Lesson plan

Level: grade 8 Sequence 2: What is Number of sessions expected: 12 Oct.4th ... Nov.
identity? 4th

Reading: - Reading for gist or detail

- Reading about what makes people unique

Grammar: - Talking about the present

- Defining and non-defining relative clauses

Speaking: - Identifying people

- Emphasizing important points
- Warning about danger
Sequence’ s Objectives
Life skills: - Computer literacy: protecting your identity online

Writing: - A descriptive profile

Vocabulary: - Describing people

- Noun ending
- Internet safety

Video: - Learning about how we spend and waste time

Materials Procedures

support

(Session 1 + 2 )

Session’s learning objectives:

Factflix video:
-to use different ways to identify and describe people

Vocabulary:
- to use words and expressions related description
Speaking:
-to talk about how we identify people

Procedures:

Introducing the topic

 With books closed, ask: What is your identity? How can you identify
yourself?
 Explain the meaning of the word identity if necessary, and elicit some ways
in which you can talk about your identity, e.g., your name, your age, your
nationality. Make notes on the board as students suggest ideas.
 Point to the ideas on the board and ask:
If I have all this information about you, do I know everything about you? Why? Why
not?
Elicit a few ideas and ask the Discover question, What is identity? Encourage
students to give their opinions.
 Students then open their books and look at the opening picture, caption, and
lesson question.
 For activity 1, put students in pairs to discuss the questions. Refer them to
the ideas on the board to help if necessary, or ask more questions to get
them thinking, e.g.,
Can you know someone if you don’t know their name?
What can you know about a person by looking at them?
Do we identify famous people in the same way as we identify friends?
 Elicit some ideas, and encourage students to think about how they identify
themselves and other people.

 In exercise 2, read idenitites 1–6 with the class and check that students
understand all the words before they idenify pictures A–F.
 Elicit some ideas about how they can identify the people from the
descriptions. Check answers with the class.
SUGGESTED A

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