Lesson plan "Eyes open 8"

Unit: 5. Reading for pleasure

Lesson49

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Reading. Zarena and Vanture

Learning objectives

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics

Lesson objectives

Learners will be able to:

- to introduce the topic of people through personal responses

- to give practice in grammatical referencing

- to introduce and practise vocabulary on the topic of personal characteristics

Value links

"Law and Order"

Know the basics of the legal system and human rights

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (Note: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:64

Ask different students to read a paragraph each of the story aloud, ignoring gaps 1-6.

Check students' understanding of the adjectives in the list.

Elicit the adjectives that describe Zarena at the beginning of the story.

Check answers orally and/or by writing them on the board

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students read the story and tick (✔) the adjectives which describe Zarena.

ANSWERS :

bright, hard-working, lonely, shy, strict

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the story

- tick (✔) the adjectives

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:65

Explain to students that it is important, when reading a text, to understand what little words like pronouns refer to

Ask students to complete the exercise carefully, really thinking about what the writer's meaning is in each instance.

Check answers orally and/or by writing them on the board, showing students how the relevant pronouns refer directly back to an idea mentioned immediately beforehand in the text.

Ex: 3 p:65

Ask students to re-read the relevant parts of the story and match the sentences to the gaps.

Check answers orally and/or by writing them on the board.

Differentiation:

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

Vocabulary

Ask students to complete the exercise. (Point out that, for one of the gaps, they will have to form an adjective from the noun given in the text.)

Check answers orally and/or by writing them on the board.

Elicit any other positive or negative adjectives that students know for describing character and write them on the board.

Students look at the words in bold in the story. What do they refer to?

ANSWERS :

1 b

2 a

3 a

4 b

5 a

Learners complete the gaps 1–6 in the story with the correct sentence

A–F. Write the letter of the correct sentence in the gap.

ANSWERS :

1C

2 D

3 F

4 A

5 B

6 E

Learners complete each sentence using a word or phrase from the story. You may need to change the word.

ANSWERS :

Positive characteristics

1 kind

2 trust

3 confidence

4 secure

5 respect

Negative characteristics

1 gossip

2 arrogant

3 tease

4 bully

5 shows off

6 ridiculous

Descriptor:

- look at the words in bold

- complete the exercise carefully

Point: 2

Descriptor:

- complete the gaps

- match the sentences to the gaps

Point: 2

Descriptor:

- complete each sentence

- use a word or phrase from the story

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 50

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Grammar 1. Modals 1 (ability, obligation, advice)

Learning objectives

8. 4. 3. 1 understand evidence within familiar general and reading topics, including some longer texts;

8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support;

Lesson objectives

Learners will be able to:

- to consolidate students' understanding of the functions and usage of modal verbs to express ability, obligation, advice and permission

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a short time to discuss the questions in pairs or in small groups.

Bring the class together and elicit answers to the questions from some students. Encourage students to give reasons for their opinions.

Ex: 1 p:66

Go through Grammar database 15 on pages 156 and 157 of the Grammar database with students.

Note: There is a lot of theory to take in about modal verbs in this unit, so don't expect students to absorb it all at once - working through the exercises will help them get to grips with their usage gradually.

Ask students to do exercise 1, referring to Grammar database 15 if necessary.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students read the text below and choose the correct words or phrases.

ANSWERS :

1 can

2 could

3 should

4 could

5 can't

6 has to

7 be able to

8 can

9 can't

10 mustn't

11 have to

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the text

- choose the correct words or phrases

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:66

Ask students to do this exercise, again referring to Grammar database 15 if necessary.

Check answers orally and/or by writing them on the board.

Differentiation:

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

Ex: 3 p:66

Tell students that the task is based on a dialogue between the two people (Andy and Michelle) mentioned in exercise 1. Ask them to read the dialogue first, ignoring the words in bold.

Then explain that the words and phrases in bold are all incorrect. Ask students to read the dialogue again, this time writing the correct form in place of the words and phrases in bold.

Check answers orally and/or by writing them on the board.

Students write a word or phrase from the box in each gap to complete the sentences.

ANSWERS :

1 had to

2 should

3 doesn't have to

4 can

5 must

6 could

Learners each of the words or phrases in bold is incorrect. Rewrite them correctly

ANSWERS :

1 had

2 have

3 start

4 Can you

5 find

6 to charge

Descriptor:

- write a word or phrase from the box

- complete the sentences.

Point: 2

Descriptor:

- use words or phrases in bold

- rewrite them correctly

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 51

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Listening

Learning objectives

8. 2. 5. 1 identify the speaker's point in a long conversation on most general and academic topics with little support

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics

Lesson objectives

Learners will be able to:

- to give practice in listening for attitude, purpose and intention

- to develop students' knowledge of collocation

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (Note: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:67

As a warm-up, ask students to say what puts them in a bad or a good mood.

Go through the list of adjectives with students first, making sure they understand their exact meanings (eg the difference between depressed and upset).

Make sure students understand that they have to say the sentence given in such a way as to express one of the adjectives of mood/feeling in the list. It might help if you tell them to imagine a situation where they might actually be saying these words in that particular way.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students when we speak, we say things differently

depending on our mood. Choose one of the

moods below and say this sentence: I can’t

believe it! in that mood. Everyone else must

guess which mood you chose.

ANSWERS :

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- say things differently

- choose one of the

moods

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:67

Most of the words in the questions should now be familiar to students from exercise 1 - any others should be checked in a dictionary.

Note: As a general rule, don't make a habit of 'feeding' students with explanations for words they don't understand - they tend to remember words better when they have put some effort into finding their meanings themselves.

Ex: 3 p:67

Explain that for the first three questions they will have to work out what the attitudes of the speakers are, both from their tone of voice and from what they actually say.

For questions 4 and 5, they will have to work out the intentions of the speakers by listening carefully to what they say.

Vocabulary

Elicit from students whether it is correct to say to make one's homework or to do one's homework.

Remind students that, just as in Unit 2 (Vocabulary, page 19), we saw that certain adjectives collocated with certain nouns, and certain adverbs with certain adjectives, there are certain verbs in English that take particular objects.

Ask students to complete the exercise individually or in pairs, reminding them that some of the phrases can go with more than one of the verbs.

Students going to hear people talking in five

different situations. Before you listen, look

at the questions and make sure you understand

all the words

ANSWERS :

Learners listen and choose the correct answer

A, Bor C.

ANSWERS :

1 C

2 A

3 B

4 C

5 A

Learners write the phrases in the correct row. Some of them can go in more than one row.

ANSWERS :

make: a mistake, fun of someone, an effort, a fuss, up your mind, time to do something

do: someone a favour, your homework, our best, the housework, someone good

have: a dream, a bath, an idea, time to do something, a good/nice time, a holiday

take: part in something, a bath, care of someone, pity on someone, time to do something, a holiday

Descriptor:

- hear people talking in five

different situations

Point: 2

Descriptor:

- listen and choose the correct answer

Point: 2

Descriptor:

- write the phrases in the correct row

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 52

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Grammar 2. Modals 2 (possibility, probability)

Learning objectives

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;

8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support;

Lesson objectives

Learners will be able to:

- to consolidate students' understanding of the functions and usage of modal verbs to express possibility, probability and certainty

Value links

"Law and Order"

Know the basics of the legal system and human rights

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (Note: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:68

Explain to students that modal verbs often have more than one function and go through Grammar database16 on pages 157 and 158 of the Grammar database with them.

Write the following on the board:

It must be raining because...

He might be late because...

That restaurant can't be very good because

That could be Bill on the phone because

Elicit different possible ways of completing the four sentences.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students read the sentences. For each sentence decide what the speaker is saying.

ANSWERS :

1 I'm sure

2 It's possible

3 It's likely

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the sentences

- decide what the speaker is saying

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:68

Ask students to look at the photograph and say what it shows (a girl running in a race, perhaps a marathon). Explain that they should write sentences about the girl using the modals given. Draw students' attention to the model for further explanation.

You may like to put students into groups and ask them to do this task collaboratively.

Ex: 3 p:68

Ask students to complete the exercise, reminding them that they should use the continuous infinitive (be doing) with non-stative verbs.

Check answers orally and/or by writing them on the board.

Speaking

Ex: 1 p:68

Elicit the meaning of the word compare. (If you compare two things, you focus on both their similarities and differences.)

Ask students to compare the first two pictures, before they listen to the CD.

Ex: 2 p:68

Give students a few minutes to look at the other pictures and make some brief notes about them.

Check answers orally and/or by writing them on the board.

Students look at the picture and write five sentences using the modals below.

ANSWERS :

She must run every day to keep fit.

She may be feeling tired after running a long way.

She might be enjoying running in the race.

She could be taking part in a competition.

She can't be unfit because she's doing well in the race.

Learners think of three people you know. Where do you think they are or what do you think they are doing right now? Write short sentences using should or ought to

ANSWERS :

1 You do not/don't have (need) to help me.

2 He must be tired after the journey.

3 You should/ought to phone your grandmother.

4 You can/may watch TV after you've done your homework.

5 Tom can't be in hospital - I've just seen him.

Learners listen to a student comparing the first two pictures. Circle the words or phrases they use.

ANSWERS :

1 to begin with

2 of

3 is a photo of a

4 much older than

5 They're both

6 one main difference is

7 whereas

Learners make notes about pictures 3 & 4 and 5 & 6

ANSWERS :

3&4 main similarities: both families spending time together

3&4 main differences: inside/outside

5&6 main similarities: both are women

5&6 main differences: intelligence/beauty

Descriptor:

- look at the picture

- write five sentences

- use the modals

Point: 2

Descriptor:

- think of three people

- rite short sentences

- use should or ought to

Point: 2

Descriptor:

- listen to a student

- circle the words or phrases

Point: 2

Descriptor:

- look at the other pictures

- make some brief notes

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 53

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Sound station. Use of English. Volunteer for the overton

Learning objectives

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently;

8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics;

Lesson objectives

Learners will be able to:

- to give practice in recognising the sounds /æ/,/a:/ and/A/

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (Note: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:69

You might want to ask students to read the three words aloud before they listen to them.

Play the CD, stopping after the three words. Elicit the differences in vowel sounds between the words and draw students' attention to the fact that the r in heart is not pronounced.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students listen to these words. Can you hear

the difference between them?

ANSWERS :

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- listen to the words.

- hear

the difference between

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:69

Tell students they are going to hear one of the words in each pair and they have to identify the word they hear.

Play the CD once, and then again if necessary.

Use of English

p:69

Ask students to look at the photo and the heading for the advertisement and elicit suggestions as to what the advertisement is for (an unusual holiday).

Ask students to read through the text, ignoring the gaps for the moment, and tell you what kind of holiday is being advertised (a working holiday, volunteering at a theatre festival).

Ask students to read through the text, without filling in the gaps for the moment, and tell you a) what they

Students listen to these words. For each

pair, circle the word you hear.

ANSWERS :

1 cut

2 cart

3 hard

4 pan

5 fun

6 ladder

7 bat

8 duck

Learners complete the advertisement with one word in each gap.

ANSWERS :

1 make

2 have

3 should

4 have

5 part

6 of

7 do

8 have/take

9 do

10 must

Descriptor:

- listen to the words.

- circle the word that hear.

Point: 2

Descriptor:

- complete the advertisement

- use one word in each gap.

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 54

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Writing a report

Learning objectives

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;

8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- to prepare students to write a report

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (Note: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:70

Ask students to read the report and answer the questions individually or in pairs.

Check answers orally and/or by writing them on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students read the report and answer the questions.

ANSWERS :

1 Alison Webster

2 Jane Peters

3 a discover

b whether

c on the whole

d currently

e reduce

f consider

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the report

- answer the questions

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:70

Go through the questions with students, eliciting ideas in answer to the questions and writing them on the board.

Ex: 3 p:70

Ask students to go to their Composition Planner 8 on page 131 and give them about five minutes to write a brief plan for their report.

Students read the writing task and make notes to

answer the questions below.

ANSWERS :

Learners make a plan in Composition Planner 8

ANSWERS :

Descriptor:

- read the writing task

- answer the questions

Point: 2

Descriptor:

- make a plan

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 5. Reading for pleasure

Lesson 55

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Culture Spot: Khan Koryk

Learning objectives

8. 2. 5. 1 identify the speaker's point in a long conversation on most general and academic topics with little support

8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics;

Lesson objectives

Learners will be able to:

- to introduce the importance of Kazakh events for young people and encourage students to share their idea

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Give students a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character.

Ask different students to read out their sentences, while the others take turns at guessing who is being described.

