Excel 8 Unit 8 Food and drink Theme: Word formation

Unit 8: Food and drink

Lesson 84

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Use of English: word formation

Learning objectives

8.2.5.1 recognise the opinion of the speaker(s) with little or no support 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

Lesson objectives

- present several, plenty of, (a large/small) amount/number

- practise several, plenty of, (a large/ small) amount/number

- Practising word formation (verb suffixes)

Value links

Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs.

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

What is the weather like today?

What season is it now?

What day of the week today?

Lead – In

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

Learners remember previous lesson vocabulary

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

Learners have met the learning objectives if they can talk about twenty thousand leagues under the sea

Picture

Middle of the lesson

Presentation part.

30 min

Ex:5a P:91

• Go through the table with Ss and elicit the L1 equivalents for the examples. (Ss’ own answers) • Ask the question in the rubric and elicit answers from Ss around the class.

Ex: 5b P: 901

• Explain the task.

• Give Ss time to complete it.

• Check Ss’ answers.

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Ex: 6 P: 91

• Read out the containers in the list and ask Ss to complete the gaps under the pictures with them.

• Play the recording for Ss to listen an check their answers

Ex: 7 P: 91

• Ask Ss to read the theory box and then explain the task.

• Give Ss time to complete the task and then check their answers.

Ex: 8 P: 91

• Go through the table with Ss and explain any points they are unsure of.

• Give Ss time to complete the sentences and then check Ss’ answers..

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

• Learners read the examples. Say them in your language. How do we use the words in bold?

ANSWERS

We use plenty of with countable and uncountable nouns.

We use several only with countable nouns to express a small number of something.

We use (a large/small) amount of with uncountable nouns. We use (a large/small) number of with countable nouns.

• Learners fill in: plenty, several, amount, number

ANSWERS

1 several

2 number

3 plenty

4 amount

• Learners fill in: box, bag, can, bottle, packet, cartoon.

ANSWERS

1 box

3 bag

5 carton

2 bottle

4 packet

6 can

• Learners read the theory. Form verbs from the words in brackets in the correct form

ANSWERS

1 strengthen

2 classify

3 specialise

4 formulating

• Learners read the theory, then complete the sentences. Use: all, both or half.

ANSWERS

1 Both

2 all

3 half

4 Both

Descriptor:

- read the examples

- answers for the question

Total: 2point

Self assessment

Descriptor:

- fill the gaps

Total: 2 point

Descriptor:

- fill the gaps

Total: 2 point

Descriptor:

- read the theory.

- complete the sentences

Total: 2 point

Descriptor:

- read the theory.

- complete the sentences

Total: 2 point

Students book

End of the lesson

5 min

FEEDBACK

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

Home task