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LESSON 29 Unit 3: Entertainment and Media			School:
Date:7 November			Teacher name: Izbulatova G
Grade: 8 a,ә			Number present:				Number absent:
Theme of the lesson:		Looking at and writing a storyboard, then acting out the storyboard
Learning objectives		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; 8..3.2 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, get an overview of a module Some learners will be able to: Listen and read for gist, read for specific information, talk about forms of entertainment
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT What’s in this module? Read the title of the module Entertainment & the Media and ask Ss to suggest what they think it means. Find the page numbers for Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed.Ask questions to check Ss’ understanding. What programmes do you like to watch? How much TV do watch every day? What was the last festival you attended? Do you like attending festivals? Why (not)? Do you read newspapers? How often? Where do you usually learn about the news?			Learners read and suggest Find the page numbers a TV guide (p.35) festivals (p. 37) a newspaper (pp. 33, 34)		Selfassess ment
Middle 30 min	Vocabulary 1 To present forms of entertainment Direct Ss to the pictures. Play the recording. 2 To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class. 3 To talk about a past experience Read out the questions and the example. Elicit suitable adjectives from Ss around the class (e.g. nice, fun, exciting, amazing, entertaining, etc). Then ask various Ss to tell the class. Grammar activity In the next 30 years... Divide the class into two groups: Group A – more confident students; Group B – less confident students. Give each student a corresponding worksheet. Tell the students that they are going to prepare questions on what possible changes may take place in the next 30 years in Kazakh and American cinematography. (Draw the students' attention to the adverbs of probability at the bottom of the worksheet. Explain that when they respond to a question, they must use one of the adverbs of probability in their answer and give a reason for their opinion.) Students then take it in turns to ask and answer the questions and complete the chart with their classmates' answers. When the students have finished, they return to their original groups to collate their answers for the whole class. Write the following adverbs of probability and modal verbs of possibility on the board: will definitely / will probably / might/may / probably won't / definitely won't Afterwards, students take it in turns to present their group's results to the class and feedback is given.			Ss listen and repeat chorally and/or individually. I like attending concerts because I love music and the atmosphere at a concert is fascinating. Discuss the questions in pairs. Working in their groups: more confident students write their own questions based on the topic less confident students create questions using prompts on their worksheets Each student then uses the language on the board to summarize their group's results, e.g. Two students think that robots might make films instead of people in the next 30 years, but two students think that they probably won't'.		Individual evaluation Verbal evaluation Mutual valuation Selfassessment		ps://www.teach-this.com/parts-of-speech-activities-worksheets/modal-verbs-possibility-certainty
End 5 min	Reflection: Let’s stand in a circle, give a ball to throw it to each other and share your opinions about today’s lesson. Home task: to write a blog entry Saying goodbye			Learners stand in a circle, they are given a ball to throw it to each other and share their opinions about
LESSON 28 Unit 3: Entertainment and Media			School:
Date: 10, 11 November			Teacher name: Izbulatova g
Grade: 8 a ә			Number present:				Number absent:
Theme of the lesson:		Describing and writing reviews on films and computer games
Learning objectives		8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics 8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics
Lesson objectives		Students will be able to: identify the opinion of the speakers use comparative structures negotiate with a partner
Criteria		Learners have met objectives if they use compound adjectives accurately and appropriately topics identify the speaker’s opinion participate in a conversation with a classmate
Previous learning		Looking at and writing a storyboard, then acting out the storyboard
Plan
Planned timings	Planned activities activities)				Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT Warm up. Ask students to brainstorm the list of TV programmes Ask them which programmes are the most popular among teenagers, parents and grandparents.				E.g. nature, documentary, news, game, home improvement, reality, cartoon, fitness or exercise, soap opera or drama, talk, sitcom, cooking	Individual evaluation
Middle 5 min	Comparison exercise: Show them the following sentences on the board: Jackie Chan is not as tall as Will Smith. Leonardo DiCaprio’s acting is much more professional than other actors’. Ask students to identify the similarities and differences between these two sentences Elicit a few more example with (not) as…as, much… than. Individually students do comparison exercise. Teacher shows additional adjectives in presentation. Ask students to read their students to their classmate who is sitting next. Walk around the class and listen to the sentences which students wrote. Ask each student to write a sentence on the board using one of the suggested adjectives. Provide feedback and correction if necessary. Listening Ask students about their favourite TV programme. (Two people decide which TV programme they can watch together). Students listen to the conversation again and answer the quiz questions. Speaking Prepare cards for your students: Student A and Student B. Student A: You hate watching sport TV programmes. You would love to watch drama or a sitcom. You don’t mind watching nature or cooking TV programmes. You are available this evening only. The other evenings you are busy. You would like to watch a programme with your friend. Student B: You hate watching soap opera and drama. You would like to watch sport programme. You don’t mind watching a sitcom or documentaries. You are available all the time. You would like to watch a programme with your friend. Note: You can add any information you need in students’ cards but make it relevant to the topic of the conversation. Explain what is expected from students, give them clear and comprehensible rubrics. Walk around the class and listen to their conversations, take notes, provide feedback to students individually or general feedback to the entire class.				Learners answer: Both of them compare two things but the structure is different) Students need to use (not) as…as, much… than in their sentences. They compare two actors and singers for their looks, personality, acting/singing features. Students listen for the first time and identify the purpose of this conversation Students need have a conversation and decide which TV programme they can watch together with a partner.	Verbal evaluation Individual evaluation Selfassess ment
End 5 min	REFLECTION. “3-3-1” 3 sentences to reflect on the lesson 3 adjectives to describe the lesson 1 word about the lesson Home task: to write an assay about your favourite TV program Saying goodbye				Do this reflection

LESSON 31 Unit 3: Entertainment and Media			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Describing and writing reviews on films and computer games
Learning objectives		8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics
Lesson objectives		Students will be able to: deduce meaning from the context construct questions for the “Panel” write their opinion as an extension to a recording
Criteria		Observations of students’ performance in asking and responding to the questions For writing part – writing rubrics
Previous learning		Looking at and writing a storyboard, then acting out the storyboard
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT Warm up English Shiri-tori			1. Choose a category, e.g. Entertainment 2. The first player says a word in the category, e.g. cinema. 3. The next person must spell the word, e.g. c-i-n-e-m-a. 4. The next person must say a word starting with the last letter of the previous word: cinema-attractions.	Verbal evaluation		PPT
Middle 30 min	Listening. Beat the Panel. Learners are divided into 2 groups. The “Panel” (one of the groups) is given the tape script of the recording and leaves the classroom to discuss the text. Students in the classroom design questions to ask the “Panel”. E.g. Why playing video games too much is dangerous? What can parents do to protect their kids from negative consequences of playing video games too much? Differentiation Have less able students in the group of the “Panel”, as they are given the tape script. Also they can be provided with teacher support to discuss the text, whereas more able students listen to the recording, discuss and make questions. Writing Write a story about a day in which you had a particularly great time playing it”. Review with the students that they need to use appropriate tenses (Present Perfect and Past Simple). You can include the following criteria for rubrics: Content (addresses the question) Description (vivid description of the game and the day when the game was played) To practise making comparisons between films Ask various Ss around the class to compare two films using the adjectives in the list and following the example. To practise the past simple/past continuous with time adverbs Explain the task and read out the example. Give Ss time to complete the task in closed pairs. Monitor the activity around the class.			They should identify the arguments which discuss the benefits of playing video games, drawbacks of playing video games too much and also tips which can help parents to make playing video games less hazardous. The other half of the class listens to the recording and makes notes. Students write between 7-10 sentences on the following prompt: “What is your favorite video game that you’ve ever played? Compare two films using the adjectives in the list and following the example I went to the theatre last month. My friend Gulnar and I went on holiday in 2015. I was studying when you called me. Sezim was reading a book while I was listening to music. I stayed home last Saturday. I went to the cinema with Temir two days ago.	Verbal evaluation Individual evaluation Selfassess ment Mutual valuation		htp://kidshelth.org/en/kids/video-gaming.html Handout 1
End 5 min	Reflection Name 3 things: -you learnt; -that were difficult; -that you want to know. Home task: to read and retell the text Are video games bad for me? Saying goodbye			Do this reflection			PPT

LESSON 29 Unit 3: Entertainment and Media			School:
Date:14 November			Teacher name:
Grade: 8a ә			Number present:			Number absent:
Theme of the lesson:		Creating our own newspaper or magazine article in two-column format
Learning objectives		8.2.1.1 – understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.4.5.1 –deduce meaning from context in short texts and some extended texts 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;
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV
Criteria		Learners have met the learning objective if they can: create and present a TV guide
Previous learning		Describing and writing reviews on films and computer games
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT 1 To present TV programmes Ask Ss to look at the pictures. Play the recording.			Ss listen and repeat chorally and/or individually.
Middle 30 min	2 To identify items from TV/newspapers Ask Ss to read out the list of items from TV & the Media and then ask Ss to talk in pairs about which of the items you can see on TV and which you can read in the newspaper as well as which of them they prefer. Monitor the activity around the class and then ask some pairs to report back to the class. 3 To listen and read for specific information Elicit what, if anything, Ss know about the BBC. Then elicit questions from various Ss around the class and write two of them on the board. Play the recording. 4 To read for specific information Ask Ss to read the statements 1-3. Give Ss time to read the text and complete the task. 5 To consolidate information in a text Give Ss time to consider their answers to the question and then elicit answers from various Ss around the class. 6 To present and practise phrasal verbs with keep Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers. 7 To listen for specific information Explain the task and ask Ss to read the lists. Play the recording. Check Ss’ answers. 8 To decide on a TV programme to watch Explain the task and ask Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class.			Answer Key TV – documentary, film, cartoon, international news, reality show, political discussion, weather, talent show Newspaper – international news, political discussion, comic strip, weather, horoscope Ss listen and read the text and check if their questions are answered. Ss read the text and complete the text. Ss do the task Ss listen and match the people to the programmes. Ss work in pairs and act out a dialogue using the TV guide and the useful language in the box.	Mutual valuation Verbal evaluation Individual evaluation Mutual valuation
End 5 min	REFLECTION To create a TV guide Explain the task. Tell Ss to work in small groups and think of ideas and create a TV guide. Ask various Ss to present their TV guide to the class. Home task: to create your own newspaper article about news of your class's successes Saying goodbye				Selfassess ment

LESSON 33 Unit 3: Entertainment and Media			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Creating our own newspaper or magazine article in two-column format
Learning objectives		8.1.4.1 evaluate and respond constructively to feedback from others 8.1.8.1 develop intercultural awareness through reading and discussion 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
Lesson objectives		Students will be able to: write a short film review
Criteria		Teachers use rubrics to evaluate writing a magazine review.
Previous learning		Creating our own newspaper or magazine article in two-column format
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING Warm-up. “Board race” Teacher divides students into two or three groups. Teacher draws lines on the board to give each team equal space to write. Teacher gives students a time limit (e.g. two minutes) Teacher tells students a topic (e.g. movie, entertainment). The group with the most words (spelt correctly!) in the allocated time wins.			One student at a time runs to the board, writes a word (e.g. horror) and then passes the pen to their next team member.	Verbal evaluation
Middle 30 min	Speaking James Bond. Ask the following questions: What do you know about James Bond? What actors played this role? What actor do you like the most? Why? What is the genre of James Bond movie? What is the conflict in JB movies? Show slide 3 with vocabulary. In pairs, students check if they know these words. More able students can give the definitions to these words. Pre -writing Around the classroom are 9 sentences with a word or words missing (handout: ‘gap fill’). The runners need to read, remember, and dictate to the writer. Together, fill in the gaps with words from the previous exercise (2). There is one extra sentence! Writing Elicit the tips of writing a film review. Show them the slide and recap everything what students have mentioned (slide 6). Make sure students all understand this. Then, show next slide (slide 7), review for the film, Skyfall. Ask students to identify the examples 1-6 from the top tips in the film review. Ask students to outline each paragraph. E.g. Introduction (date of release, cast, budget). Setting (where and when) and rising action (leads towards the conflict). Comments on acting, locations, soundtrack, special effects and etc. Using the above review as a model, students need to write a film/cartoon review. They need to work individually. Give lots of time for this.			Learners answer the questions Students work in small groups. One student in the group is the ‘writer’. The other students are ‘runners’. Learners do the task	Mutual valuation Individual evaluation
End 5 min	Reflection You may ask students any of the followings: Tell an English word you learned and what it means? Describe a mistake you made and what learned from it? Explain how you challenged yourself today? Tell about something you noticed today? Home task: to write a favoutire film's hero review Saying goodbye				Selfassess ment

LESSON 34 Unit 3: Entertainment and Media			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Focusing on CGI (computer generated animation)
Learning objectives		8.1.8.1 –intercultural awareness through reading and discussion 8.4.2.1 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.3.1.1 – use formal and informal registers in their talk on a growing range of general and curricular topics 8.5.6.1 – link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two festivals Some learners will be able to: Listen and read for gist, read for specific information, present two festivals, write about cultural festival
Criteria		Learners have met the learning objective if they can: present and write about festivals
Previous learning		Creating our own newspaper or magazine article in two-column format
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING 1 To introduce the topic; to listen and read for specific information Direct Ss’ attention to the pictures and elicit what festivals they show and what, if anything, they know about them. Play the recording. Answer Key The festivals are Shakespeare’s Birthday and the Festival of Nomadic Civilisation.			Ss listen and follow the text in their books to find out.	Verbal evaluation
Middle 30 min	2 To read for specific information Read the questions aloud one at a time and ask Check Ss’ answers. Answer Key 1 He was born in Stratford-upon-Avon. 2 He/She carries ‘the quill’. 3 The mayor puts flowers on Shakespeare’s grave. 4 It is held in Astana. 5 They can try food and traditional crafts and attend music and dance performances. 6 It is the only festival in the world that celebrates traditional nomadic culture. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments 3 To complete a table and present two festivals Ask Ss to copy the table into their notebooks. Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the festivals to the class. Suggested Answer Key Shakespeare’s Birthday is on 23rd April. It takes place in Stratford-Upon-Avon. There is a parade which a teenager leads and carries ‘the quill’. There are also people in traditional costumes, marching bands and schoolchildren. The mayor puts flowers on Shakespeare’s grave. Then there are concerts, competitions and dancing. The Festival of Nomadic Civilisation takes place in July in Astana. There is a mini tent village of yurts with food and traditional crafts as well as music and dance performances			Ss read the texts again and answer them. Ss read the texts again and then complete the table	Individual evaluation
End 5 min	Reflection - What has been learned today? - What remained unclear? - What is necessary to work on? Home task: to write a short text about a cultural festival (collect information from the Internet about a cultural festival in your country and make notes) Saying goodbye			Learners reflect on their learning answering the questions	Selfassess ment

LESSON 33 Unit 3: Entertainment and Media			School:
Date:22, 23 November			Teacher name:
Grade: 8a,ә			Number present:			Number absent:
Theme of the lesson:		Learning about Mine craft
Learning objectives		8.4.1.1 – understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 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 8.5.1.1 – plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an email reviewing a concert
Criteria		Learners have met the learning objective if they can: write an email reviewing a concert
Previous learning		Focusing on CGI
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING To read for specific information Ask Ss to read the email and then elicit answers to the questions. Answer Key Nazira is writing it. Nazira and Rustam went to an Ed Sheeran concert.			Ss read the email and then elicit answers to the questions.	Verbal evaluation
Middle 30 min	To read for cohesion and coherence Explain the task and ask Ss to read the email again. Give Sstime to complete the task. Check Ss' answers. Answer Key 1 amazing 4 boring 2 interesting 5 exhausted 3 excited To identify adjectives in a model Read the Study Skills box aloud and then elicit which adjectives the writer uses for the nouns in the list. Answer Key the crowd: enthusiastic the atmosphere: Electric the performance: brilliant the music: lively the singer: great To write an email Explain the task and give Ss time to write their emails using the plan to help them. Remind Ss to use the email in Ex. 1 as a model and to use appropriate adjectives. Remind Ss to check their piece of writing and edit it. Alternatively, assign the ask as HW and check Ss' answers in the next lesson. Suggested Answer Key Hi James! How are things? Guess what! I went to a concert last weekend and it was fantastic! It was in London. I went with my sister, Dana. We both like Adele, so we were really excited to see her perform. We arrived on time, but we had to wait patiently while the support group played. They weren’t very good, but Adele was well worth the wait! She sang a mix of old and new songs and gave a brilliant performance. The crowd was really enthusiastic and everyone was singing along. It was an amazing tmosphere! After the concert, Dana and I bought T-shirts to remember the event.It was a wonderful evening – the music was fantastic and Adele was incredible. Don’t miss the chance to see Adele if she is performing a concert near you! Take care and write soon. Assel			Ss read the email and complete the task Ss identify adjectives in a model Ss write an email using the plan	Mutual valuation Individual evaluation
End 5 min	Feedback with traffic light. Pupils will take the stickers and put on the suitable colour (traffic lights). Home task: to finish writing an email Saying goodbye			Ss do the task	Self- assessment

Unit 3: Entertainment and Media			School:
Date:28 November			Teacher name:
Grade: 8 а,ә			Number present:			Number absent:
Theme of the lesson:		Creating and playing the quiz game: Who wants to be a millionaire?
Learning objectives		8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.6.1.1 - use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.3.3.1 – give an opinion at discourse level on a wide range of general and curricular topics 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz
Previous learning		Learning about Mine craft
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING To learn about the value of entertainment and express opinion Ask Ss to read the list of reasons entertainment is important and ask Ss to use the list to tell the class Then elicit further reasons from Ss around the class. (Ss' own answers)			Ss learn about the value of entertainment and express opinion	Verbal evaluation
Middle 30 min	Preparing a poster Explain the task and ask Ss to research on the Internet and gather information to prepare a poster. Give Ss time to complete the task and then ask various Ss to show their posters to the rest of the class. To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Khan Shatyr is a huge entertainment centre. [T]) To complete a song .Give Ss time to read the song and complete the gaps using the words in the list. Play the recording. Ss listen and read and check if their answers were correct. To discuss the main message of the song and express an opinion Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class.			Ss research on the Internet and gather information to prepare a poster Ss read the statements and mark them as true or false. Ss can swap their quiz with another pair and do it and then report back to the class. Ss read out the list of words/ phrases and explain/elicit the meanings Ss discuss the main message of the song and express an opinion	Individual evaluation Mutual valuation Individual evaluation Verbal evaluation
End 5 min	REFLECTION writing letter feedback Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. What have I learnt? What have I found easy? What have I found difficult? What do I want to know? Home task: to prepare for the SA Saying goodbye			Ss answer	Self- assessment

LESSON 37 Unit 3: Entertainment and Media			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Social media (this relates to computer science) SA 1
Learning objectives		8.3.1.1(8.S1) Use formal and informal registers in their talk on a growing range of general and curricular topics 8.3.6.1(8.S6) Link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.2.2.1(8.L2) Understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an email reviewing a concert
Criteria		Apply the difference between formal and informal speech in a talk Interact in a pair, group and whole class work presenting logically connected information with ideas of others people Identify specific facts and details in extended talk
Previous learning		Creating and playing the quiz game: Who wants to be a millionaire?
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING Teacher ask questions: - What is one of your favourite TV shows? Why do you like it? Do you think that TV makes people lazy? Why? With the popularity of the Internet, do you think newspapers and magazines will disappear?			Ss answer	Verbal evaluation
Middle 10 min	To read for specific information Answer Key Nazira is writing it. Nazira and Rustam went to an Ed Sheeran concert.			Ss read the email and then elicit answers to the questions.	Verbal evaluation
SA 20 min	LISTENING Task 2. CD2. Tapescript 2. 1.How often does Mari usually watch TV? never sometimes very often 2.What does she like to do? Watch comedies Rent movies Eat popcorn 3.What does she say about 27 Dresses? She liked it. She hated it She wants to see it. 4.What about does she like reading? She reads science books. She prefers fiction. She likes to read non-fiction. 5.Does she enjoy going to concerts? She goes to music concerts every month. She don’t go to the concerts. She sometimes goes to the concerts. SPEAKING Task 1. These are some Socratic Seminar Ground Rules: Speak so that all students can hear you. Ask for clarification. Don’t stay confused. Speak without raising hands. Stick to the point under discussion. Don’t interrupt. Don’t put down the ideas of another learner.			Ss listen to the interview twice and answer the questions. Choose the question from the card and answer	Individual evaluation		Worksheets
End 5 min	REFLECTION What have I learnt? What new words have I learnt? What are my problems? Home task: to write an email. Explain the task and give Ss time to write their emails using the plan to help them. Saying goodbye			Leaners draw a triangle of reflection.	Self- assessment

LESSON 38 Unit 3: Entertainment and Media			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;
Lesson objectives		All learners will be able to: use some language from the module to express views and pose some relevant activity accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately
Previous learning		Social media (this relates to computer science) SA 1
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives What is "entertainment?" Please define the word, and give your examples. What is your favourite movie/TV show? Why? Which movie has impressed you the most? Why do you think so?			Ss answer the questions	Verbal evaluation
Middle 30 min	Describe the picture. How does it make you feel? Suggested Answer The picture shows two bears that are living in the wild in their natural habitat. I feel very happy seeing animals enjoying their freedom in this way. Bears are magnificent animals and it worries me that they are now an endangered species. Read the title of the text. The words in the box appear in it. What can the text be about? Read through and check. Suggested Answer I think the text is about abear/bears that are not properly looked after or are being treated badly. Read the text again and answer the questions. 1 The first seven years of Mitsos’ life were horrible. 2 In 1992, Mitsos was rescued and sent to the ARCTUROS sanctuary a year later. 3ARCTUROS is an organisation that looks after orphaned or mistreated European brown bears. 4 The sanctuary has fixed Mitsos’ dental problems and restored him to health. 5 The sanctuary protects European brown bears. 6 You can help by adopting one of the bears at the sanctuary and you can donate money too. What can you do to help animals like Mitsos? In three minutes write a few sentences on the topic. Read them to the class. Suggested Answer We can raise awareness of people about wild animals being abused. We can donate or raise money for the upkeep of sanctuaries such as ARCTUROS. We can help to stop activities such as bear dancing.			Ss describe the picture Ss read the text Ss answer the questions. Ss write the topic	Individual evaluation Individual evaluation Mutual valuation Verbal evaluation
End 5 min	At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on Home task: Use the Internet and/or other available resources to find a similar story. Then present it to the class Saying goodbye			Ss answer	Self- assessment

LESSON 39 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about keeping fit apps
Learning objectives		8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: use some target vocabulary successfully in response to prompts and identify some specific information in reading task Most learners will be able to: use most target vocabulary successfully in response to prompts and identify most specific information in reading task Some learners will be able to: use most target vocabulary accurately and flexibly in response to more challenging prompts and identify all specific information in reading task
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT Warm-up. “Question Time” Teacher gives students one minute to write one question they want to ask other students. Try to relate these questions to the topic. E.g. How often do you do sports? What is your favourite type of sport? You can specify what language it must contain: if students have been studying modal verbs, tell them it must contain modal verbs. E.g. What should I do if have a headache? How often should I exercise? Encourage them to ask follow up questions. Read the title of the module Sport, Health and Exercise and ask Ss to suggest what they think it means.			Ss mingle and ask their question.	Verbal evaluation
Middle 30 min	To present physical activities Ask Ss to look at the pictures. Play the recording with pauses for Ss to repeat chorally and/or individually. To discuss activities and express an opinion To present and practice vocabulary for hobbies and leisure activities Explain the task. Allow Ss a minute to write down as many different Sport, Health and Exercise activities. Ask some Ss around the class to present answers, and make a list on the board. To predict the content of the text To introduce the topic; to listen and read for gist Ask Ss to look at the picture. Elicit what if anything Ss know about Quidditch and Harry Potter. Play the recording. Elicit answers from Ss around the class. To read for specific information & main ideas Read out the Study Skills box and tell Ss that this tip will help them to complete the task successfully Check Ss’ answers. Play the video for Ss and elicit their comments. Refer Ss to the Word List to look up the words in the Check these words box.			Ss discuss the questions in pairs. Ss compare answers with a partner Ss listen and read the text to find out. Ss read the texts again and read the sentences and then match them to the sports.	Mutual valuation Individual evaluation Verbal evaluation
End 5 min	Feedback The results of the lesson can be summed up on the "Tree of Success". After the lesson, the children attach a fruit, a flower or a leaf to the tree Home task: to write an assay about healthy lifestyle Saying good-bye			Ss answer	Self- assessment

LESSON 40 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about healthy food and lifestyle
Learning objectives		8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Lesson objectives		Students will be able to: describe their daily routine recognize most of the specific information explain their answers
Previous learning		Learning about keeping fit apps (this relates to computer science)
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREENINGS Warm up Students are introduced with the objectives and expected lesson outcomes. They discuss the following questions: What is a daily routine? What should we do during the day to stay healthy?			Ss discuss the questions	Verbal evaluation
Middle 30 min	The learners are introduced with the vocabulary of the lesson by matching the given pictures with the words and phrases: (to) get up, (to) get dressed, (to) have a shower, (to) have breakfast, cereals, (to) go to the gym, (to) go swimming, (to) go jogging, (to) quit smoking Speaking The learners work in pairs and discuss the following questions using the vocabulary from the previous exercise whenever possible: What’s your daily routine like? What time do you get up? What time do you start and finish school? Do you do any activities after school? What do you do? What time do you go to bed? Listening Before students listen they write a number (1-5) to put the activities in the normal order in the day. 1. Wake up and have a shower. 2. Get dressed and have breakfast. 3. Have classes and lunch. 4. Have dinner and watch TV. 5. Go to bed. Listening comprehension exercises c) Check your understanding: True or False Do this exercise while you listen. Circle True or False for these sentences. If the answer is False, students should explain why it is incorrect. d) Check your understanding: gap fill Do this exercise while you listen. Fill the gaps with an activity from the box to complete Dan’s diary. 1. get up 2. go swimming 3. have breakfast 4. go to university 5. have lunch 6. meet friends 7. have dinner Provide feedback to the students and if necessary read tapescript.			Ss write the words and phrases without being given a list Ss work in pairs and discuss the following questions Ss listen to the interview with a swimmer and do the exercises Learners discuss how their daily routine is different from the swimmer’s in the listening task.	Individual evaluation Mutual valuation Individual evaluation Verbal evaluation		Handout 1 http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/interview-swimmer Handout 2 Handout 3
End 5 min	REFLECTION Learners reflect on their learning: What has been learned; What remained unclear; What needs to be worked on. Home task: write a paragraph on the following questions: Do you like playing sports? What are the benefits of doing sports? Saying good-bye			Ss answer	Self- assessment

LESSON 41

Unit 4: Sport, Health and Exercise

School:

Date: 12 December

Teacher name:

Grade: 8a ,ә

Number present:

Number absent:

Theme of the lesson:

Learners create a healthy-eating pyramid based on food from Kazakhstan

Learning objectives

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

Students should be able to:

match diagrams with labels

express their views whether they agree with the recommendations or not

Previous learning

Learning about healthy food and lifestyle

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

7 min

GREENINGS

Warm up:

Give students empty nutrition pyramid and ask them write food which people should eat more and should eat less. Elicit students’ ideas.

Then ask students to write names of the food groups on the correct line.

Now ask students to distribute their eating habits on the food pyramid. Ask them to discuss the following questions:

Do you eat healthily? If not – what should you change in order to improve it?

Ss discuss the questions

Verbal evaluation

Power point presentation

http://www.onestopenglish.com/clil/

Handout 1

Middle

33 min

Listening

Divide students in groups and ask them to discuss the following questions:Which sport or exercise could you do to keep fit?

How does exercise or sport help your health? How much do you need to do?

Pre-teach the following words: obese, overweight, starches.

Teacher reads the script and asks students to listen carefully and match the diagrams with the labels.

. After listening students can swap and peer-check.

Discussion

Ask students whether they agree with the recommendations given and why.

Healthy Eating Vocabulary:

Healthy eating: Healthy eating means consuming the right quantities of foods from all food groups in order to lead a healthy life.

Healthy diet: balanced diet - a diet that contains adequate amounts of all the necessary nutrients required for healthy growth and activity

Varied diet: a diet which includes different types of food

Whole-grain food: made of natural or unprocessed grain, for example brown rice or buckwheat.

Fiber: plant material that cannot be digested but that helps you to digest other food, for example, broccoli, cabbage, beans, corns, oranges

Snack:a small portion of food or drink or a light meal, especially one eaten between regular meals.

Starchy food: This contains starch. Starch is a white, odorless and tasteless substance found in some foods and used as a thickener or stabilizer, for example potatoes contain a lot of starch.

Prevent diseases: not let us be sick or have some illnesses

Complete the pyramid

Ss discuss the following questions

Ss listen again, and they need fill in the gaps

Ss discuss

Ss complete the pyramid

Mutual valuation

Individual

evaluation

Verbal evaluation

Individual

evaluation

https://www.teachingenglish.org.uk/sites/teacheng/files/teaching-kids-clil-pshe-healthy-eating.pdf

Handout 2

End

5 min

REFLECTION

What have I learnt?

What new words have I learnt?

What are my problems?

Home task: learn the new vocabulary

Saying goodbye

Ss draw a triangle of reflection.

Self-

assessment

LESSON 42 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learners create a healthy-eating pyramid based on food from Kazakhstan
Learning objectives		8.1.3.1 respect differing points of view 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Lesson objectives		Students will be able to: match words from the text with pictures or definitions identify the benefits of watching TV and eating chocolate answer open-ended questions
Previous learning		Learners create a healthy-eating pyramid based on food from Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREENINGS Warm up: Students work in pairs, ask and answer the questions about their lifestyles. Ask a general question to the entire class: Do you think any of your habits are unhealthy? Write down their ideas on the board.			Ss should have a conversation	Verbal evaluation		Power Point presentation New English File pre-intermediate Handout 1
Middle 30 min	Reading Students skim the text and discuss whether their answers in the questionnaire have been changed after reading the article. They listen to the correct pronunciation and repeat. Students cover the text and try to remember what is good about coffee, sunlight and computer games; what they need to be careful about. Listening With a partner, students decide in what ways chocolate and watching TV could be good for them. Formative assessment Give students some time to look through the questions, ask them to highlight the key words in each question. Students discuss the following question after listening: Do the article and the radio programme make you feel happier about your lifestyle? Why? To match arguments and justifications/ examples and identify pros/cons Ask Ss to read the table and then give them time to match the arguments with the justifications/ examples. Check Ss’ answers and then elicit which ones are pros/cons. To write a short for-and-against essay Tell Ss to use their answers to Ex. 4, the plan and the essay in Ex. 2 as a model to help them complete the task. Remind them to include a variety of linkers. Give Ss time to write their essay and then check Ss’ answers. To learn about the value of fitness and personalise the topic Ask Ss to read the list of statements about fitness and tick the ones that apply to them Ask Ss to discuss the question in pairs and then ask some Ss to share their answers with the rest of the class. To design and present a Sports Day schedule			Ss read the article again and match highlighted words with the corresponding picture or definition. Students listen to the recording and answer the questions. Ss read the table and match the arguments Ss write their essay Ss discuss the value of fitness	Mutual valuation Individual evaluation Verbal evaluation Individual evaluation Mutual valuation		Handout 2 Handout 3
End 5 min	REFLECTION Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. What have I learnt? What have I found easy? What have I found difficult? What do I want to know? Home task: Compare “Food for Sport” healthy and unhealthy habits. Complete the pyramid and talk about their food pyramid. Saying good-bye			Ss answer	Self- assessment

LESSON 43 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about illness and injuries (this relates to biology)
Learning objectives		8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics 8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
Lesson objectives		Students will be able to: match words with their definitions write summary of the text
Previous learning		Learners create a healthy-eating pyramid based on food from Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREENINGS Warm up: Elicit from students information they know about antibiotics. Write down their ideas on the board. Ask students to work in pairs and complete sentences: 1. Antibiotics are used to treat ... 2. They do not work for ... 3. Before we had antibiotics, ... Write suggested answers on the board.			Ss complete sentences	Verbal evaluation		Power Point presentation http://onestopenglish.com
Middle 30 min	Reading Ask students to read the article for the first time and focus on the words from the list. They need to find these words in the article, look at the word in the context and match with a definition. If students are struggling they can use dictionaries to check the meaning. Group task Students should draw an infographic to show the problem and its consequences Read the article. Look at the highlighted words related to health and the body. Match them to a picture or definition. Everything BAD is GOOD for you COFFEE We all know that a cup of coffee helps towake you up in the morning, but several studies show that drinking coffee helps to prevent some illnesses like diabetes and Parkinson's disease. Expert s say that you can safely drink three cups of espresso during the day, bur if you drink too much coffee it can make you feel anxious or keep you awake at night. SUNLIGHT Spending a long time in the sun is dangerous and can give you skin cancer. But on the other hand, not spending enough time in the sun is also bad for you, as sunlight helps us to produce vitamin D. This vitamin is important for strong bones and a healthy immune system, and it also makes people feel happier. Nowadays many people don't get enough sunlight because they wear sunscreen all the time, especially on their faces. However, don't spend too long in the sun- 15 minutes a day without sunscreen is a healthy amount, and not at midday. COMPUTER GAMES You probably worry about how much time you or your children waste playing computer games. But in fact some studies show that these games can help us learn important skills. It seems that computer games stimulate the brain and that people who often play them are probably better at solving problems and making quick decisions. But don't spend too many hours in front of the computer- not more than about two hours a day.			Ss read the article and complete the summary Ss draw an infographic Ss read the article and match the highlighted words to a picture or definition.	Individual evaluation Mutual valuation Individual evaluation
End 5 min	REFLECTION Feedback with traffic light. Pupils will take the stickers and put on the suitable colour (traffic lights). Home task: Make a list about illness and injuries Saying good-bye			Ss answer	Self- assessment

LESSON 44 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Role-playing a visit to the doctor’s surgery
Learning objectives		8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text 8.5.2.1(8.W2) Write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics 8.5.5.1(8.W5) Develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics
Lesson objectives		Interpret the information to identify the author’s attitude and opinion on topic Write sentences about real and imaginary past events, activities and experiences with minimal support Evolve arguments, reasons, and evidence for a limited range of written genres
Previous learning		Learning about illness and injuries (this relates to biology)
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Warm up: Ask students if they know any sportsmen or women who are left-handed. Ask them whether these people are successful in sport. Alternative: Give students the list of names and ask students guess which five are left-handed.			Ss guess which five are left-handed sportsmen or women.
Middle 30 min	Reading Show students the title of the article “Why do left-handers excel at certain elite sports but not others?”. Ask them to predict what the article might be about. Write their ideas on the board. Students read the article and find the words from the text to fill in the gaps. If students need more support, allow them to use online or paper dictionaries.			Ss read the article and find the words from the text to fill in the gaps.	Individual evaluation
	READING Task 1. Read the text Smartphones: Texting, playing games and ... helping patients 1. Select the paragraph that suggests people can save money with healthcare apps (What the Text Says). Paragraph 6 2.Select the sentence that BEST explains how smartphones can help people with diabetes stay healthy (What the text says). Smartphones can help them keep track of everything they eat. 3. What is the author’s purpose in this article? WRITING Task 2. Write an article for your school newspaper. Choose ONE topic below to write it. Topic 1. Giving advice and suggestions on the benefits of sports. Topic 2. Giving advice and suggestions on the benefits of healthy eating. You should present a clear position with relevant and supported ideas (include example or reason); use a headline that accurately describes the content; link ideas logically and clearly, using basic conjunctions and linking words; pay attention to spelling; use appropriate topical vocabulary.			Ss read the text and answer Ss choose ONE topic below and write an article for school newspaper	Individual evaluation
End 5 min	Reflection Ask students what difficulties they had and why. Hometask: to make a project You need to include the following aspects in their project: Decide what kind of sport you want. Pick a name for your sport. Make a design of the field/place it’ll be played in. Come up with basic rules, explain equipment you need. Present the uniform. Explain why this sport should be introduced at schools. Saying good-bye				Self- assessment

LESSON 45 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money
Learning objectives		8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
Lesson objectives		Students will be able to: create a dialogue use the target phrases in their dialogue
Previous learning		Role-playing a visit to the doctor’s surgery
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREENINGS Warm up How does the man feel? How often do you feel this way? Show pictures of different illnesses and check if students know vocabulary related to the topic “Illnesses”. If they don’t know some words, show the picture, give definition or translation, drill and ask them to write the words.			Ss look at the picture and answer the questions	Verbal evaluation		Power point presentation https://www.fremont.k12.ca.us/cms/lib/CA01000848/Centricity/Domain/189/unit1_Beg_lesson2.pdf
Middle 30 min	Reading Ask students to read through the four letters and decide what the health issues are and what advice they think the doctor will give in each case. Get them to discuss their ideas in pairs. Elicit a few ideas but only confirm the health issues at this stage. Ask students to read the text again and answer the questions below the text. When they finish they can compare their answers and refer to the text. Students read Dr Amy’s replies and match each to one letter. Emphasize that there are only three replies and four letters, one letter is going to be without the reply. Vocabulary and Speaking Give students the list of definitions and ask them to find words that match definitions from the text. If you think that your students need support, you can highlight the words in the text. Ask students to discuss the following questions in pairs or groups: What advice would you give to Samantha (letter D)? Are you scared of needles? If yes, why? If no, can you understand why somebody would be? Have you ever needed injections for anything? If so, what for? Grammar Students read a short story about Nina. They should read the story and then answer the questions. When you discuss the answers, ask students to highlight sentences with have and feel. Students should use different colours. Show students the grammar table and point out the difference between have + noun and feel + adjective. Ask students to work in pairs and complete the dialogue with have or feel. Dialogue Students listen to the dialogue. You can choose any video from suggested resources or you can find a different video. Students can watch two or three dialogues. Highlight the key phrases which later students can use in their dialogues. Drill these phrases, focusing on pronunciation and intonation.			Ss read the text again and answer the questions below the text Ss read Dr Amy’s replies and match each to one letter Ss discuss the questions in pairs Ss read the story and then answer the questions Ss make a dialogue	Mutual valuation Individual evaluation Mutual valuation Verbal evaluation Mutual valuation		Handout 1 https://share.america.gov/everyday-conversations-doctors-office/
End 5 min	Reflection What did you learn today? What skills did you improve? How are you going to use these skills in the future? Hometask: Students should write a reply to Samantha’s letter. They need to look back at Dr Amy’s three replies in the reading section. Saying good-bye			Ss express their opinion on the following questions	Self- assessment

LESSON 46 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money
Learning objectives		8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: organise and link some ideas accurately and produce some appropriate features of an email Most learners will be able to: organise and link some ideas accurately and produce a range of appropriate features of an email Some learners will be able to: organise and link most ideas accurately with good use of cohesive ties and produce a range of appropriate features of an email
Previous learning		Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREENINGS Warm up To substitute linking words/phrases for suitable alternatives Ask Ss to read the Study Skills box.			Ss look at the picture and answer the questions	Verbal evaluation
Middle 30 min	Direct Ss to the underlined linking words/phrases in the text and give Ss time to complete the task. Then elicit answers from various Ss. Elicit answers from some Ss. To match arguments and justifications/ examples and identify pros/cons Ask Ss to read the table and then give them time to match the arguments with the justifications/ examples. Check Ss’ answers and then elicit which ones are pros/cons. To write a short for-and-against essay Tell Ss to use their answers to Ex. 4, the plan and the essay in Ex. 2 as a model to help them complete the task. Remind them to include a variety of linkers. Give Ss time to write their essay and then check Ss’ answers. Check Ss’ answers. Ask some Ss to read their a for- and-against essay in the class To learn about the value of fitness and personalise the topic Ask Ss to read the list of statements about fitness and tick the ones that apply to them To discuss the value of fitness Ask Ss to discuss the question in pairs and then ask some Ss to share their answers with the rest of the class. To design and present a Sports Day schedule			Ss complete the task Ss read the table and match the arguments with the justifications Ss write an essay Ss read and tick Ss discuss the question	Individual evaluation Mutual valuation Individual evaluation Verbal evaluation
End 5 min	REFLECTION “The Bullet Point” technique -Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas: -Participated actively; -It was interesting; -Everything was clear; -I have learned something new. Home task: to revise grammar and vocabulary Saying good-bye			Ss do the task	Self- assessment

LESSON 47 Unit 4: Sport, Health and Exercise			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Summative control work for the 2^nd term
Learning objectives		8.2.6.1(8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics. 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics. 8.4.2.1(8.R2) Understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts. 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.5.4.1(8.W4) Use with some support style and register appropriate to a variety of written genres on general and curricular topics. 8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics. 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. 8.3.7.1 (8.S7) Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
Lesson objectives		Learners should choose specific information from the recording which refers to the data and write them. Task enables learners to identify whether the given statements are true or false according to the context and explain their choice. Learners should choose one topic. The task has two options
Previous learning		Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 2 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective
SA 35 min	LISTENING Task 1. Listen to the teacher about Schumacher’s career. Write to what people and events these numbers and dates refer to. 4 March £1.3 million 1994 1999 over 1.5 seconds 18 March READING Task 2. Read the statements, decide if they are TRUE or FALSE and explain your choice. -Children want to buy products they see in the advertisement even if they don’t know what it is. -Teens and children don’t care about the latest fashion. -Companies do not use the famous cartoon characters to sell their products. Read the article and write the answers from the text. 4. What is the aim of an advertisement? (paragraph 1) 5. What does a child believe having a skateboard? (paragraph 2) 6. Why does a teenage girl want to change her wardrobe? (paragraph WRITING Task. Choose ONE of the topics to write. Topic 1. Write a review of a computer game that you have played lastly. Tell what it is, how it can be played and your opinion. Use the style and structure of a review. Pay attention to the grammar. Topic 2. Write a review of a gym you have visited lastly. Tell what and where it is, what you can do there and your opinion. Use the style and structure of a review. Pay attention to the grammar. SPEAKING Task 4. Work in pairs. Choose one of the cards and answer the questions. You have 1 minute to prepare and 3 minutes to speak. While speaking do not forget to use topic related vocabulary.			Ss listen and write Ss read the statements and choose TRUE or FALSE Ss read the article and write the answers from the text Ss write a review of a computer game or a gym you have visited lastly Ss answer the questions	Individual evaluation
End 3 min	REFLECTION Tree of success Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps Red leaf - I don't understand Home task: to revise grammar themes Saying goodbye			Ss answer	Self- assessment

LESSON 48

Unit 4: Sport, Health and Exercise

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Lesson objectives

Students will be able to:

identify the structure of the essay
identify the purpose of each paragraph
brainstorm ideas

Previous learning

Summative control work for the 2^nd term

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org. moment: GREETING LEARNERS

Warm up:

Students read the article “There is too much football on TV” and decide whether they agree with it.

Ask students the purpose of linking words.

Ss work in pairs and complete the article with the linking words.

Verbal evaluation

Power point presentation

Handout 1

Middle

30 min

Writing

Students should identify the purpose of each paragraph. Do the first paragraph together with the whole class.

1^st paragraph introduces the topic and problem. It contains thesis statement.

Main body paragraphs give reasons with necessary examples. Students can outline the reasons which are given in the essay.

Last paragraph concludes the essay.

Give students the prompt and ask them to discuss it in pairs or groups to brainstorm ideas. They can choose any topic they want:

What are the 3 most popular sports in society in your opinion?

Should kids in school be pressed a lot harder to get into sports?

Are sports stars nowadays getting paid way too much money?

How can kids be pushed into sports so that they understand the positive aspects that it can have on their lives.

To read for cohesion and coherence

Ask Ss to read the text again and for each gap (1-7) choose from the options (1-4).

Allow Ss time to complete the task and then ask them to check their

answers with their partner.

To consolidate vocabulary and information in a text

Allow Ss time to look up the meanings of the words in bold in the text using their dictionaries as

necessary.

To give a presentation on muscles

Ask Ss to copy the headings into their notebooks. Play the recording and ask Then ask individual Ss to come up in front of the class and give a short presentation on muscles using their notes.

Ss write

article

Ss read the text and

complete the task

Ss ask and answer the questions about the information in the text in pairs

Ss listen and read the text and make notes under the headings.

Individual

evaluation

Verbal evaluation

Mutual valuation

Individual

evaluation

Handout 2

Handout 3

https://www.rcampus.com/rubricshowc.cfm?code=WX3BC37&sp=yes&

End

5 min

REFLECTION

Teacher opens the slide with learning and lesson objectives. After that they can share their experience with the whole group.

Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Home task: to revise grammar

Saying goodbye

Ss discuss their results with peers. answer

Self-

assessment

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