Бекітемін_______

Unit 1: Our world School: Secondary school 144 named after

Saktapbergen Alzhikov
Date: Teacher name: Zhaksylyk Panabi
Grade: 8 Number present: absent:
Lesson title Use of English: Word formation
Learning objectives 8.5.3.1 write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics;
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives,
use gerund forms after a limited variety of verbs and prepositions, use
some prepositional verbs and begin to use common phrasal verbs on a
growing range of familiar general and curricular topics;
Learning objectives Learners will be able to:
(assessment criteria) - Practising word formation (nouns from verbs)
- present and practise clauses of reason
- present and practise clauses of result
Levels of thinking skills Knowledge and comprehension
Value links To respect the state symbols of Kazakhstan and to understand the meaning
of state holidays

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. Learners read the process, gives
Warm up: given sentences on feedback and
With books closed, ask students the board and guess asks additional Sheets of
what things they already do to help the topic and share questions if it’s peppers
the environment. with their ideas. nessasery. Pictures of
Write students’ ideas on the board. Teacher to be
Ask what other things people can do evaluate pupils
to help the environment. Ask if they with phrases
think that an individual can make a Remember and like:
big difference. Encourage students to recognize the main “Good job!
express their own opinions vocabulary. Well done!” https://
Setting the aim of the lesson. Formative images.app.
Assessment goo.gl/
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Task. I (Wh, I) (pair dicsussion) Learners read the T’s feedback

Ex: 5 P: 9 theory. Then
Ask Ss to read the theory box and complete each Descriptor: Student’s
then explain the task. sentence with the - read the book
Give Ss time to complete the task and noun derived from theory.
then check their answers. the word in bold. - complete each
ANSWERS : sentence with
1 pollution the noun
2 destruction Total: 2 point
 3 conservation
4 explosion
5 reduction
Task. II (Wh, I) (Task for location) Learners read the Self -assessment Worksheets
Ex: 6 P: 9 theory and then Student’s
Explain that clauses of reason are choose the correct book
used to express the reason for an item
action i.e. why sb does sth. Explain ANSWERS:
that we use as/since/because/now 1 because Descriptor:
(that)/ for to introduce a clause of 2 for - read the
reason. 3 As theory
Ask Ss to study the theory box and 4 now - choose the
then read the sentences and choose correct item
the correct items. Total: 2 point
Check Ss’ answers.
Task. III (Task for understanding) Learners study the Feedback:
Ex: 7 P: 9 rules, then complete “Thumbs up, Pictures
Explain that clauses of result are the gaps with so, thumbs down”
used to express the result of an action. such or a /an After correct
Explain that we use so/such (a/an) ... ANSWERS: answer teacher
that to introduce a clause of result. 1 such a shows thumbs
Ask Ss to read the theory box and 2 so up, if there are
then complete the sentences. 3 such some mistakes
Elicit answers from Ss around the 4 such a thumbs down
class 5 so with comments Worksheet
A learner with individual needs: 6 such Descriptor:
will be paired with helpers and - study the rules
teacher allows him to complete the - complete the
gaps with support. gaps
Total: 2 point
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task