Unit: 1 Our World lesson 3

School:

Date: 07.09.2023

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Grammar: much, many, a lot of

Learning objectives

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

8.3.3.1 give an opinion at discourse level on a wide range of general and 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

Lesson objectives

Learners will be able to:

• Learn expressions of quantity and practise using them.

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

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

• Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

Lead - In

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

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

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

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!

Assessment criteria

-Learn vocabulary to do with television.

Pictures

PPT

Student’s book

Main part

Ex: 5 p:9

• Make sure that students understand the terms countable and uncountable. In a weaker class, give examples, such as Apples – can you count them? (Yes.) Water – can you count it? (No.) In a stronger class, ask students to give you examples.

• Look at the sentences and ask students to identify the nouns. Ask students to work in pairs to decide whether the nouns are countable or uncountable and complete the table by putting the blue phrases in the correct columns.

Ex: 6 p:9

• Students choose the correct words individually

• In a stronger class, once you have checked answers, ask students to invent answers to the questions

Ex: 7 p:9

• Read through the task with the class, and make sure students understand what they have to do.

• Recap the phrases in exercise 5, and remind students to refer to the completed version in their notebooks.

• Go through the examples, then model the activity by asking one or two confident students the first few questions.

• Students work in pairs to ask and answer the questions.

• Ask some students to report back to the class on what they learnt about their partner

Students read the sentences. Are the nouns countable or uncountable? Complete the table with the words in blue.

ANSWERS :

1 uncountable

2 countable

3 countable

4 uncountable

5 uncountable

6uncountable, countable, uncountable .

7countable, uncountable

8countable, uncountable

Uncountable nouns:

2 much 3 a lot of 4 some

Countable nouns:

1 not many 5 not any

Students choose the correct words

ANSWERS :

1 much

2 many

3 some

4 much

5 any

6 any

Students work in pairs. Ask and answer with your own ideas. Use the phrases in the table in ex.5 and numbers.

ANSWERS:

1 Do you eat much pasta each week? How much?

2 Do you walk many kilometres every month? How many?

3 Are there many books in the school library? How many?

4 Do you use a lot of toothpaste each year? How much?

5 Do you drink much milk every week? How much?

6 Do you say many words every day? How many? Students’ own ans

Descriptor:

- Complete the table with the words in blue

Total: 1 point

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

Descriptor:

- choose the correct words

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- work in pairs

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart