Term 1

Unit 1 "Our world"

School:

Date:______

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Language focus: Relative pronouns.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others.

8.UE12 use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Differentiate the sentences with too, too much, too many, enough, not enough.

Most learners will be able to:

• Produce the sentences with too, too much, too many, enough, not enough.

Some learners will be able to:

• Apply the sentences with too, too much, too many, enough, not enough fluently.

Value links

Healthy lifestyle.

Cross curricular links

Medicine, Dietology.

Previous learning

Listening to a programme about environmental problems.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Development of the ability to understand different cultural contexts and viewpoints expressed while speaking.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.13. Recognition exercise.

Answers:

1) uncountable nouns

2) countable nouns

3) adjectives

Main Activities

Ex.2 p.13. Sentence completion task.

Answers:

1) too

2) too much

3) too many

4) too much

5) too many

6) too

7) too many, too much

Ex.3 p.13. Recognition exercise.

Ex.4 p.13. Asking and answering questions.

Answers:

1) Is this pizza big enough? Yes, it's big enough.

2) Are there enough apples? There are too many apples.

3) Have we got enough drinks? No, we haven't got enough drinks.

4) Is this soup hot enough? No, it's cold.

5) Have we got enough sandwiches? Yes, we've got a lot.

6) Is this coffee strong enough? Yes, the coffee's really strong.

Ex.5 p.13. Creative exercise.

Answers:

We've got enough soap.

We've got too many packets of crisps.

We haven't got enough apples.

We've got too many pizzas.

We've got enough bottles of water.

We've got too much juice.

We haven't got enough bread.

Ex.6 p.13. Speaking in a form of a dialogue.

Extra task. Creative exercise.

CD

Ending the lesson

Giving the hometask. WB p.11.

Self-assessment.

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly.

2. Apply pre-verbal, post-verbal and end-position adverbs accurately.

Descriptor:

A learner:

• presents information clearly.

• applies the rule for pre-verbal, post-verbal and end-position adverbs and their usage.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas