that students can check their answers

Ex: 3 P: 40

• Ask students to find the sentences in texts 1 and 3.

• Ask students to complete the rules using the example sentences and checking the meaning in the complete text

Ex: 4 P: 40

• Point out to students that the sentences may be positive, negative or questions and the form of used to must match the meaning of the sentence in each case.

• Get students to check in pairs before checking with the whole class

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils choose the correct words to complete the text.

ANSWERS

1 off

2 off

3 on

4 across

5 up

6 over

7 up

Pupils listen again. Match the people with the statements.

ANSWERS

1 D 2 G 3 K 4 D 5 G

Pupils study the sentences from the text. Then complete the rules

ANSWERS

1 past 2 didn’t

Pupils complete the sentences with the correct form of used to and the verbs in brackets.

ANSWERS

1 didn’t use to have

2 Did you use to watch

3 used to play

4 didn’t use to like

5 used to be

Descriptor:

- choose the correct words

- complete the text.

Total: 2 point

Descriptor:

- listen again.

- match the people with the statements

Total: 3 point

Descriptor:

- study the sentences

- complete the rules

Total: 3 point

pupils are evaluated by collecting colour pencils

Descriptor:

- complete the sentences

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Unit 3 Entertainment and media

Lesson 33

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

CLIL Technology: Television

Learning objectives

8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

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

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:y

- demonstrate reflection and deep thinking on acquired information/knowledge

- explain the topical word by giving definition/synonym

-- identify the central idea, the intended audience and the author’s purpose

Value links

Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Write some of the words from the previous lesson

Lead – In

“The wish lamp” method helps to start the lesson with good wishes to each other.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about rooms previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: Talk about television

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:41

• After students have checked the meaning of the words in their dictionaries and matched them with the photos, check answers by reading out the letters of the photos randomly and asking for the words.

Ex: 2 P: 41

• Allow students time to read the words and phrases before you play the CD.

• In a weaker class, remind students to refer back to exercise 1 for help with difficult vocabulary.

Ex: 3 P: 41

• After students have answered the questions, they can compare their answers in pairs before you check with the class.

Ex: 4 P: 41

• Allow time for students to prepare their ideas individually. In a weaker class, you could brainstorm some ideas first.

• Put students into pairs to discuss past and present technology.

• Ask some students to report back on their discussions. In a stronger class, encourage students to comment on these technologies. Ask them if technological developments are always positive. Are there any disadvantages?

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Pupils check the meaning of the words in the box. Then match them with photos

ANSWERS

A satellite dish

B interference

C aerial

D decoder

E radio waves

F binary code

• Pupils read and listen to the text. Answer the question

ANSWERS

1 A 2 D 3 D 4 A 5 A 6 D

• Pupils read the text again and answer the question

ANSWERS

1 Analogue broadcasting uses radio waves.

2 The problems with this system were that it could not transmit many channels and the picture quality was sometimes poor because of interference.

3 Binary code is a computer language which only consists of zeros and ones and broadcasters can use it to send a lot of information very quickly. 4 TVs can receive digital information via an aerial, a cable, a satellite dish or broadband.

5 No, a decoder can either be inside a TV or computer, or in a separate box which is connected to it.

6 A high definition TV (HDTV) has better picture quality than a standard TV.

• Pupils read the activities. Compare the technology.

ANSWERS

Students own answer

Descriptor:

- check the meaning of the words

- match them with photos

Total: 2 point

Self Assessment

Descriptor:

- read and listen to the text

- answer the question

Total: 2 point

Descriptor:

- read the text again and answer the question

Total: 2 point

pupils are evaluated by collecting places where they live

Descriptor:

- read the activities.

- compare the technology.

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task: