Eyes open 8 grade 2-3-4 тоқсан ҚМЖ жинағы .docx

Unit: 3 Entertainment and media

Lesson 25

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Vocabulary: Entertainment and media

Learning objectives

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genre

Lesson objectives

Learners will be able to:

- learn vocabulary for entertainment and media.

- listen to people talking about forms of entertainment.

- talk about the types of entertainment that are most importance to me

Value links

Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions.

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?

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language.

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.

Students say different words from the picture

•Learners remember previous lesson vocabulary

•Learners answer the questions

What time do you get up every morning?

What time do you go to school?

What do you do after the lesson?

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to personal information, people and objects on familiar topics and a treasure hunt

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:31

• Ask students to open their books at page 31.

Put students into pairs to match the words with the photos. Point out that there is an element of guesswork in this exercise as only small parts of the activities are shown in the photos. Students may struggle in particular with photos b and c.

Ex: 2 P: 31

• Read out the example.

Put students into pairs.

Ask students to say why each of the forms of entertainment in Exercise 1 is important in our everyday lives.

Check answers.

Ex: 3 P: 31

• Tell students they are going to match the beginnings and the ends of the sentences.

Check answers.

Ex: 4 P: 31

Tell students they are going to listen to two people talking about three events that take place this weekend.

Play the recording.

Check answers.

To extend this exercise, play the recording again for students to note down the reasons the three events are about

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

• Learners match the photos below with the words in the box. Then listen, check and repeat.

ANSWERS

a play

b video clip

c documentary

d ballet

e soap opera

f blogg circus

h chat show

• Learners answer the question. Which of the forms of entertainment might you find?

ANSWERS

a blog, video clip

b documentary, soap opera, chat show

c play, ballet, circus

• Learners match the beginnings and the ends of the sentences

ANSWERS

1 f

2h

3 e

4 a

5 g

6c

7 b

8 d

• Learners listen to a conversation. Which three events are mentioned? Where will they take place?

ANSWERS

A play - in the school hall

A ballet- at the theatre

A circus - in the city park

Descriptor:

- match the photos below with the words

Total: 3 point

Self assessment

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

Descriptor:

- answer the question.

Total: 3 point

Descriptor:

- match the beginnings and the ends

Total: 3 point

Descriptor:

- listen to a conversation

- answer the question

Total: 3 point

-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: P:

Home task:

Write the days

Poster Success

Unit 3 Entertainment and media

Lesson 26

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Reading A news article

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

8.2.2.1 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:

- read an article about community partners.

- learn how to build compound adjectives.

- talk about taking part in entertainment for other people

Value links

Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you.

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?

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

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.

Determines the topic and purpose of the lesson

•Learners remember previous lesson vocabulary

Students say different words from the picture

Answer the question.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:32

• Ask students to open their books at page 32.

Ask students to look at the headline and the photo.

They should then describe what the older man and the teenager are doing.

Students can compare their descriptions with a partner.

Ex: 2 P: 32

• Write the phrase community partners on the board. Elicit or introduce the meaning of the phrase (volunteers who help people in need within a community or neighbourhood).

Ask students to read the text to check their answers to Exercise 1.

Refer students to the information in the FACT! box.

Ask students if they have ever helped someone use the internet.

Ex: 3 P: 32

•Put students into pairs and ask them to complete the exercise by scanning the magazine article for the words which they should use to complete the sentences.

Check answers.

.

Ex: 4 P: 32

• Write the words hard and working on the board. Elicit that hard is an adjective and working is a participle. Ask students if they combine the two words to turn them into an adjective (hard-working).

Refer students to the examples and explain that they are going to look at how one adjective can be built from two other words.

Put students into pairs and ask them to find four more compound adjectives in the text.

Check answers.

• Pupils work with a partner. Look at the photo and answer the questions.

ANSWERS

Students own answer

• Pupils read the article and check your answers

ANSWERS

1 An elderly person and a teenager from an English secondary school.

2 The teenager is showing the elderly person how to use the internet.

3 The teenagers are helping the elderly people to communicate and access entertainment online and the elderly people are teaching the teenagers about different kinds of entertainment

• Pupils read the article again. Complete the sentences with the correct words

ANSWERS

2 blog

3 Facebook

4 tablet

5 documentaries

6 Patricia Saunders

Pupils look at the two examples of compound adjectives. Can you fi nd four more in the text? What do they mean?

ANSWERS

68-year-old/16-year-old, good-looking, world-famous, action-packed

Descriptor:

- work with a partner

- look at the photo

- answer the question.

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- read the article

- answer the question

Total: 1 point

Descriptor:

- complete the sentences with the correct words.

