Unit 3 Entertainment and media

Lesson 34

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Across curriculum: Sound and hearing

Learning objectives

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

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:

• Identify the function of each part of the ear.

• explain the process of hearing clearly, using subject-specific vocabulary and complete sentences in a short spoken monologue.”

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

Guess the Word

Instructions: Teacher gives a description or action, students guess the word. Divide the class into teams and give points for correct answers.

Lead – In

Answers

1. The ear helps us to hear and to balance. Agree
   Explanation: The ear is responsible for hearing and maintaining balance.

2. The eardrum is part of the inner ear. Disagree
   Explanation: The eardrum is part of the middle ear.

3. Sound travels directly from the outer ear to the brain. Disagree
   Explanation: Sound travels through the outer ear → middle ear → inner ear → auditory nerve → brain.

4. The cochlea looks like a spiral shell. Agree
   Explanation: The cochlea is a spiral-shaped structure in the inner ear.

5. The outer ear is also called the pinna. Agree
   Explanation: The visible part of the ear is called the pinna or auricle.

6. The ear canal is found in the middle ear. Disagree
   Explanation: The ear canal is part of the outer ear.

Checking homework 1 p

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

Assessment criteria

- Learners have met the learning objectives if they can:

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.

Answer the questions

1. What part of the ear do we see?

2. What happens when sound waves hit our eardrum?

3. What are the names of the three little bones in the ear?

1. What kind of sounds do we hear all day long?

A) Only sounds we enjoy

B) Only sounds we don’t like

C) Both sounds we enjoy and sounds we don’t like

D) No sounds at all

2. What happens when sound waves hit the eardrum?

A) The eardrum gets damaged

B) The eardrum vibrates and moves three little bones

C) The sound stops

D) The eardrum turns into liquid

3. What are the names of the three little bones in the ear?

A) The hammer, the anvil, and the stirrup

B) The hammer, the spoon, and the stirrup

C) The anvil, the nail, and the stirrup

D) The hammer, the nail, and the wheel

4. What does the cochlea look like?

A) A small, curled tube that looks like a snail shell

B) A flat circle

C) A long, straight tube

D) A square box

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 [ˈstɪrəp]

3 cochlea[kɔˈleːa]

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

1. We see the outer ear

2. The eardrum vibrates and moves three little bones.

3. The three little bones are the hammer, the anvil, and the stirrup.

C) Both sounds we enjoy and sounds we don’t like

B) The eardrum vibrates and moves three little bones

A) The hammer, the anvil, and the stirrup

A) A small, curled tube that looks like a snail shell

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

Mutual assessment

Descriptor:

- read the text

- put the sentences in the correct order

Peer assessemnt

Descriptor:

- use words from the text

- label the diagram

Self assessment

Descriptor:

• Answer the questions

• Choose the right variant

Total 7 p

Descriptor:

- look at the diagram

- tell the class how we hear

Total: 2 points

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task: