Unit 2 Daily life and shopping

School: 19

Date: 02.10.2024

Teacher name: Tulebaeva Zhanar

Grade: 8 “b”

Number present:

absent:

Lesson title

Use of English: Present simple, Present continuous, Present perfect

Learning objectives

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Learning objectives

(assessment criteria)

Learners will be able to:

- revise the present simple, present continuous and the present perfect tenses

- present/revise stative verbs

- practise already/just/yet/ever/never

Values

Creation and innovation, independence and patriotism

Quote

“The country is the happiness of the people, May your homeland and Your name not fade away forever!`”

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

Refer students back to the language focus section on page 29 and ask how we form the past participle of most verbs.

Elicit that for regular verbs such as the ones on page 29, the past participle is the same as the past simple form: we add -ed to the verb.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/YJnTV5SL4Z5g7jJ47

Middle

Task. I (Wh, I) ( group work)

Ex: 1 P: 20

Ask Ss to read the sentences 1-8 and have them match them to the meanings A-H.

Check Ss’ answers.

Learners identify the verb forms. Match the tenses to their meanings.

ANSWERS:

1 C 2 D 3 E 4 B 5 F 6 A 7 H 8 G

Descriptor:

- read the sentences

- match them to the meanings

Student’s book

Task. II

(Wh, I) (Task for location)

(pair work)

Ex: 2 P: 20

Read the theory box aloud and then ask Ss to explain the meaning of each sentence in each pair.

Check Ss’ answers around the class.

Then elicit further examples of sentences using stative verbs.

Learners read the theory box. Make sentences of your own.

ANSWERS:

1 a appears

b searching

2 a relating to touch b having a sensation in the body

This soup tastes great. (has a certain taste)

The chef is tasting the soup. (the action of tasting)

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the theory box

- make sentences

Student’s book

Task. III (Wh, I) (Task for location) (individual work)

Ex: 3 P: 20

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Learners put the verbs in brackets in to the correct tenses

ANSWERS

1 takes (habit or routine)

2 appears (stative verb)

3 are not coming (fixed future arrangement)

4 has not finished (action that started in the past and continues to the present)

5 is thinking (an action happening around the time of speaking – considering)

6 have never eaten (action that started in the past and continues to the present

Descriptor:

- put the verbs to the correct tenses

Total: 6 points

Student’s book

Task. IV (Wh, I) (Task for location)(individual work)

Ex: 4 P: 20

Elicit the tense for the situations listed.

Read out the example exchange.

Then ask Ss to act out short exchanges in pairs following the example

Students read the example. Use the notes to act out.

ANSWERS

A: What time does the tour start?

B: It starts at 6:00, so we are leaving the hotel at 5:15.

A: What time does the flight depart?

B: It departs at 8:45, so we are leaving for the airport at 6:00

Descriptor:

- read the example

- use the notes to act

Total: 4 points

Student’s book

End

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task : Exercise-5 p 20 .

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

Poster Success Ladder