Ex: 1 p:71

Ask students to decide how important they think it is to hold youth festivals and what they know about festivals for young people organised in Kazakhstan; and discuss their ideas in pairs.

You may ask students to answer individually, or work together as a class.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students answer the question. How important do you think is it to hold youth festivals? Do you know anything about festivals for

young people organised in Kazakhstan? Discuss your ideas in pairs.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- answer the questions

- discuss your ideas in pairs.

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:71

Ask students to silently and individually read the text about Khan Koryk. Find out if they have ever been to this festival or if they would like to go next year. Encourage them to ignore all unknown vocabulary at this stage.

When students have finished, introduce words from the Glossary.

Ex: 3 p:71

Ask students to read the text again.

Tell students they should complete the sentences with one or two words so that they are true about the text.

Check answers together when students have finished.

Students read the text about Khan Koryk. Have you ever been to this festival? Would you like to go next year?

ANSWERS :

Learners read the text again and complete the sentences with one or two words so that they are true about the text.

Answers

'young...

2few years... 3

different location..

4 conferences

workshops

...

'the natural...

72013...

8550th..

Pavlodar

Descriptor:

- read the text

- answer the questions

Point: 2

Descriptor:

- read the text

- complete the sentences

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 6. Natural world.

Lesson 56

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

The space race

Learning objectives

8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics;

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;

Lesson objectives

Learners will be able to:

- to introduce the topic of space through personal responses

- to develop an awareness of patterns

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Ask students in pairs, in small groups or individually to write down as many words and phrases connected with space as they can. You may wish to give them a time limit of one minute and/or close their books for this task.

Bring the class together and elicit the words and phrases they came up with. Write them on the board. (suggested answers: star, black hole, universe, Moon, Sun, Mars, Jupiter, rocket, spaceship, meteor, astronomy)

Ex: 1 p:72

Ask students to read the article as quickly as possible to complete the matching exercise.

Check students' understanding of the title of the article (the word invaders refers to the asteroids described in the article, which might invade Earth at some point in the future).

Check answers orally and/or by writing them on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Students read the article quickly and match the information

on the left with what it refers to on the right.

ANSWERS :

1 b

2 c

3 e

4 d

5 a

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the article

- match the information

Point: 2

Student’s book

Main part

35 min

Ex: 2 p:72

Ask students to read the text again, this time in more depth, before looking at the questions.

Ask them to circle the correct words and phrases individually or in pairs, underlining the sentences/ phrases that gave them the answers.

Check answers orally and/or by writing them on the board.

Ex: 3 p:73

Ask students to read the statements and explain any words the students are unfamiliar with.

Ask them to do the exercise individually or in pairs.

Check answers orally and/or by writing them on the board and ask students to read from the text the sentences which helped them decide whether the statements were true or false.

Vocabulary

Remind students that verbs and adjectives have different patterns (eg some are followed by the infinitive, others by a preposition plus -ing, etc).

Ask students to make sentences using the following and another verb:

ON THE BOARD

Are you able to come to my party?

I'm looking forward to going on holiday.

He likes learning English.

Ask students to complete the exercise, referring back to the article if necessary.

Check answers orally and/or by writing them on the board.

Students read the article again and circle the correct word or phrase

to show what each paragraph is about.

ANSWERS :

Paragraph 1: don't think

'Probably not, according to scientists, but it's going to be close!

Paragraph 2: probably

... it's quite likely that it will hit us at some point in the future!

Paragraph 3: We'll

... we'll have plenty of time to prepare for the collision and prevent it from happening.

Paragraph 4: prepared

'Next time it happens, we'll be ready for it!

Learners read the article again and decide if the

statements are true (T) or false (F).

Answers

1 F

2 F

3 F

4 T

5 F

Learners complete each sentence using a word from the article. Use the words in bold to help you

Answers

1 prevent

2 time

3 involve

4 responsible

5 prepare

6 likely

7 ready

Descriptor:

- read the article

- circle the correct word or phrase

Point: 2

Descriptor:

- read the article

- write true or false

Point: 2

Descriptor:

- complete each sentence

- use the words in bold

Point: 2

Student’s book

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit: 6. Natural world.

Lesson 57

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Grammar 1. Will and be going to

Learning objectives

8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;

Lesson objectives

Learners will be able to:

- to consolidate students' understanding of the uses of will and be going to to refer to the future

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment