8th Grade Mathematics Unit 1 Lesson 1-3 Class Work Answers

Unit of a long term plan:

Unit 5 Our Health.

School: Karagash secondary

Teacher's name: Zhylkaidarova A.A.

6.S2 ask simple questions to get information about a limited range of general

topics

6.S3 give an opinion at sentence level on a limited range of general and

curricular topics

6.R5 deduce meaning from context in short texts on a limited range of

familiar general and curricular topics

All learners will be able to:

• Identify the theme, new words and use them as the basis for

discussion.

• Demonstrate knowledge for usage of the structures: there is/ are, lots

of, a lot of, some, much/ many for making stories about eating habits.

Transfer information from the given information into a graphic organizer.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions; speak about school

lunch.

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive,

evaluative and creative thinking skills.

• Make a presentation about your school lunch and canteen. and after

Respond to and discuss the reading passage using interpretive, evaluative and

creative thinking skills.

• Make a presentation about your school lunch.

Higher order thinking skills (according to the revised Bloom's taxonomy).

• Read the given text of description and identify the general

information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Salad, chips, soup, sweets, fish, apple, bread, rice, pasta, nuts, eggs, burger,

crisps, sandwich. fussy drinks, juice, ice cream, meat, school meals.

Responsibility, Global Citizenship, Respect and Love to people and school,

Care to modern technology, Love to nearest and dearest.

Social Science, Psychology, Information Technology, Art, Medicine.

Vocabulary relating to people's activity, school and school subjects.

Planned activities (replace the notes below with your

planned activities)

Start

3 min

3 - 4 min

Main part

15 min

10 min

Class organisation

Greetings

Home task

Divide into 2 Group with methods «Letter»

Pre-learning (W)

The lesson greeting.

The teacher sets the lesson objectives, letting students

know what to anticipate from the lesson.

The teacher shows the picture and introduces the

objectives of the lesson.

Lead-in (W, I) Task 1

Pre- listening stage.

Ex.1 p.60 Extending vocabulary. Think of two more

words to add to each group:

1. meat: chicken.....

2. vegetables: potato....

3. fruit: pear.....

4. drinks: juice.....

Task 2 Free talk.

What do you usually eat for breakfast and lunch?

What can you eat at school? Ex.1.p.60

What are children in different countries eat for lunch?

( 2 group discuss the meal at school in 4 countries). The

teacher asks Sts. whose lunch is healthy? Speak about

meals in Kazakhstan.

Ex.3 p.60. Speak about healthy and unhealthy eating.

Is your lunch healthy?

Which food is the healthiest in 5 countries? Make a

Wishes

I wish you…….

Pictures

PPT

A Table

Writing

Worksheet

Student Book p.60

Home task.

W.B. p.42, a menu

Feedback Students give their stikers and give feedback

to the lesson and give self-assessment using the

method: "Six thinking hats ":

• Green: How can you use today's learning in

different subjects?

• Red: Today s lesson was useful and interesting

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this

lesson? (Now I can, I still need to work on, I've

improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

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?

Differentiation can be

achieved through content

(Based on the theory of

Multiple Intelligences

different tasks are used

with the same text).

By support:

Less able learners will be

supported through step-be -

step instructions,

glossaries, thinking time.

By task:

For more able learners

additional leveled tasks are

offered.

Assessment criteria:

• Read the given

passage and identify the

general information.

• Demonstrate skills of

organizing and expressing

ideas accurately.

• Illustrate a viewpoint

in a discussion.

Descriptors:

A learner

• reads the text for

global understanding;

• selects meaningful

information, constructs the

answer;

• presents information

in the group discussion.

• evaluates the peers'

answers.

Health saving technologies.

Make sure power cords are not a tripping

hazard

Everyday classroom precautions