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Толығырақ

Тақырып бойынша 31 материал табылды

8 сынып Excell 3 токсан КМЖ

Материал туралы қысқаша түсінік

Материалдың қысқаша нұсқасы

Unit 5: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

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;

8.5.3.1 - write with moderate grammatical accuracy on a growing 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;

8.1.8.1 - develop intercultural awareness through reading and discussion

Lesson objectives

All learners will be able to:

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Teacher greets students.

Teacher discusses learning objectives with the students.

What’s in this module?

Read the title of the module Reading for pleasure and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To introduce the topic

Middle

30 min

To introduce the topic; to read for gist

Ask Ss to look at the picture of Jules Verne and elicit what, if anything, Ss know about him.

Then ask Ss to read the biography to find out.

To identify what pictures show

Ask Ss to look at the pictures A-E and read through the descriptions 1-5.

Give Ss time to match them and

check their answers.

To listen for order of events

Play the recording. Ss listen and order the pictures.

Check Ss’ answers.

To listen and read for gist and specific information

Elicit what, if anything, Ss know about the lost city of Atlantis. Then play the recording. Ss listen and follow the text in their books and answer the question. Check Ss’ answers.

To read for specification

Ask Ss to read the stems of the sentences (1-4). Give Ss time to read the extract and complete the task.

Check Ss’ answers around the class.

To read for specific information

Explain the task. Allow Ss time to read the questions and then read the text again and complete the task.

Check Ss’ answers.

To develop critical thinking skills

Explain the task and the adjectives.

Ask Ss to work in pairs and answer the questions from Watson’s point of view.

Monitor the activity around the class.

Ask some pairs to present their answers to the class.

Learners read the biography

Learners match

the descriptions

Learners listen and order the pictures.

Learners listen and follow the text in their books and answer the question

Learners read the extract and complete the task.

Learners read the questions

and complete the task

Learners answer the questions from Watson’s point of view

Verbal evaluation

Individual avaluation

Mutual avaluatio

Individual avaluation

Mutual avaluatio

End

5 min

REFLECTION

To consolidate vocabulary from the text

Explain the task.

Allow Ss time to fill in the gaps with the correct verbs. Check Ss’ answers.

Home task: to learn the new vocabulary

Saying goodbye

Self-assessment

Unit 5: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

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

8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts

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

Lesson objectives

Learners will be able to:

identify the meaning of unknown words from the context

identify the arguments discussed in the article

write a paragraph

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives

Warm up:

Show learners pictures and elicit the topic of the lesson. Ask learners to work in groups and list items which are made of plastic. Also elicit facts about plastic and plastic pollution which they know.

Learners consolidate new vocabulary

Middle

35 min

Reading

Show learners the title of the article “Marathon swimmer crosses the Pacific to fight plastic pollution” and ask them to predict what the article is about. Write down their ideas on the board.

They should also identify the major problem discussed in the article (plastic pollution of the oceans). Learners read the article again and pay attention on the words in bold. They should deduce the meaning of these words from the context.

can support them by giving them definitions or for some learners - translations. In this task you need to encourage learners to use context clues

Formative assessment

Learners work individually and complete the reading tasks.

Differentiation: More able learners should write a short paragraph that explains the central idea of the article.

After reading, ask learners discuss the following questions:

Is plastic pollution a problem in our country?

How can we reduce the amount of plastic in Kazakhstan?

What can you personally do to help solve this problem?

To predict what happens next in a story, to give an opinion

Monitor the activity around the class and then elicit answers from various groups.

To research Atlantis and write a short article

Explain the task and give Ss time to research online and find information about Atlantis. Tell Ss to make notes under the headings. Then give Ss time to use their

notes to write a short article in the voice of a journalist.

Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Learners read the article for the first time and compare their predictions.

Learners read the entire paragraph, read the sentence, identify what part of speech the word is, focus on the sentence structure and try to guess the meaning of the words

Learners read the article and answer multiple-choice questions.

Learners discuss the questions in small groups.

Learners write a short article in the voice of a journalist

Verbal evaluation

Individual avaluation

Mutual avaluatio

Individual avaluation

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Learners list 3 things they found out/learnt on the lesson.

Home task: to finish your article

Saying goodbye

Self-assessment

Unit 5: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

8.3.8.1 recount some extended stories and events on a range of general and curricular topics

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

identify some problems, causes or solutions stated in the reading passage clearly

clearly present the problem, causes and solutions

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Warm-up:

This video some proficient learners can watch at home and identify problems, causes and possible solutions.

Alternative: if this video is difficult for your learners, ask them to make a list of environmental problems in the world, in our country and in their region. Also ask them to list natural disasters.

Show learners pictures related to some environmental problems, natural disasters and some possible solutions. These ideas are going to be discussed in National Geographic books.

Learners watch the video and make notes in their copybooks – the problems on Earth, what cause them and what could be done.

Individual avaluation

https://www.youtube.com/watch?v=T0D4Y-f3Zyo

Power Point presentation

Middle

35 min

Differentiation by support: you may pair up more able learners with less able learners.

Reading Non Fiction

Learners work in pairs. They choose one book to read from National Geographic:

The missing snows of Kilimanjaro. – Level B1

Wind power – Level B1

Living with a Volcano – Level B1

One village makes a difference – Level A2

The future of a Village – Level A2

Differentiation by materials: less able learners can choose a book of a lower level.

Reading

Learners have to figure out the problem, what causes it and propose solutions. In some texts (Level B1) not all aspects are included. It is the learners’ background knowledge or ideas that can contribute to fulfilling the task. They should bring their background knowledge from Geography and Biology to include the aspects which are not directly discussed in books.

Speaking Post-reading

Learners then talk in front of other groups telling briefly what they learned about in the book, from the Cause and Consequences standpoint. They can create a power point presentation or poster

Learners should negotiate with a partner and choose one book.

Suggest learners to read a brief summary at the end of each book.

Learners read and fill in the Cause and Consequences template.

Learners may come up with 2 or 3 aspects depending on their ability and background knowledge.

Learners reveal the problem, what causes it and propose solutions

using the target vocabulary

Mutual avaluatio

Verbal evaluation

Handouts

End

5 min

Reflection

What is the most difficult problem to solve? Learners reflect on the problems and explain their point of view.

Home task: to write about your favourite story

Saying goodbye

Self-assessment

Unit 5: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives		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 8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 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
Lesson objectives		Learners will be able to: identify the meaning of unknown words from the context identify the arguments discussed in the article write a paragraph
Previous learning		Learners read non-fiction books in Kazakh, English, Russian languages
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up: Show learners pictures and elicit the topic of the lesson. Ask learners to work in groups and list items which are made of plastic. Also elicit facts about plastic and plastic pollution which they know.						Power Point presentation
Middle 35 min	READING Show learners the title of the article “Marathon swimmer crosses the Pacific to fight plastic pollution” and ask them to predict what the article is about. Write down their ideas on the board. They read the article for the first time and compare their predictions. They should also identify the major problem discussed in the article (plastic pollution of the oceans). Formative assessment Learners work individually and complete the reading tasks. Differentiation: More able learners should write a short paragraph that explains the central idea of the article. After reading, ask learners discuss the following questions: Is plastic pollution a problem in our country? How can we reduce the amount of plastic in Kazakhstan? What can you personally do to help solve this problem? To listen and read for specific information Read out the names. Elicit Ss’ guesses as to how they relate to Kyz-Zhibek. Play the recording. To complete a graphic organizer; to identify adjectives Ask Ss to copy the graphic organiser into their notebooks. Then give them time to complete it with the adjectives the writer uses in the text. To order events Ask Ss to read the events and put them in the correct order referring back to the text as necessary. To write a summary Explain the task. Tell Ss to use their answers in Ex. 6a to write a summary of the story. Ask various Ss around the class to read their summaries aloud to the class.			Learners read the article and pay attention on the words in bold. They should deduce the meaning of these words from the context. Learners read the article and answer multiple-choice questions. Learners discuss Learners listen and read the text and find out. Learners complete a graphic organizer; identify adjectives Learners read the events and put them in the correct order Learners write a summary of the story	Verbal evaluation Mutual avaluation Mutual avaluation Individual avaluation Individual avaluation Verbal evaluation Individual avaluation		https://newsela.com/read/elem-pacific-ocean-swim-fighting-pollution/id/44133/ Handout 1 Handout 1 Handout 2
End 5 min	REFLECTION Ask learners what difficulties they had during the lesson. Home task: To draw a comic strip of a story Saying goodbye				Self-assessment

Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Summarizing the chosen books
Learning objectives		8.3.3.1 give an opinion at discourse level 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 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
Lesson objectives		Learners will be able to: express an opinion identify specific information from the story
Previous learning		Learners read non-fiction books in Kazakh, English, Russian languages
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Ask learners to describe their neighbours. Ask them what relationships they have with their neighbours.			Learners describe their neighbours			Power Point presentation
Middle 35 min	Pre-Reading Divide learners in groups and ask them to choose the correct definition for the words. Encourage When learners finish, discuss the answers with the entire class and ensure that learners understand the definitions. Give example sentences with these words. Reading When they finish reading ask the following question: What clues helped you realise who Alberto and Mimi and their neighbours were? Ask learners to identify sentences or words/phrases which helped them to identify who Alberto and Mimi and their neighbours were. Differentiation: more able learners should give evidence from the story to prove that the answer is True/False. Formative assessment Less able learners: Learners work individually and write the names of the characters to complete the sentences. More able learners: Learners answer open ended questions based on the story. They should use their own words to answer the questions. Match the definitions (a–h) with the vocabulary (1–8). Vocabulary Definition ...... impossible ...... particular ...... the navy ...... a heroine ...... to make fun of someone ...... personality ...... end up ...... to inherit something a. this one and not another one b. a woman who is admired for doing something great c. to make a joke about someone (often unkindly) d. describes something that cannot happen e. like the army but operates at sea f. to arrive somewhere g. to get something from your parents or grandparents h. the kind of person you are			Learners use dictionaries, discuss the answers with the entire class Learners read a short story “Alberto’s new neighbours.” Learners read the story again and answer True/False questions. Learners match the definitions with the vocabulary	Verbal evaluation Individual avaluation Mutual avaluatio		https://learnenglish.britishcouncil.org/en/stories Handout 1 Handout 2
End 5 min	Reflection Ask learners what difficulties they had during the lesson. Home task: draw a picture to the story Saying goodbye				Self-assessment

Unit 5: Reading for Pleasure

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Summarizing the chosen books

Learning objectives

8.3.3.1 give an opinion at discourse level 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

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

express an opinion

identify specific information from the story

Previous learning

Summarizing the chosen books

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Warm up

Ask learners to describe the problems which teenagers have (12-13 years old). Write their ideas on the board.

Learners describe the problems

Power Point presentation

Middle

35 min

Pre-Reading

Divide learners in groups and ask them to match the word with the correct definition. Encourage learners to use dictionaries. When learners finish, discuss the answers with the entire class and ensure that learners understand the definitions. Give example sentences with these words.

Reading

When they finish reading ask the following question:

What questions did Scarlet have? Why?

They should write them in a correct group.

Learners work in pairs and match things which are important to Scarlet.

When you check answers with the whole class and ensure that learners understood the story, ask the following questions:

Did you like the story? Why (not)?

Do you know anyone like Scarlett?

What languages does your 'body' speak?

Task 1

Which of these things are important to Scarlett? Write them in the correct group.

her age

her name and its meaning

her height

the 'languages' in her body

her grandmother's story

the city where she lives

Important to Scarlet	Not important to Scarlet

Task 2 True or False

Student A

Scarlett is a young and inquisitive girl.

Scarlett's classmates all look quite similar to each other.

Scarlett can speak five languages. Scarlett's parents are both English. Scarlett has to think hard about her own identity.

Scarlett defines her identity by the language she speaks.

Scarlett's family history is quite complicated.

Scarlett thinks she comes from a city and not a country.

Learners read a short story

Learners read the story again and answer True/False questions.

Learners complete the chart

Learners choose true or false sentences

Mutual avaluatio

Individual avaluation

Verbal evaluation

https://learnenglish.britishcouncil.org/en/stories

Handout 1

Handout 2

End

5 min

Reflection

Ask learners what difficulties they had during the lesson.

Home task: to retell the text

Saying goodbye

Self-assessment

Unit 5: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Summarizing the chosen books
Learning objectives		8.1.3.1 respect differing points of view 8.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 8.3.6.1 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges
Lesson objectives		Learners will be able to: communicate their ideas clearly identify specific information in the text identify whether statements are True or False
Previous learning		Summarizing the chosen books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up: What is fiction and non-fiction story? Explain to learners that they are going to read about non-fiction stories. Learners are divided into 2 groups; they should list the features of fiction and non-fiction texts. Do first examples together with a class.			Learners watch a YouTube video about graffiti and they need to share their ideas and associations about the topic of the lesson			Power Point Presentation https://www.youtube.com/watch?v=npAdXLkoKac
Middle 35 min	Pre-reading Some learners can give definitions to these words. Reading Learners work in pairs. They should find the information about the event, name of the event, year and location. Learners can compare their answers with other learners. Model the first event to the learners, show how the chart should be completed. Post reading discussion Learners work in small groups and discuss the questions below: What do you think about graffiti? Is it really art? Is there graffiti in your town or city? Do you think it makes your town or city look good? Should the police stop graffiti artists? If you have some time left, listen to the learners’ responses and write their ideas on the board. Differentiation by task: Learners answer open-ended questions according to the text. They should write complete sentences. Speaking Learners discuss their shopping habits and their favourite shopping malls. They should mention the following information: what they usually buy; who they go shopping with; describe their favourite shopping mall in the city and explain why Listen to the learners responses and later provide delayed correction which can include the following aspects: grammar, pronunciation/intonation, fluency and word choice.			Learners match words with the pictures. Learners read the text and fill the chart in. Learners answer True/False questions Learners read the text “Malls in the city” and answer the questions individually. Learners discuss their shopping habits and their favourite shopping malls.	Individual avaluation Verbal evaluation Individual avaluation Mutual avaluatio		http://learnenglishteens.britishcouncil.org/study-break/graded-reading/graffiti-street-art-level-1 Handout 1 Handout 2
End 5 min	Reflection At the end of the lesson, learners reflect on their learning: Learners list 3 things they found out/learnt on the lesson. Home task: write your own book review Saying goodbye				Self-assessment

Unit 5: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		8.1.3.1 respect differing points of view 8.3.8 recount some extended stories and events on a limited range of general and curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		Learners will be able to: identify main idea in each paragraph and the central idea of the entire text identify specific information in the text
Previous learning		Summarizing the chosen books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up: Ask learners to discuss the following questions in pairs or groups: What do you think about graffiti? Is it really art? Is there graffiti in your town or city? Do you think it makes your town or city look good? Should the police stop graffiti artists?			Learners watch the video about graffiti and they need to share their ideas and express opinion about the role of graffiti.	Verbal evaluation		Power Point Presentation http://www.artbanksy.com/videos.html (Exit through the gift shop)
Middle 35 min	Reading Learners skim the article and match the numbers with their meaning. They compare the answers in pairs. Learners read the text again and complete the tasks. Differentiation: less able learners answer True/False questions where they need to explain why the sentence is False using the evidence from the text. More able learners should identify the most important ideas in each paragraph. They also should identify the main idea of the entire text. Walk around the class and scaffold learners if they are struggling. Is there a lot of graffiti in your town or city? Are there any famous street artists like Banksy where you live? Differentiation by task and support: Support: Learners who are struggling to distinguish between the facts and opinions on the worksheet could be given additional examples of each type of statement. Ask them to write the definitions of fact and opinion on the top of their worksheets and refer to them whenever needed. If learners are struggling to write own examples of facts and opinions give them statements again and work with them in a small group or individually to help distinguish facts from opinions. Reading and Writing Learners read two short texts. They should identify whether it is fact or opinion and explain their answers. They should use evidence from the texts to support their answers. Learners may use dictionaries.			Learners work in pairs and match words with their definitions. Learners discuss the questions below after reading the text Learners identify whether it is fact or opinion and explain their answers.	Mutual avaluatio Individual avaluation		http://learnenglishteens.britishcouncil.org/uk-now/read-uk/graffiti-art-or-vandalism Handout 1 Handout 2 Handout 3
End 5 min	Reflection At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights" Home task: to finish your writing Saying goodbye				Self-assessment

Unit 5: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Different activities, based on the content of the books
Learning objectives		8.1.3.1 respect differing points of view 8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments 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 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
Lesson objectives		Learners will be able to: identify the purpose of the text identify and explain specific information from the text describe their hometown
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Warm up The learners will focus on reading a text about shopping and use the vocabulary related to the topic. Then teacher presents the lesson objectives to the class. Together the learners discuss what they hope to learn at the lesson. Learners work in pairs and match the types of products and services with the places where they can buy them. Learners check their answers with the whole class.			Learners look at the pictures and try to guess the focus of the lesson.
Middle 35 min	Pre-Teaching W They will say that the unit is about reading books. Encourage them to say what words and phrases related to “Reading” (for example, book, writer, read, favourite book, etc.). Then teacher presents the lesson objectives to the class. Together the learners discuss what they hope to learn at the lesson. Reading Learners read the definitions for some words form the text and then they should identify if the definitions are correct or not. Differentiation by support: Some learners may use dictionaries and have additional teacher support, other learners should use the context to check the meaning of the words. Formative assessment Learners read the text about the town of Carston. They should read the sentences and identify whether they are True or False. If the answer is False, they should explain why by using evidence from the passage. Discuss the sentences together with the class and check the answers together. Speaking activity Learners should describe their hometown in pairs or groups. Encourage learners to mention such factors as: Location Some historical facts Sport facilities in two towns Famous people in both towns Have whole class discussion where each pair should speak about one of the things mentioned above.			Learners look at the pictures and try to guess the focus of the unit. Learners read the text for the first time and identify the purpose of the text. Learners read the sentences and identify whether they are True or False. Learners describe their hometown in pairs	Individual avaluation Mutual avaluatio Verbal evaluation		Power Point presentation, Handout 1 Handout 2
End 5 min	Reflection Learners write their reflective notes in the notebook on the lesson mentioning: I have learnt today that …….. It was easy for me to…..…... I had some problems while………….. I also want to learn about ………. And then share their ideas with the peers. Home task: draw a picture by your speaking activity Saying goodbye				Self-assessment

Unit 5: Reading for Pleasure			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Different activities, based on the content of the books
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; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide 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 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;
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		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT To discuss about QUOTE «There is a sufficiency in the world for man’s need but not for man’s greed» Ask Ss to read the list of statements about it.
Middle 35 min	Step 1 Answer the questions: How often do you go shopping for clothes? What do you usually do with your old clothes and shoes? Suggested Answer A: I go shopping at least once a month. I give my old clothes to my little sister and my cousins. B: I go shopping about once every three months, but I don’t always buy something. I give my old clothes to an orphanage in our city. Step 2 Read the text and check the answers. SS do it individually. 1 B 2 B 3 A 4 B 5 A 6 Step 3 Read the text and match the headings to the paragraphs. Give Ss time to think about it. Check the answers. Step 4 Read the text and fill the gaps with the appropriate word. Compare with the partner. Step 5 Match the words in bold in the text to their meanings. Check Ss’ answers. Step 6 Ask Ss to think about the question How can we recycle clothes? Use the information from the text. Compare with the partner. Suggested Answer We can jazz up our old clothes by dyeing or embroidering them. We can also make handbags from the material of old clothing. We can buy vintage clothing instead of new clothes when we want to update our clothing			Learners discuss these questions with the partner. Learners read the text Learners read the text and fill the gaps with the appropriate word Learners discuss	Mutual avaluatio Verbal evaluation Individual avaluation
End 5 min	Reflection At the end of the lesson, learners reflect on their learning: Learners list 3 things they found out/learnt on the lesson. Home task: to personalise the project To use the instruction in Ex.7 with some unnecessary old clothes. Then prepare the report about it to the class for the next lesson Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about geographical features of 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 8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
Lesson objectives		Learners will be able to: list facts about saiga predict the content of the article identify the reasons offer solutions
Previous learning		Different activities, based on the content of the books
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Elicit the word “endangered species”. Give them the definition of the word and elicit examples of endangered species. Teacher shows learners a picture of saiga and asks them to list facts about this animal. Elicit learners’ ideas and write some of them on the board. If learners struggle to express themselves in English, allow them to use their first language. Read facts about saiga together with the learners. Ask them which facts were surprising for them.						http://www.softschools.com/facts/animals/saiga_facts/331/ https://news.nationalgeographic.com/2018/01/saiga-antelope-killed-bacteria-2015-mass-die-off-central-asia-spd/
Middle 35 min	Pre –reading task Show learners the headline “200,000 Endangered Antelope Died. Now We Know Why”. Ask them to predict what the whole article is going to be about. Ask learners to read the article for the first time and check whether their predictions were correct. Ask learners to ignore the unknown words, they are reading for a gist, for overall idea. Differentiation: give more able learners to match words with the definitions. Less able learners can match words with their Russian/Kazakh translation. Check the understanding of the new words with the whole class. Reading: Learners read the article about saiga second time. They should identify the following information: reasons which led to mass die-off reasons why the number of saiga is declining the function of their nose After reading give learners sentences with missing words and ask them to complete the sentences. This exercise allows learners to practice using new words. Ask learners to discuss the following questions: How can we save Saiga population in Kazakhstan? What should we do? Write learners ideas on the board. Formative assessment Learners should discuss what all these animals have in common			Learners work in pairs and match words with their meaning. They should use the article which is supposed to help them to understand the meaning of these words. Learners complete the table. Then they can compare and discuss their tables. Discuss the answers with the whole class	Mutual avaluatio Verbal evaluation		Handout 1 Handout 2
End 5 min	Reflection: Learners answer some questions about today’s lesson: What was the most difficult part of the lesson? What can we do next time to help you? Home task: write an article What can we do to help saving endangered animals? Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about geographical features of Kazakhstan
Learning objectives		8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 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; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres;
Lesson objectives		All learners will be able to: identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support Most learners will be able to: identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support Some learners will be able to: identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support
Previous learning		Learning about geographical features of Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Elicit weather vocabulary by showing them different pictures. In pairs, learners should ask and answer questions about weather conditions in our country. They should talk about: today, yesterday, summer, spring, autumn and winter. Ask learners to discuss the following questions: What kind of weather do you like/dislike? How does each kind of weather make you feel?			Learners should elicit adjectives describing feeling and emotions: happy, sad, relaxed, stressed, scared, cheerful and depressed.
Middle 35 min	To present endangered animals Play the recording. Ss listen and repeat chorally and/or individually. Check Ss’ pronunciation and intonation and then elicit the L1 equivalents from Ss around the class. To classify animals Ask Ss to read the classifications in the box on p. 64 and explain/elicit the meanings of any unknown words. Then elicit which classification of animals each of the endangered species in Ex. 3 belongs to from Ss around the class. To consolidate and broaden the topic Ss discuss in pairs other endangered animals and how we can help them. Ask various pairs to report back to the class. To present and practise prepositional phrases Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers. To practise word formation (forming adjectives) Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers. To discuss ways to help endangered species Ask Ss to work in small groups. Monitor the activity around the class and then ask some groups to report back to the class.			Learners present endangered animals Learners elicit which classification of animals each of the endangered species Learners discuss Learners complete the sentences Learners read the theory box and then explain the task Learners discuss the ideas for helping endangered species	Individual avaluation Verbal evaluation Mutual avaluatio Self-assessment
End 5 min	Reflection At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights" Home task: to prepare a poster Saying goodbye

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about world heritage sites around the world
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 8.3.8.1 recount some extended stories and events on a range of general and curricular topics 8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy
Lesson objectives		Learners will be able to: take notes while watching the video answer open-ended questions discuss answers in groups recognize the difference between Past Simple and Past Continuous
Previous learning		Learning about geographical features of Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up Show learners pictures of different World Heritage sites. Elicit from learners if they have any background knowledge about these places. Ask learners if they are familiar with the idea of the World Heritage. If they do not know give them the definition.						Power Point Presentation https://www.youtube.com/watch?v=kxsbbc2jjmI
Middle 35 min	Pre-listening Learners look at the picture of the Mesa Verde national park and try to answer the following questions: Where is it located? How old is this place? What was it used before? How is it used today? How many people lived in each house? Teacher discusses these questions with the learners. Pre-teach some unknown words from the video: cave, tribe, ancient, dwelling, settle. Show learners pictures and give clear definitions or translations. Also introduce two words: pueblo and Puebloans. Listening They should also write down the location, who build it and when. They can watch it with subtitles. Tell learners that it is not important to understand every word. They should understand the overall idea. Learners watch the video again and answer the questions. They can compare their answers with a classmate. Grammar Tell learners that they are going to write a narrative, their trip to the zoo – it can be real or imaginary. Elicit from learners what tenses they should use when they write a narrative (Past Simple and Past Continuous). Teacher revises the form and use of these two tenses. Elicit from learners first: what they already know about Past Simple and Continuous and how different they are.			Learners answer the questions Study new words Learners watch the video about the national park and write down information which they found interesting or surprising. Learners work in pairs and read a story about trip to the zoo. They should put the verbs in Past Simple or Continuous.	Verbal evaluation Individual avaluation Mutual avaluatio		Handout 1
End 5 min	Reflection What was difficult for you today? What can we do to do better next time? Home task: write a story about their trip to the zoo Explain learners the possible writing of their story. They need to decribe the setting, main events including the animals which they saw and conclude the story by describing what happened in the end. Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about world heritage sites around the world
Learning objectives		8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and 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		Learners will be able to: match slogans to the environmental issues create sentences with the target vocabulary complete the talk with the missing words prepare and give a short speech about protecting the environment offer solutions to preserve and protect the environment
Previous learning		Learning about world heritage sites around the world
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up Ask learners to brainstorm in groups vocabulary related to the environmental issues. As an alternative you can show them pictures which depict environmental issues. Elicit the words which learners already know and teach words they don’t know.			Learners match slogans with the environmental problems.			Power Point presentation Upstream Pre-Intermediate by Virginia Evans and Jenny Dooley
Middle 35 min	Pre-listening Ask learners to work in pairs and match the sets of verbs to the problems identified in the previous task: rubbish, air pollution, deforestation, endangered species. Ask learners to share sentences with the whole class. Listening Tell learners that they are going to listen to the talk about the ways of protecting our environment. Before learners listen for the second time, ask them to look at the missing gaps and guess the missing words. You can also draw learners’ attention on the part of speech which is required in each gap. Ensure that learners understand the words, if they do not know some words such as bushes, wrapped and others, show them pictures or give definiton/ translation. After listening you can ask learners to compare their answers with a classmate and then you can discuss the anwers with the whole class. Learners may have some minor spelling errors. Speaking Elicit from learners the linking phrases which introduce the topic or arguments, list the arguments and conclude the speech. They can start planning their speech during this lesson and give a speech next lesson. Tell learners that they are going to watch a video about environmental problems on planet Earth. Learners watch the video for the first and identify the environmental problems which were mentioned in the video. After listening you can ask learners to compare their answers with a classmate and then you can discuss the anwers with the whole class. Learners may have some minor spelling errors. Ask learners to work in groups and come up with the ideas how we can protect and preserve the environment. Model the first example: Have a shower, not bath.			Learners create sentences using the words from the task. Learners listen for the first time and choose the best title which matches the speech. Learners listen to the second time and complete the text with the missing words Learners should plan a short speech which they are going to give about things which can help preserve our environment. Learners listen and complete the text with the missing words Learners can write their ideas on a poster and then hang it on the wall.	Verbal evaluation Mutual avaluatio Individual avaluation		https://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth Handout 2
End 5 min	Reflection: Learners should write Can Do statements at the end of the lesson. Home task: write a short summary what the video is about. Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about a world heritage site in Kazakhstan
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 8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics
Lesson objectives		Learners will be able to: match words with their definitions/translations match regions with their descriptions. describe their region
Previous learning		Learning about world heritage sites around the world
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Teacher gives each learner a piece of puzzle and asks them to form groups accordingly. They can compare their answers with a partner. Ask learners to share any information about regions from their Geography classes. Write their ideas on the board.			Learners work in pairs and are given a map of Kazakhstan. They should label the map with the names of the regions (provinces).			Power Point Presentation Handout 1
Middle 35 min	Pre-reading: Show learners the pictures which describe different habitats (swamps, mountains, steppe and etc.) and elicit from learners vocabulary which they already know. Learners can work in pairs to accomplish this task. Check the words with the entire class; drill all words by asking learners to repeat the words individually, in pairs and in groups. Differentiation: less able learners match the words with definitions while less able with translations. Reading Learners discuss the following questions in pairs: What cities/regions of Kazakhstan have you been to? What city of Kazakhstan would you like to visit and why? Tell learners that they are going to read about regions in Kazakhstan. Ask learners to read for the first time and highlight the types of habitat in each region. They should use highlighted pens. Close reading: learners read the text again and they need to match the regions with their description. Learners can work in pairs or they can compare their answers later. Post-reading Learners work in pairs or groups and they need to prepare a short dialogue (2-3 minutes) about their region. They should describe the natural habitat and common plants and animals which live and grow there. Learners may start their preparation during the lesson: come up with the list of questions, description of the habitat and flora/fauna. Next lesson learners can perform a dialogue or give a short speech. Allow learners to choose the format. To listen and read for specific information Elicit what, if anything, Ss know about Turgen Waterfalls and Lake Issyk. Elicit questions from various Ss and write three on the board.			Learners match the words with the definitions, other learners match the words with translations. Learners discuss the questions and then read about regions in Kazakhstan Learners prepare a short dialogue about their region. Learners read the text and find out if the text answers them.	Individual avaluation Mutual avaluation Verbal evaluation		Handout 2 Handout 3
End 5 min	Reflection Ask learners if they had any difficulties during the lesson. Home task: to create a poster to research online and create a poster about other areas of natural beauty in your country. Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about a world heritage site in Kazakhstan
Learning objectives		8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Lesson objectives		All learners will be able to: identify some specific information in the listening text and use some functional language correctly in speaking and email writing task with support Most learners will be able to: identify most specific information in the listening text and use a range of functional language correctly in speaking and email writing task with support Some learners will be able to: identify all specific information in the listening text and use a range of functional language correctly in speaking and email writing task with little support
Previous learning		Learning about a world heritage site in Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Ss try to guess the theme of the lesson. They read the sentences on the board and guess that they will work with the passive
Middle 35 min	To present the passive Read the table aloud and explain how we form the passive voice (the verb ‘to be’ + past participle of the main verb). Explain that we use the passive to talk about actions when the person who does the action is unknown, unimportant or obvious from the context; when the action is more important than the person who does it; in formal situations (e.g. on signs, etc). Elicit which sentence emphasises what happened. To practise the passive To introduce an agent/instrument; to practise the passive Explain the task and read out the theory box. Point out that in the passive when we want to say that sb uses sth to do sth we use with and when we want to say that sb does sth we use by. Give Ss time to complete the task. Check Ss’ answers. To practise the passive Explain the task and read out the example. Give Ss time to complete the task and then check Ss’ answers around the class. To listen for specific information Ask Ss to read the gapped information about the Sphinx and ask them to try to complete the gaps in pairs. Play the recording. Ss listen and check their answers. To practise comparatives Explain the task and give Ss time to complete it. Check Ss’ answers			Learners study the grammar Learners complete the task and then check Ss’ answers around the class. Learners read the table and then match the words in the columns to make full sentences in the passive. Learners do the task	Verbal evaluation Individual avaluation Mutual avaluatio
End 5 min	Reflection Ask learners if they had any difficulties during the lesson. Home task: To write about the Sphinx; to practise passive forms Explain the task and give Ss time to complete it. Suggested Answer Key The Great Sphinx is located near Cairo, Egypt. It is made of limestone. It was built by the ancient Egyptians around 2,500 BC. It may have been built to protect Giza. It is visited by 2 million tourists every year. Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Reading a newsletter on Our Endangered Planet
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; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some 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;
Lesson objectives		All learners will be able to: use some target structures accurately in more controlled and freer production tasks with some support Most learners will be able to: use most target structures accurately in more controlled and freer production tasks with some support Some learners will be able to: use most target structures accurately in more controlled and freer production tasks with little support
Previous learning		Learning about a world heritage site in Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up Learners are divided into two groups: learners A and B given different pictures. In their groups they need to create a short story. Then learners share their stories with each other.			Learners listen to the recording and compare the stories.
Middle 35 min	To introduce the topic Ask Ss to look at the pictures. Play the recording. Elicit answers from Ss around the class To listen and read for specific information Elicit what, if anything, Ss know about Turgen Waterfalls and Lake Issyk. Elicit questions from various Ss and write three on the board. Play the recording. Play the video for Ss and elicit their comments To consolidate new vocabulary Direct Ss to the words/phrases in bold in the text and give Ss time to match them to the words/ phrases in the list. Check Ss’ answers. To present and practise phrasal verbs with hang Read out the box and explain the task.Give Ss time to complete the task. Check Ss’ answers. To listen for specific information Read the Study Skills box and explain that this information will help Ss to complete the task successfully. Explain the task and ask Play the recording. Ss listen and choose their answers. Check Ss’ answers.			Learners listen and imagine using the senses. Learners read the text and find out if the text answers them. Learners consolidate new vocabulary Learners present and practise phrasal verbs with hang Learners to read the questions and answer choices.	Verbal evaluation Individual avaluation Mutual avaluatio
End 5 min	Reflection Ask learners if they had any difficulties during the lesson. Home task: To create a poster Explain the task: to research online and create a poster about other areas of natural beauty in their country. Allow time for Ss to complete the task or assign it as HW. Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning how to write a campaign letter
Learning objectives		8.1.7.1 develop and sustain a consistent argument when speaking or writing 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 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
Lesson objectives		Learners will be able to: identify the main idea and specific details in the reading passage give reasons and examples for the increase of endangered animals participate in pair/group/class discussion plain a campaign letter
Previous learning		Reading a newsletter on Our Endangered Planet
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up Teacher shows learners several pictures which are related to each other. Ask learners the following questions: What is a campaign letter? What is the purpose of writing it? Who is the audience for a campaign letter? (government, officials, organizations) Who is the author of this letter? (people who are worried about the environment, conservationists, people who want to protect the environment and animals)			Learners should guess the topic of the lesson. Learners answer the questions			Power Point presentation
Middle 35 min	To introduce the topic, to predict the content of the text, to listen for specific information Ask Ss to read the introduction and look at the pictures. Ask Ss to guess which of the plants and animals can be found in each place. Play the recording. Ss listen and find out. To read for specific information Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss’ answers. Play the video for Ss and elicit their comments. Pre-reading Ask learners to discuss the questions below: Do you know any organizations which are trying to protect the nature? What are they? Why do some animals become endangered today? Pre-teach some words which can help learners to understand the reading passage and later write a campaign letter: poach, poacher, become extinct, environmentalist. Teacher can give learners sentences which contain these words and they should guess the meaning of these words. Reading. Formative assessment Learners read the text about teenagers who write campaign letters. They can answer questions individually and then discuss them with a partner. Have a class discussion to ensure that learners understand the whole passage. - What were Carter and Olivia focused on? What are they busy now with? - What some shocking facts did Carter and Olivia mention about rhinos? - What kind of organization do they work with? - What is their objective about Africa? - What kind of punishment do Carter and Olivia want for poachers?			Learners do the task Learners read the sentences and correct them. Learners discuss Learners answer questions individually and then discuss them with a partner	Verbal evaluation Individual avaluation Mutual avaluation		Power point presentation https://www.mnn.com/earth-matters/animals/stories/omg-letter-writing-campaign-seeks-to-save-rhinos-from-extinction Handout 1
End 5 min	Reflection: Home task: to finish the letter Ask learners what support they are needed when writing a campaign letter next lesson. Saying goodbye				Self- assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about the environment through learning about the saiga (this relates to geography and biology)
Learning objectives		8.2.1.1(8.L1) Understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.7.1(8.L7) Recognise typical features at word, sentence and text level of a growing range of spoken genres 8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of 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
Lesson objectives		Learners will be able to: give reasons for adopting an animal answer multiple choice questions about an animal protection scheme complete sentences describe pictures
Previous learning		Learning how to write a campaign letter
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm-up Show learners pictures of animals which are being protected, treated or taken care of. Elicit the topic of the lesson and ask learners to describe how animals are protected.						Power Point presentation Handout 1
Middle 30 min	Pre-listening Learners number the reasons of adopting an animal in order of importance. Then they compare their list with a partner. Listening When they listen for the first time they should explain the purpose of the animal adoption scheme. Learners listen to the recording again and answer multiple choice questions. Ask learners to compare their answers with their partner. Discuss the answers with the whole class and if necessary play the recording again. Post-listening Before learners describe the picture, discuss the prompts which are given to the learners. model the first two sentences. Then They can work in pairs; teacher walks around the class and supports learners who are struggling. Give learners another picture and ask learners to discuss the follwowing questions: How do the people in the picture feel towards the dolphins? Why do you think so? Are you in favour or against zoos? Why? Teacher observes learners’ participation, takes notes and provides feedback to the whole class and possibly to some individual learners. To consolidate new vocabulary Direct Ss to the words/phrases in bold in the text and give Ss time to match them to the words/phrases in the list. To present and practice phrasal verbs with hang Read out the box and explain the task.Give Ss time to complete the task.			Learners write their own reasons, while less able should be given a list. Learners listen to an interview about an animal adoption scheme. Learners look at the picture and complete the sentences. Learners study new vocabulary	Individual avaluation Mutual avaluation Verbal evaluation		Handout 1 Handout 2 Handout 3
End 10 min	Reflection: What did you learn today? Did you have any difficulties? Home task: to revise grammar theme Saying goodbye				Self-assessment

Unit 6: The Natural World			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics
Lesson objectives		Learners will be able to: work collaboratively to complete the assignment present their projects to the classmates provide feedback to their classmate ask follow up questions after a poster presentation take notes while listening the presentation
Previous learning		Learning about the environment through learning about the saiga (this relates to geography and biology) SA 1
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Warm up Ask learners what the word “Heritage” means. Brainstorm learners’ ideas and ask them to write their ideas on the board. Give learners the definition of the word “heritage”; ensure that all learners understand the definition. Ask learners to list places in Kazakhstan which included or could be included in the World Heritage list. They should mention the following aspects: location, the importance of this place and any historical background if they know it. Ask learners to discuss why these places should be included in the list. Show learners the pictures of some beautiful places in Kazakhstan and ask them to guess the place.			Learners discuss places which are located in their regions or places nearby.	Verbal evaluation		Power Point presentation https://whc.unesco.org/en/statesparties/kz
Middle 35 min	Project Divide learners in several groups depending on the size of your class. In each group should be no more than three-four learners. Learners should speak for 5-7 minutes and include the following information in their presentations: location; how can a tourist get there brief history of this place importance of this place They should add pictures or drawings and present the most important information only. Learners can read the suggested articles and they can also find information by themselves. They can read information in their first language but have a brief poster presentation in English. Teacher should also help learners with the sources: finding websites where learners can find information about the place they are researching. Learners should rehearse before presenting; give them some time to practice during the class time. Assessment criteria presents the location explains how to get there explains why this place is important speaks clearly has an eye contact with the audience does not read from the poster pronunciation is clear and does not distract from understanding grammar is clear and does not distract from understanding			Learners will work in groups and prepare a poster presentation of one of these places: Bektau-Ata Tract, Shaitankol, Boszhira Tract, Charyn Canyon, Lake Kaindy, Singing Barkhan, Yazevoye Lake, Turkestan.	Mutual avaluatio Individual avaluation		Handout 1 Handout 2 Handout 3
End 5 min	Reflection Collect feedback from learners about the idea of having a project. Teacher can ask the following questions: Did you like being involved in project work? What did you find the most difficult? What did you like the most? Home task: to finish your work Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Looking at models of transport
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 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.6.14.1 use prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular
Lesson objectives		Learners will be able to: match words with the corresponding pictures complete the sentences with the most appropriate verb complete the sentences with the most appropriate prepositions construct sentences about their experience of using transport
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation			Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Ask learners to work in pairs and match the words with their pictures. Differentiation: more able learners can be given pictures only and they should write a word under each picture. Check answers with the whole class.			Learners work in pairs again, read the description of a transport and then write the best word to complete the sentence.				Power Point presentation Handout 1 http://learnenglishteens.britishcouncil.org/vocabulary/beginner-vocabulary/transport
Middle 35 min	Grammar: Travel verbs and prepositions Check answers with the whole class, ensure that all learners are involved. This can help teacher to identify how much learners already know about travel verbs and prepositions. Teach learners the following travel verbs and prepositions: arrive in, arrive at, get in(to), get on, get off, get out off, board on. Learners can also watch a video which discusses different types of travel prepositions. As they watch, pause and ask them to write examples in their copybooks. At this stage explicit teaching grammar is important, as learners need to remember the rules and usage, and have sufficient amount of practice. If teacher has access to Internet, learners can do tasks online, there are multiple resources on revision and practicing travel prepositions. To consolidate the topic travel verbs and prepositions, Model a few examples first and then ask learners to work with a partner and read their sentences to each other. Teacher should monitor, walk around the class and provide scaffolding for less able learners. Reading Learners read three short texts about three means of transport. Ask them to underline the most important information about each transport. Model the first text, read it aloud, ask learners to follow, pause where necessary and underline the most important information.			Learners work in pairs and complete two tasks: in the first task they need to complete sentences with the most appropriate verb; in the second task learners need to fill in the gaps with the prepositions. Learners complete controlled practice tasks: fill in the sentences with the most appropriate prepositions. Learners can construct their own sentences about their everyday travel experience with the travel verbs and repositions. Learners match two halves of the sentences.	Mutual avaluation Verbal evaluation Individual avaluation		Handout 2 Handout 3 https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-83293.php
End 5 min	Reflection Ask learners to write their reflections on stickers. They should mention the following: what they have learnt/revised, what difficulties they had during the lesson and what questions they still have. Home task: to retell the text Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Learning about signs and the language of signs
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 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		Learners will be able to: list type of holidays identify the purpose of a travel brochure underline the key words in texts identify answers to the questions about types of holidays describe their preferences for holidays
Previous learning		Looking at models of transport
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organizational moment Warm up Tell learners that they should list types of holidays in pairs. Model the first example to the learners. Write learners’ ideas on the board. Give them the vocabulary sheet and ask them to write the correct words in the boxes. Ask them to circle the types of holidays they had or would like to have with their family or friends.			Learners write the names of activities by themselves without being given the list of words.	Verbal evaluation		Power Point presentation https://learnenglishteens.britishcouncil.org/skills/reading/intermediate-b1-reading/adventure-travel
Middle 35 min	To listen and read for gist Ask Ss to look at the pictures and read the title of the text. Elicit Ss’ guesses as to what is special about these places. Play the recording. Pre- reading Show learners they layout of the text. Ask them what type of text it is (travel brochure). Ask learners to identify the purpose of a travel brochure (to advertise holidays). Elicit activities travellers can have in each type of an adventure: active holidays, polar expeditions, cultural holidays, trekking tours and wildlife holidays. Reading Learners read the texts for the first time and highlight activities in each text. Then they work in pairs and complete the table where they need to write the activities under the correct holiday. Learners work individually and read the text again. They should answer the questions by choosing one type of the holiday. Discuss answers with the whole class and ask them to refer to the texts to explain their answers. Do not simply rush through the answers, ensure that all learners understand the answers. Post-reading Learners work in pairs or small groups and discuss the following questions: Which of these holidays would you be interested in? What’s the best holiday you’ve ever had? Where did you go? What did you do? If some learners volunteer to share their opinions, encourage them to do so.			Learners read the text and find out. Learners identify the purpose of a travel brochure Learners answer the questions by choosing one type of the holiday. Learners discuss the questions	Mutual avaluatio Individual avaluation Verbal evaluation Mutual avaluatio		Recording Handout 1 Handout 2
End 5 min	Reflection Ask learners to answer these questions before they leave the class: What did you find most difficult today? What did you find most interesting today? It can be in the format of exit slips. Home task: to retell the text Saying goodbye				Self-assessment

Unit 7: Travel and Transport

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Learning about signs and the language of signs

Learning objectives

8.4.4.1 Read a growing range of extended fiction and non- fiction texts on familiar and some unfamiliar 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

8.6.7.1 Use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

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, create and present a TV guide

Previous learning

Learning about signs and the language of signs

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Warm up

Put learners in groups and ask them to discuss the five questions. Ask a few learners to report back to the class about their group discussion. Questions:

1. What does the word travel mean to you?

2. Where did you last go on holiday?

3. How did you get there?

4. What did you do there?

5. What would your ideal holiday be? Why?

Learners discuss questions

Verbal evaluation

Power Point presentation

www.onestopenglish.com

Middle

15 min

Pre- reading

Ask learners to look at the five photos and, in their pairs/ groups, discuss what they can see. Teacher could write up some prompts on the board, e.g. Where was each photo taken? What kind of holiday does each photo show? What can you do in each place? etc. Elicit ideas from learners as a whole class discussion.

Learners to read the texts again and to complete the table.

Mutual avaluatio

Handout 1

20 min

READING

Read the extract and match the sentences (A-E) to the gaps (1-5).

As for me, I swam, and was pushed forward by the wind and tide.
I lay down on the grass, which was very short and soft.
We rowed about nine miles, till we were able to row no more.
Puzzled, I tried to discover what this strange creature might be.
I heard noise around me; but in the position I was in, I could see nothing but the sky.

WRITING

Task 2. Write a story with the title ‘An Exciting Adventure’ about experience of travelling that you had.

Write 3 paragraphs using the plan below:

(Paragraph 1) - when / where / description of the main characters

(Paragraph 2) - events in the order they happened/ your feelings

(Paragraph 3) - the end of the story (resolution)

Learners read the extract and match the sentences to the gaps

Learners write a story about experience of travelling that you had.

Individual avaluation

End

5 min

Reflection

Use reflection method traffic lights: green colour – I understood everything, I don’t have any questions;

yellow – I mostly understood everything but I have a question (learners should write a question);

red – I didn’t understand most of the information. I need help!

Home task: to read the text and complete the task

Saying goodbye

Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science)
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; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar 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;
Lesson objectives		All learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings Most learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue, make up own dialogue
Previous learning		Learning about signs and the language of signs
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organizational moment Warm up Learners read a short text and highlight past tenses: they should use different colours for different tenses. Elicit what tenses are used in this text: Past Simple and Past Continuous. Elicit from learners the usage of these two tenses. Write their ideas on a board.			Learners read the text again and match examples from the text with usage rules.	Verbal evaluation		Recording
Middle 35 min	To revise the text for specific information Ask Ss to read the gaped sentences 1-5. Give Ss time to read the text and complete the task. Check Ss’ answers around the class. To consolidate information in a text Ask Ss to work in pairs and ask and answer questions following the example referring to the texts as necessary. Monitor the activity around the class. Grammar. Controlled practice Ask learners to compare their answers with each other. Elicit the rule for each sentence. Write the following linkers on the board: but, because, when, and, so, then, as. Show learners sentences and elicit from learners the function of each in a sentence. Learners practice by matching two halves of the sentences with one of the linking words. Ask learners to write their own examples where they need to use linking words. Freer practice Ask learners to work in a group of three. Two learners work in pairs and talk about their bad experience they had while on holiday; third learner listens to learners A and B and evaluates them. Give each learner a card: with prompted questions and prompted answers. You can model a dialogue with a learner. Learners should use past tenses and linking words. Ask learners to swap their roles. Teacher should walk around the class and monitor learners: take notes and then provide feedback at the end of the lesson.			Learners read the text and complete the task. Learners answer questions following the example referring to the texts as necessary. Learners work individually and put verbs in brackets into the past simple and past continuous tenses. Learners follow the instructions	Individual avaluation Mutual avaluatio
End 5 min	Reflection Ask learners to write their reflections on stickers: 3 things I have learn today 2 things I liked or didn’t like 1 question Home task: to write an email Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science)
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; 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar 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;
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
Previous learning		Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science)
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT To practise pronunciation of situational language Play the recording. Pay attention to Ss’ pronunciation and intonation and correct as necessary.			Learners listen and repeat chorally and/or individually.
Middle 35 min	To listen for specific information Refer Ss to the sentences in Ex. 1 again. Play the recording. Ss listen and find out the answers to the questions. Check Ss’ answers To act out a dialogue Ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. To pronounce \ea\ Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ pronunciation and intonation To introduce the topic, predict the content of the text and read for specific information Direct Ss’ attention to the pictures and elicit what, if anything, they know about them. Elicit various questions from Ss around the class. Write some of them on the board. Then give Ss time to read the texts and see if their questions were answered. To read for cohesion and coherence Play the recording. Ss listen and check their answers. 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. To compare and contrast airport terminals Give Ss time to read the texts again if necessary and think about their answers.. Monitor the activity around the class and then ask some pairs to tell the class.			Learners listen and find out the answers to the questions Learners take roles and act out the dialogue Learners read the texts and see if their questions were answered. Learners read the text and choose the correct word for each gap from the options provided Learners compare the airport terminals in pairs	Verbal evaluation Mutual avaluatio Individual avaluation
End 5 min	Reflection Ask learners to write their reflections on stickers: 3 things I have learn today 2 things I liked or didn’t like 1 question Home task: To research and present other airport terminals in your country Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Discussion on travelling in and around Kazakhstan
Learning objectives		8.4.4.1 Read a growing range of extended fiction and non- fiction texts on familiar and some unfamiliar 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 8.6.7.1 Use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Lesson objectives		Summarize the ideas in the extended fiction and non-fiction texts by finding the main information and specific details Organize sentences, paragraphs and ideas logically using a variety of linking devices Write topic related words with correct spelling control Use punctuation marks in the sentences properly Express recent, indefinite and unfinished past with simple perfect tense
Previous learning		Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science)
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Show learners pictures of different graphs: line graph, bar chart, pie chart and table. Elicit the topic of the lesson. Tell learners that today they will construct their own survey questions, interview their classmates, analyse learners’ responses and next lesson they will write a summary of their findings.
Middle 35 min	To listen and read for gist Ask Ss to look at the pictures and read the title of the text. Elicit Ss’ guesses as to what is special about these places. Play the recording. To read for specific information Ask Ss to read the gaped sentences 1-5. Give Ss time to read the text and complete the task. Check Ss’ answers around the class. Task 1. Read the text. Answer the questions. Which mode of transport does not cost money? Why do some people not enjoy travelling? What is the best way to travel for a long distance? Which mode of transport is ideal for travelling between countries connected by land? Task 2. Write a descriptive essay about the most exciting experience of travelling that you had. You should: use Present Perfect Simple to share your experience; link your ideas into paragraphs with three/four basic connectors; punctuate your work correctly; pay attention to the spelling of the words.			Learners read the text and find out.	Verbal evaluation Mutual avaluation
				Learners answer the questions Learners write an essay following the criteria	Individual avaluation
End 5 min	Reflection Learners answer the questions: What thing was the easiest for me today? What thing was the most difficult for me today? Home task: Creating a survey Tell learners that they will create questions for a survey about the way how learners get to school Tell learners that they need to create questions for their survey, at least 6, maximum 8 questions. They should have both Yes/No questions and WhH questions. Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world
Learning objectives		8.1.5.1 use feedback to set personal learning objectives 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 8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics
Lesson objectives		Learners will be able to: identify the function of each paragraph complete the sentences with the missing words write a description of a bar chart
Previous learning		Discussion on travelling in and around Kazakhstan SA 2
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Teacher greets students. Teacher discusses learning objectives with the students. Warm up Ask learners to read a prompt for the writing task and have a look at the related bar chart. Learners should highlight the key words in the prompt. Ask learners about the general trend of the bar chart (Is it decreasing or increasing?)			Learners to put verbs in the correct column.			Power Point presentation
Middle 35 min	Grammar: 5Wh1H questions Elicit from learners the type of questions they know (Yes/No questions, WhH questions). Give learners a few examples of WhH questions and ask them to identify a pattern in the grammatical structure when asking these questions. Elicit answers from learners. Briefly revise grammar rules for WhH questions and give learners controlled practice exercises. Pre-writing Teach learners some useful expression when describing a bar chart (fell steadily, increased dramatically and etc.). Ask learners to draw charts in their copybooks. Learners read a description of a bar chart. They should work in pairs and identify what each paragraph tells about the bar chart. Draw learners’ attention on colours and tips for writing suggested below. Read them together with learners and clarify if necessary. Learners continue working in pairs and they should choose the correct option to complete the sentences. Learners practice the target vocabulary by completing the sentences with a phrase from the list. Writing Tell learners that they will write a description of their bar charts about the types of transports which their classmates use. Learners should draw a bar chart or create it in Microsoft Excel and include it in their description because the readers should refer to that bar chart. Introduce rubrics and explain the expected outcomes from learners. Next lesson learners will peer review their descriptions and give feedback to each other. After peer-reviewing learners will edit their drafts and submit their final draft to the teacher. Teacher should organize the process and give learners clear guidelines and directions.			Learners to write a few questions which they would like to ask their teacher and classmates. Learners describe a bar chart and draw charts in their copybooks. Learners write a description of their bar charts about the types of transports which their classmates use. Learners create it in Microsoft Excel and include it in their description	Mutual avaluation Verbal evaluation Individual avaluation		http://learnenglishteens.britishcouncil.org/skills/writing/intermediate-b1-writing/describing-bar-chart Handout 1 Handout 2
End 5 min	Reflection Ask learners to write their reflections on stickers: 3 things I have learn today 2 things I liked or didn’t like 1 question Home task: finish your writing Saying goodbye				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world
Learning objectives		8.4.4.1 read and understand a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar 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
Lesson objectives		Learners will be able to: skim the text quickly to find information scan the text for details discuss questions in pairs/groups
Previous learning		Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATIONAL MOMENT Warm up Ask learners to look at the title of the reading passage and try to predict what the passage will be about. Ask if the know what solo means. Show them a picture of a yacht (pay attention to pronunciation of it). Ask if they have ever travelled in a yacht and if they think it is difficult to travel by yacht or not. Explain that they are going to read information about Ellen McArthur a famous British solo sailor. What qualities should a person have in order to go and travel solo? What difficulties might they face? What interesting things can they see while travelling by yacht?			Learners should discuss the following questions	Verbal evaluation		Power Point presentation
Middle 35 min	Pre- reading Teacher should pre-teach some words before learners read the passage: sailing boat, solo, determination, hut, single-handed, courage, mast of a boat, exhausted. Give learners definitions and show them pictures. Ask concept-checking questions and drill pronunciation of some words. Reading Ask learners to skim the text quickly and answer the questions: When did she become really famous, and why? How long has she trained herself to sleep for? Ask learners to highlight the key words in each question. Ensure that all learners understand the questions. When learners finish answering the questions, ask them to discuss and compare their answers. Conduct a whole class discussion. Differentiation: less able learners may have short answers, not necessarily grammatically correct. More able learners should have full sentences and detailed answers. Post-reading Put learners to work in groups and discuss the questions below: What do you think of Ellen McArthur and what she did? Can you do the same thing? Why\why not?			Learners study new vocabulary Learners scan the text for details and answer open-ended questions. Learners discuss	Mutual avaluation Verbal evaluation		Handout 1
End 5 min	Reflection Use reflection method traffic lights: green colour – I understood everything, I don’t have any questions; yellow – I mostly understood everything but I have a question (learners should write a question); red – I didn’t understand most of the information. I need help! Home task: to revise vocabulary Saying goodbye

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Summative control work for the 3^d term
Learning objectives		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. 8.2.4.1 (8.L4) Understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics. 8.4.7.1 (8.R7) Recognise typical features at word, sentence and text level in a range of written genres. 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. 8.3.8.1 (8.S8) Recount some extended stories and events on a range of general and curricular topics.
Lesson objectives		All learners: - should match this information with the right speaker’s name and write it. -should choose one topic and follow the structure of a story and pay attention to the grammar. -should provide their own points of view by describing and recounting some stories and events and using topic related vocabulary accurately.
Previous learning		Writing an account of a journey in or across Kazakhstan Reading about mysterious places around the world
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 2 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective
SA 40 min	LISTENING Task 1. Listen to Andrew and Rachel talking about their experiences abroad. Find who has such kind of experience, write the name. Andrew (A) Rachel (R) Example: had problems with language liked TV shows R enjoyed the old buildings felt homesick shared tapas with friends didn’t like the rainy weather found difficult to adjust to late dinner _______ READING Task. Read the text carefully. Three sentences are missing in the text. Choose from the sentences A-D the one which fits each gap 1-3. There is one extra sentence that you do not need. In the US, millions of farms grow genetically modified maize which is pure poison for the butterfly. In the mountains, which reach a height of 3,000 metres, the butterflies are safe. According to the investigations of the European Union, the Monarch butterfly may disappear in several decades. The long journey, with all its dangers, begins again. Find words in the text which have a similar meaning to these definitions. Example: An organism containing genetic material that has been artificially altered genetically modified. 4.when a particular kind of animal no longer exists (paragraph I) 5.the noise wings make as they move (paragraph II) 6.what a scientist does in order to find something out (paragraph IV) WRITING Task. Choose ONE of the topics to write an assay. SPEAKING Task. You have 1 minute to prepare and 1-2 minutes to speak.			Learners find who has such kind of experience, write the name Learners read the text and choose from the sentences A-D the one which fits each gap 1-3. Learners find words in the text which have a similar meaning to these definitions Learners write an assay Learners answer the questions	Individual avaluation
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				Self-assessment

Unit 7: Travel and Transport			School:
Date:			Teacher name:
Grade: 8			Number present:			Number absent:
Theme of the lesson:		Unit revision
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; 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar 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;
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
Previous learning		Summative control work for the 3^d term
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective To revise the airport terminals in your country. Revise the words.
Middle 35 min	To complete a list of dos and don’ts relating to being a responsible tourist Ask Ss to read the words in the list and complete the task. Check Ss’ answers around the class. To give advice incorporating the value of being a responsible tourist Ask Ss to work in pairs and complete the task and then ask some Ss to share their answers with the rest of the class. To test knowledge learnt in this module/ to do a quiz Explain the task. Tell Ss they can review the module and find the relevant information to help them if necessary. 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 questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. You can cross the River Thames on a cable car. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. To give advice incorporating the value of being a responsible tourist Ask Ss to work in pairs and complete the task and then ask some Ss to share their answers with the rest of the class. SPEAKING Discuss the questions in a class. They express agreement, negotiation and disagreement on questions using given phrases. “The Natural World” what does it mean to you? Have you ever been injured by an animal? If so, what is the story behind? How do you think the world will look in 50 years’ time? Do you think we are doing enough to save endangered species? Give some examples.			Learners read the words in the list and complete the task Learners complete the task Learners read the statements and mark them as true or false. Learners write a quiz Learners compete the task Learners discuss questions in a class.	Individual avaluation Verbal evaluation Mutual avaluation Individual avaluation Mutual avaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: Learners list 3 things they found out/learnt on the lesson. Home task: to revise whole unit Saying goodbye				Self-assessment

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