Unit of a long term plan: Unit 6 The natural world

School №18: named after Abay

Date:12.02.2025

Teacher`s name:G. Dauylova

Grade: 8 «б»

Number present:

absent:

Lesson title

Expressing doubt

Learning objectives

8.1.6.1 organise and present information clearly to others

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:

• Listen to a dialogue in which people express opinions and doubts.

• Learn key phrases for expressing opinions and doubts.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

The teacher divide into two group.

Ask homework

The teacher explains the new theme from the picture

Ask students when they might express doubts. Again, elicit some ideas, but do not accept or reject any at this stage.

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

Efficiency: By telling the wishes they show their appreciations .

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

At the organization moment teacher tries to award active pupils.:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 74

• Ask the class whether or not they like the painting in the photo. Ask students to give reasons for their opinions.

• You could ask the class to vote on whether they like the painting or not.

Differentiation:

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

Ex: 2 P:74

• Students read, listen and answer the question

Ex: 3 P:74

• After listening to the key phrases, ask students to find them in the dialogue. In a weaker class, students can translate them into their own language. In a stronger class, ask students to explain what the phrases mean and use them in example sentences.

• Students practise the dialogue in pairs

Ex: 3 P:74

• Refer students to the words in blue in the dialogue in exercise 2. Elicit translations of the phrases in L1.

• Check the meanings with the class before students complete the mini-dialogue. Remind them to think about whether they need to transform the verb look in the third person.

Students look at the photo. What kind of art is the painting?

ANSWERS:

The painting is an example of abstract art. Students’ own answers.

Students listen to the dialogue. Why does Lucy dislike the painting?

ANSWERS:

Lucy dislikes the picture because she thinks the face is a bit mad, as if a child painted it.

Students study the key phrases then listen and check.

ANSWERS:

Lucy says all the phrases.

Students look at the words in blue in the dialogue in exercise 1.

ANSWERS:

look = see here

look like = resemble

looks = appears to be

looks as if = seems as though 1 Look

2 looks

3 looks like

4 looks like

Assessment criteria

- Learn how to

change sentences

from active to

passive.

Descriptor:

- study the sentences in the tables. How do we form past passive sentences? Complete the rules.

Assessment criteria:

- Practise changing

sentences from

active to passive

Descriptor:

- complete the passive sentences with the verbs in brackets.

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

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

Home task:

Ex: 3 P: 74. Students choose the correct words

Students use their stickers to show their knowledge according to the lesson.

Poster