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Efl prepare Teacher's Book Grade 8
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| bet | 117/255 | | Sana | 14.06.2024 | | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TB7
Ask the students to read through the sentences before
they listen. Point out that they will need to choose one of
the three.
Answers
c
8
In pairs, encourage the students to try to complete the
sentences with the correct name before they listen again.
Answers
1 Alice 2 Jayden 3 Alice 4 Alice 5 Jayden 6 Alice
9
Books closed. As a class, brainstorm some ways we
can help animals and write them on the board. Books
open. Ask the students to compare the list on the board
with the list in the book. Then, ask the pairs to reach an
agreement on the top three.
Answers
Students’ own answers
10
Ask ‘What sort of word is missing in each sentence?’
(
a
verb
) Then, encourage the students to read through
the sentences in pairs and try to complete them with a
suitable verb before they look at the words in the box.
FAST FINISHERS
Encourage fast finishers in pairs to read through the
sentences again and talk together about whether
they agree or disagree with each one. If they disagree,
encourage them to rewrite the sentence so that they
agree with it.
122
123
123
Answers
1 volunteer 2 protect 3 donate 4 make sure
PROJECT
A poster about protecting animals
Ask the class to read the instructions in bold and ask
‘What do you need to make for this project?’ Next, ask
them to look at the article about bees again and ask ‘Is
the design attractive?’ (
yes
) ‘Why?’ (
there’s a title and
photos; it’s divided into three short paragraphs; each
paragraph has a clear question; there are bullet points in
the third paragraph which makes it easier to read
)
Organise the students into small groups and ask them
to choose an animal, preferably an animal which is
endangered and that they don’t know very much about.
Encourage the groups to use the article as their model for
their poster but with less text. Ask them to read what they
need to include on the poster and think about questions
for their headings, e.g.
What does [animal] need? How we
can help [animal]? How can we protect [animal]?
Next, ask
them to find some pictures and also the answers to the
three questions.
Encourage them to check their written work for mistakes
and then show a draft version of their poster to another
group for feedback and ideas for improvement.
Ask the groups to produce their final version. If
appropriate, invite another class to come and see the
posters and to vote on the best three.
PROJECT EXTENSION
If you created a class blog in Life Skills ICT Literacy page
76–7, encourage the students to write a blog post on how
we can protect their chosen animal. If they don’t have a
blog, ask them to write their blog post by hand. Students
could find their ideas online by searching for ‘animal
rescue centres’. If available and/or appropriate, arrange
for someone from an animal rescue centre to visit the
school and talk about their work.
COOLER
Encourage the groups to write some quiz questions
about their posters (see
Project
box), e.g.
Where does it
live? What does it eat? Why is it endangered? How can we
protect it?
Ask each group to take turns to read out their
questions and also answer the other groups’ questions.
If the class enjoy competition, award points for correct
answers.
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