Term 3

Unit 5 "Reading for pleasure"

School: Inkarbek Zhumagulov

Date:

Teacher’s name: Aitmuhan Anar Adilovna

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Could, can, will be able to

Learning objectives(s) that this lesson is contributing to

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• recognize the present perfect with still, yet, just and already.

Most learners will be able to:

• apply the present perfect with still, yet, just and already.

Some learners will be able to:

• use the present perfect with still, yet, just and already fluently.

Value links

Appreciation the art of literature.

Cross curricular links

Literature.

Previous learning

Movie technology.

Use of ICT

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

Intercultural awareness

Comparison of modal verbs in English, Russian and Kazakh languages.

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. Free talk.

1) Can we create realistic special effects now? (Yes, we can).

2) Can we feel the same emotions as the characters on the screen now? (No, we can't).

3) What was possible in the 1930s? (producers could include songs, ...)

4) What is possible now? (film makers can now create special effects, ...)

5) What will be possible in the future? (we'll be able to connect our bodies ...)

Main Activities

Ex.1 p.59. Recognition exercise.

Answers:

1) could

2) can

3) be able to

1. Ability and possibility.

2. Film producers couldn't include songs. They can't create very realistic special effects.

We won't be able to feel the character's emotions.

3. Yes, they do.

Ex.2 p.59. Sentence completion task.

Answers:

1) can't

2) can

3) won't be able to

4) couldn't

5) could

6) 'll be able to

Ex.3 p.59. Filling in gaps.

Answers:

1) could smell

2) couldn't hear

3) couldn't wear

4) can enjoy

5) 'll be able to feel

6) 'll be able to connect

Ex.4 p.59. Completion drill. Asking and answering questions.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.41

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

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. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

2. Apply modal verbs for different purposes.

Descriptor:

A learner:

• selects an appropriate topical vocabulary.

• completes sentences using modal verbs.

• Observation

• Feedback on the work

• Self-assessment

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