Total: 2 point

Self assessment

-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: P:

Home task:

Write the days

Poster Success

Unit 3 Entertainment and media

Lesson 27

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Language focus 2 Present perfect simple

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:

- revise the present perfect.

- learn the present perfect continuous.

- talk about something I have been learning to do recently

Value links

Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.

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 vocabulary from the previous

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 remember 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:

- can tell the time

Point 1

Assessment criteria

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

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 33

• Ask students to open their books at page 33.

Tell students that the example sentences are from the listening on page 32.

Put students into pairs to answer the questions.

Check answers.

Ex:2 P: 33

• Elicit the full question for the first item as an example.

Check answers.

Ex: 4 P: 33

• Ask students to look at the table in Exercise 4.

Tell them that the sentences are from the listening on page 32.

Ask students to copy the sentences into their notebooks. Play the listening again for students to fill the gaps.

Check answers.

For further information and additional exercises, students can turn to page 116 of the Grammar reference section

Ex: 5 P: 33

• Put students into pairs to order the sentences.

With weaker students, you could do this as a wholeclass activity.

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

•Pupils look at the examples from the reading on page 32 and answer the questions

ANSWERS

1 no

2 a series of actions

3 yes

•Pupils write questions using the prompts

ANSWERS

1 How many times have you logged on to the Internet today?

2 How many text messages have you sent on your phone since this morning?

3 How many films have you seen in the last month?

4 How many text messages have you received today?

5 How many English classes have you had this week?

•Pupils complete the examples from the listening on page 32 then choose the correct words to complete the rules

ANSWERS

•Pupils put the sentences in order to make a short text. How many examples of the present perfect continuous can you find?

ANSWERS

c-e-d-b-a

There are six examples of the present perfect continuous.

Descriptor:

- look at the examples

- answer the questions

Total: 1 point

pupils are evaluated by collecting pencils

Descriptor:

- write questions using the prompts

Total: 1 point

Descriptor:

- complete the examples

Total: 1 point

Descriptor:

- put the sentences in order

- make a short text

Total: 1 point

-Make CCQ questions Yes / No

Card

Worksheet

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 28

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Listening An interview

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:

- isten to a radio interview with an actor.

- learn adjectives and dependent prepositions.

- write sentences about my partner using adjectives and dependent prepositions.

Value links

Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.

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 from 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 talk about daily routines 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:

- talk about daily routines

Point 1

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:34

• Ask students to open their books at page 34.

Put students into pairs to answer the questions.

Do not check answers at this point. Students will do that in Exercise 2 by listening to the recording.

Ex: 2 P: 34

• Tell students they are going to listen to an interview with an actor taking part in a stage version of Back to the Future.

Play the recording for students to check their answers to Exercise 1

Ex: 3 P: 34

• Play the recording again for students to listen and choose the correct answers.

Students can compare their answers in pairs before you check answers with the whole class.

Ex: 4 P: 34

• Read out the questions.

Put students into pairs to ask and answer them.

Ask some students to tell the class about their partner.

Ex: 5 P: 34

• Tell students that some adjectives are used with particular prepositions, e.g. She's good at playing chess. Put students into pairs and ask them to complete the sentences by choosing the correct preposition in each case.

Play the recording for students to check their answers.

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

•Pupils work with a partner. Look at the photos and the poster and answer the questions.

ANSWERS

Students own answer

•Pupils listen to an interview with a young actor, David, who is taking part in a theatre production of the fi lm. Check your answers

ANSWERS

1 Back to the Future is a classic film. It came out in 1985.

2 In the film, Marty McFly, travels back in time. The photos show people now and in the past.

3 The technology has changed: people didn't have Internet and their computers were much bigger.

•Pupils listen again and choose the correct options

ANSWERS

1 1985

2 1980s to the 1950s

3 1980s

4 in the past

5 1980s

6 were

7 weren't

8 hasn't

•Pupils ask and answer with your partner

ANSWERS

Students own answer

•Pupils choose the correct prepositions to complete the sentences from the interview. Then listen and check

ANSWERS

2 by 3 in 4 on 5 by

6 with 7 of 8 of

Descriptor:

- work with a partner

- answer the questions

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- listen to an interview with a young actor,

Total: 2 point

Descriptor:

- listen again and choose the correct options

Total: 3 point

Descriptor:

- choose the correct prepositions to complete the sentences

Total: 3 point

-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 29

Teacher name:

Date:

Grade:8

Number present:

absent:

Lesson title

Language focus 2 Past perfect

Learning objectives

8.1.1.1 use speaking and listening skills to solve problems creatively

and cooperatively in groups

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

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

Lesson objectives

Learners will be able to:

- learn the past perfect.

- talk about the first time I did or saw something special.

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

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 vocabulary from 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 talk about days of the week 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:

- talk about days of the we

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about your last I holidays.

Pictures

worksheet

picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:35

• Ask students to open their books at page 35.

Tell students that the example sentences are from the listening on page 34.

Ask students to copy the sentences into their notebooks and complete them using the words in the box. Then, ask them to answer the questions.

Check answers.

Ex: 2 P: 35

• Read out the example. Check students' understanding of why the past simple is used in the first item. Explain that only one past action is referred to; there is no other context. Put students into pairs and ask them to complete the remaining sentences with the correct form of the verbs.

Check answers.

Ex: 3 P: 35

• Ask students to describe the pictures briefly.

Put students into pairs and ask them to tell the story the pictures show using the verbs in the box.

Ex: 4 P: 35

• Complete the first gap with the class as an example.

Ask students to work alone to complete the remaining gaps in the text with the verbs in the box in Exercise 3.

Students can compare answers in pairs.

Play the recording for students to check their answers.

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

• Pupils complete the examples from the listening . Then answer the questions in the box

ANSWERS

+I had always wanted to be in a big show.

-I hadn't really thought about it before.

? Had you seen it before you starter on the production?

Yes, I had seen it twice. No, I hadn't seen it.

1 a 2 a

• Pupils choose the correct form of the verbs in the sentences below

ANSWERS

1 hadn't heard

2 had gone; didn't see

3 hadn't been; was

4 arrived; had started

• Pupils work with a partner. Look at the pictures and tell the story using the verbs in the box. Can you use all the verbs?

ANSWERS

Students own answer.

• Pupils complete the text with the correct form of the past simple or past perfect. Use the verbs in Exercise 3. Then listen and check

ANSWERS

1 was 2 had wanted

3 saw 4 asked 5 said

6 hadn't let 7 got on

8 arrived

9 had put up their tents

10 waited 11 had

12 sold out

Descriptor:

- complete the examples

- answer the questions

Total: 3 point

Descriptor:

- choose the correct

Total: 2 point

Self assessment

Descriptor:

-work with a partner.

- tell the story using the verbs

Total: 2 point

Descriptor:

- complete the text with the correct form

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Vocabulary card

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 30

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Discover Culture

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:

- watch a video about how guitars are made.

- talk about guitars and other musical instruments

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

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.

Determines the topic and purpose of the lesson

• Learners talk about favourite dayprevious lesson vocabulary

Students say different words from the picture and count one to hundred

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about natural wonders.

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:36

• Ask students to open their books at page 36 and look at the photos of the acoustic and electric guitars.

Drill the pronunciation of fret /fret/. Then check students' understanding of: body: the central part of the guitar, which is attached to the neck; frets: ridges on the fingerboard on the neck of a guitar, which divide it into semitones; strings: wires on a guitar, which produce notes by vibration.

Put students into pairs to ask and answer the questions.

Check answers.

Ex: 2 P: 36

• Put students into pairs to answer the two questions.

Ex: 3 P: 36

• Refer students to the three options a-c.

Play the recording.

Students watch the video and say which of the options best describes the main focus of the video.

Ex: 4 P: 36

• Refer students to the six questions. Give them a few minutes to answer them.

This exercise is a test of students' memory and some will do better at it than others.

Ex: 5 P: 36

• Play the recording again for students to check their answers to Exercise 4.

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

Pupils work with a partner. Look at the photos. What’s the main difference between the two guitars? What do they have in common?

ANSWERS

Both guitars have the same basic parts (frets, body and strings), but their construction is different. You need electricity to play the electric guitar. The sounds these instruments make are different, too.

Pupils work with a partner. Discuss these questions

ANSWERS

Students own answer

Pupils watch the video. What is the main focus?

ANSWERS

C

Pupils test your memory. Can you answer the questions?

ANSWERS

Students own answer

Pupils watch the video again and check your answers

ANSWERS

1 electric guitar

2 with a group of musicians

3 electric guitars

4 the body

5 frets

6 a concert

Descriptor:

- work with a partner

-identify difference between the two guitars

Total: 2 point

Self assessment

Descriptor:

- work with a partner

- discuss the questions

Total: 3 point

Descriptor:

- watch the video again and check your answers

Total: 3 point

pupils are evaluated by collecting colour pencils

-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 31

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Reading An 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.

Describe The Picture

You can play this game with two partners. Show one person in each pair a picture with a lot of detail in it. Then the student has to describe the picture to their partner in 30 seconds. Their partner has to draw the picture based on the description. The team with the closest matching picture wins.

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:37

• Ask students to open their books at page 37.

Put students into pairs to choose one of the three. I will check their answers in Exercise 2.

Refer students to the photo, the title of the article and the three possibilities for the subject matter of the article. Remind students they should base their decision only on the photo and the title of the article. Elicit the answer, but do not confirm or reject it as students

Ex: 2 P: 37

• Ask students to read the article to check the answer they gave in Exercise 1.

Ex: 3 P: 37

• Refer students to sentences 1-6.

Ask students to read the article again. Help weaker students by guiding them to the part of the text which will help them complete the true/false exercise.

Check answers.

Read out the information in the FACT! box. You could then ask students what they think of Facebook.

Ex: 4 P: 37

Ask students if they know of any phrases or phrasal verb connected to the theme of communication. Students ma produce phrases such as switch on, log on, sign up or turn off.

Refer students to the highlighted words and phrases in the text.

Ask students to work alone to match the words and phr with the definitions.

Help weaker students by giving them a translation in t own language of the highlighted words and phrases in the text.

Check answers.

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

Pupils work with a partner. Look at the photo and the title of the article. What do you think the article will be about?

ANSWERS

Students own answer.

Pupils read the article and check your answer.

ANSWERS

3

Pupils read the article again. Are these sentences true or false? Correct the false sentences

ANSWERS

1 F (It appeared in 2004.)

2T

3T

4 F (Many teenagers don't want to have their parents as Facebook friends.)

5 T

6 F (The blogger isn't sure about it.)

Pupils match the highlighted words and phrases in the article with the definitions

ANSWERS

1 texting, Tweeting with Twitter, making a Skype™ video call, emailing

2 kept in touch, lost touch

3 track down, catch up

4 chat

Descriptor:

- work with a partner

- answer the question

Total: 2 point

Descriptor:

- read the article

- check your answer

Total: 3 point

Descriptor:

- read the article again.

- correct the false sentences

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- match the highlighted words

Total: 2 point

-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

Speaking Buying a gadget

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:38

• Ask students to open their books at page 38.

Tell students they are going to watch some teenagers answering the following question:

What's your favourite gadget? Play the video for students to note down the gadget that each teenager most enjoys using as well as why they enjoy using it.

Check answers.

Ex: 2 P: 38

• Students pairs to ask and answer the question Encourage students ask additional questions to develop conversation

Ex: 3 P: 38

• Tell students they are going to listen to Casey talking to a sales assistant

Read out the question

Play the recording

Students listen and answer the question

As the answer is only one word, encourage stronger students to give more information about what was said in the recording

Ex: 5 P: 38

• Play the recording for students to check their answers.

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

Pupils watch or listen to the teenagers. What is each person’s favourite gadget and why?

ANSWERS

Speaker 1: tablet-she can take it everywhere with her, it's better than a mobile phone because it's got a nicer camera

Speaker 2: miniature reading light-he shares a room with his brother who goes to bed early

Speaker 3: phone - she can't live without it

Speaker 4: flashlight - he likes going camping a lot, it doesn't need batteries

Speaker 5: stress ball - it makes him feel better.

Speaker 6: alarm clock - she doesn't like waking up or getting up, it's difficult it turn it off

Pupils ask and answer with your partner.

ANSWERS

Students own answer

Pupils listen to Casey talking to a sales assistant. What does he want to buy?

ANSWERS

a smartphone

Pupils listen again and check your answers

ANSWERS

2 how much memory

3 easy to use

4 Has it got a

5 What's the sound like 6 does the battery last

7 you show me

Descriptor:

- watch or listen to the teenagers

- answer the question

Total: 2 point

Descriptor:

- ask and answer with your partner.

Total: 3 point

Descriptor:

- find sentences in the dialogue

Total: 3 point

pupils are evaluated by collecting colour pencils

Descriptor:

- listen to Casey talking to a sales assistant.

- answer the question.

-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

Writing A biography

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

Do you listen about pop group Abba?

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 celebration in your country

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:39

• Ask students to open their books at page 39.

Refer students to the photo and ask them the questions. Students then read the biography to check their answers

Ex: 2 P: 39

• Refer students to the fact file.

Put students into pairs and ask them to read the text again and complete the facts about ABBA.

Check answers.

Ex: 3 P: 39

• Ask students to identify the paragraphs in which the information in the Exercise 2 appears in the biography of ABBA.

Students can compare their answers in pairs before you check answers with the class.

Ex: 4 P: 39

• Read out the information about sequencers and connectors in the Useful language box.

Explain that words and phrases such as although and as a result are used to make a piece of writing coherent. Drill the pronunciation of although /:l'oǝʊ/.

Ask students to work alone to find three further examples of such words and phrases in the biography in Exercise 1. Check answers. You could then elicit further example sentences using these words and phrases as a means of checking students understanding If you do this, write the example sentences on the board and ask students to copy them into their notebooks.

.

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

• Pupils look at the photo and read the biography. Who are they and when were they popular?

ANSWERS

They're a group called ABBA They were popular in the 1970

• Pupils read the biography again and complete the fact file

ANSWERS

1 ABBA

2 Sweden

3 1972/1982

4 at the Eurovision Song Contest in 1974

5 Waterloo, Dancing Queen, SOS 6 pop and disco

7 glam-rock

8 380 million

9 They were two couples.

10 They released two albums in Spanish. Their music has become popular again recently

• Pupils read the biography again and identify which paragraph the information in Exercise 2 is in.

ANSWERS

Paragraph 1: facts 1, 2, 3, 9, 10

Paragraph 2: facts 4, 5, 6, 7, 10

Paragraph 3: facts 8, 10

• Pupils look at the Useful language box. Find three other similar phrases in the biography in Exercise 1.

ANSWERS

Later on both couples got married.

Over the next eight years they became one of the most famous pop groups ever.

During that time they played pop and disco, and were famous for their glam-rock stage costumes.

Descriptor:

- look at the photo

- read the biography.

Total: 2 point

Self Assessment

Descriptor:

- read the biography again

- complete the fact file

Total: 2 point

Descriptor:

- find three other similar phrases in the biography

Total: 2 point

pupils are evaluated by collecting places where they live

-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 34

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Across curriculum: Sound and hearing

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

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

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

Lesson objectives

Learners will be able to:

- use lexis/syntax norms in appropriate situations or context

-identify specific information in a variety of situations and contexts

- support an argument with the relevant evidence

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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

The Categories Game (Stop The Bus!)

This one is a great activity to get students engaged before class begins. The teacher will say a letter of the alphabet, and the students have to think of things that start with that letter.

Ask the rest of the class to guess which place it is. Demonstrate this yourself first

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 find mime an action associated with one of the places

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 literature

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:38

• Introduce the topic and listen and read for specific information • Ask Ss to read the statements 1-4. Elicit Ss’ guesses as to which one is incorrect.

• Play the recording. Ss listen and read the text to check if their guesses were correct.

Ex: 2 P: 38

• Read for order

• Ask Ss to read statements 1-5.

• Give Ss time to read the text again and complete the task.

• Check Ss’ answers around the class.

Ex: 3 P: 38

• consolidate comprehension of a text

• Give Ss time to read the text again and label the diagram writing their answers in the notebook.

• Check Ss’ answers.

Ex: 4 P: 38

• Prepare a monologue; to consolidate information from a text

• Ask Ss to use the diagram to prepare a monologue.

• Then ask various Ss to give their monologue to the class about how we hear.

• Record the monologues.

• Pupils read the following statements about sound.

ANSWERS

4 is incorrect

• Pupils read the text and put the sentences in the correct order

ANSWERS

3, 5, 1, 2, 4

• Pupils use words from the text to label the diagram

ANSWERS

1 eardrum

2 stirrup

3 cochlea

• Pupils look at the diagram above and tell the class how we hear.

ANSWERS

Sound travels in waves and these are collected in the outer ear. Then they go through the ear canal and hit the eardrum which vibrates. This moves some little bones in our ears called the hammer, the anvil and the stirrup which bump against each other and move the sound along into the cochlea. This is a curved tube that looks like a snail shell. The sound waves move to the nerves here that create signals to tell the brain what we can hear.

Descriptor:

- read the following statements

Total: 2 point

Descriptor:

- read the text

- put the sentences in the correct order

Total: 2 point

Descriptor:

- use words from the text

- label the diagram

Total: 2 point

Descriptor:

- look at the diagram

- tell the class how we hear

Total: 2 point

pupils are evaluated by collecting colour pencils

-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 35

Teacher name:

Date:

Grade:8

Number present:

absent:

Lesson title

Writing: An email reviewing a concert

Summative Assessment for the unit 3

Learning objectives

8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

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

Lesson objectives

Learners will be able to:

- check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed

- respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues)

Value links

Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.

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

The Categories Game (Stop The Bus!)

This one is a great activity to get students engaged before class begins. The teacher will say a letter of the alphabet, and the students have to think of things that start with that letter.

Revise the language of the previous lesson

Lead – In

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