Vocabulary and language focus: Everyday objects
Английский язык
Класс:
8 класс
Раздел:
Our World
Тема:
Vocabulary and language focus: Everyday objects
31.12.2019
116
2
| Learning objectives(s) that this lesson is contributing to | <p>8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.</p><p> 8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics. <br></p> |
| Lesson objectives | <p><b>All learners will be able to:</b></p><p> • Pronounce and name everyday objects, numbers.</p><p> • Recognize and use expressions of quantity. </p><p><b>Most learners will be able to: </b></p><p>• Answer the questions about human consumers. </p><p> • Do exercises with expressions of quantity. </p><p><b>Some learners will be able to: </b></p><p><br></p><p> • Speak fluently about quantities of things people use. <br></p> |
| Value links | Being environmentally conscious/friendly, actively providing solutions to global problems. |
| Cross curricular links | Ecology. |
| Use of ICT | Smart board for showing a presentation, getting additional information, playing the audio files. |
| Intercultural awareness | Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world. <br> |
| Health and Safety | Breaks and physical activities used. <br> |
Ход урока
| Этапы урока | Запланированная деятельность на уроке | Ресурсы |
|---|---|---|
|
Beginning the lesson |
<p>The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. </p><p><b>Warm up. </b></p><p> Start thinking p.8. </p><p>Answering questions. </p><p>1. What items do you use every day?</p><p> 2. How can people create less rubbish? (People can create less rubbish by recycling more and buying items with less packaging.) </p><p>3. Do you think it's important to protect the environment? Why? (Yes, so that future generations can enjoy the planet.) <br></p> | |
|
Main Activities |
<p><b>Ex.1</b> p.8. Word and picture matching activity. </p><p><b>Answers:</b> </p><p>1) a can of fizzy drink 2) a bottle of shampoo 3) a roll of toilet paper </p><p>4) a box of washing powder 5) a packet of crisps 6) a bag of apples</p><p> 7) a bar of chocolate 8) a jar of coffee 9) a tube of toothpaste 10) a carton of juice </p><p><b>Ex.2 p.8. Brainstorming.</b> </p><p><b>Ex.3</b> p.8. Recognizing vocabulary. Completing questionnaire. </p><p> <b>Ex.4</b> p.8. Comparing answers. </p><p><b>Answers:</b> 1) 628; 1.700 2) 4.8; 9.8 3) 198; 656 4) </p><p><b>Ex.5 </b>p.8. Table completion.</p><p> Answers: 1) uncountable 2) countable d) countable 4) uncountable 5) uncountable 6) uncountable, countable, uncountable 7) countable, uncountable 8) countable, uncountable </p><p>Uncountable nouns: 2) much 3) a lot of 4) some</p><p> Countable nouns: 1) not many 5) not any </p><p><b>Ex.6</b> p.8. Ticking off items. </p><p><b>Answers:</b> 1) much 2) many 3) some 4) much 5) any 6) any </p><p><b>Ex.7</b> p.8. Asking and answering questions. </p><p><b>Answers:</b> </p><p>1) Do you eat much pasta each week? How much? </p><p>2) Do you walk many konometers every month? How many? </p><p>3) Are there many books in the school library? How many? </p><p>4) Do you use a lot of toothpaste each year? How much? </p><p>5) Do you drink much milk every week? How much? </p><p>6) Do you say many words every day? How much? Extra task. Writing practice. <br></p> | <p>Pupil's book</p><p>CD<br></p> |
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Ending the lesson |
<p><b>Giving the hometask. </b></p><p>WB p.8. </p><p>Self-assessment. </p><p>How well do I understand? </p><p>4 - I can do this and explain it to someone else. </p><p>3- I understand and can do this by myself.</p><p> 2 - I need more practice. </p><p>1 - I don't understand this yet. <br></p> |
Дополнительная информация
<p>Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? </p><p>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.<br></p><p> Assessment – how are you planning to check learners’ learning? </p><p><b>Assessment criteria:</b> </p><p>1. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; </p><p>2. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context. </p><p><b>Descriptor: </b></p><p><b>A learner:</b></p><p><b> </b>• uses the topical vocabulary while talking about quantities of things people use;</p><p> • completes the task with proper quantifiers. </p><p>• Observation </p><p>• Feedback on the work</p><p> • Self-assessment </p><p>Critical thinking </p><p>Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas<br></p>
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