Материалдарды шектеусіз жүктеңіз ҚМЖ, ашық сабақтар, презентациялар, көрнекіліктер, дидактикалық материалдар, авторлық бағдарламалар және тағы басқа 400 000-астам материалды шексіз жүктеп алғыңыз келе ме?

Толығырақ

Тақырып бойынша 31 материал табылды

8 сыныпқа арналған қмж

Материал туралы қысқаша түсінік

8 сынып қмж

Материалдың қысқаша нұсқасы

Short term plan

Unit: 8 Food and drink		lesson 79
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: food and drinks
Learning objectives	8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present foods and drinks - talk about foods and drinks Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month March “Independence and patriotism” Quote of the week 4: “A nation without patriotism is like a body without a soul.”/ 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc.

Ask students what they can do to change situations. Elicit some ideas. Encourage students to join in and express their opinions; there are no right or wrong answers.

Teacher tells values of this month. The value of creativity and innovation.

Personal safety, life safety:

- Risk recognition: being able to distinguish between threats such as bullying, drugs, violence, and fraud;

- Making conscious decisions: avoiding actions that are harmful to one's life and health;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:87

Teacher direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually.

Differentiation:

Provide L1 translation or simple explanations if necessary.

Learners listen and repeat.

ANSWERS

Student’s own answer

Descriptor:

A learner

- discuss the picture

- listen and repeat

Point-3

Pictures

12min

Ex: 2 P: 87

Teacher asks Ss read the question and the example aloud and then ask various Ss to offer answers

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners which of the foods/drinks in the pictures would you eat/drink for breakfast? lunch? dinner? a snack? dessert?

ANSWERS

I’d eat pizza/roast chicken with potatoes and carrots/ grilled fish and rice for dinner. I’d eat salad/a burger for lunch. I’d eat cereal with milk/yoghurt for breakfast. I’d eat chocolate cake/yoghurt/fresh fruit for dessert. I’d drink orange juice for breakfast. I’d drink a milkshake for a snack

Descriptor:

A learner

- read the question

- answer the question

Point -3

Excellent

13 min

Ex: 3 P: 87

Teacher asks Ss read the question and the example aloud and then elicit answers from various Ss from around the class.

Differentiation:

Allow less motivated learner to discuss their ideas in pairs before answering aloud.

Learners which of the foods/drinks do you like eating/drinking? Why?

ANSWERS

I like eating chocolate cake because it is delicious.

I like eating yoghurt because it is light.

I like eating roast chicken with potatoes and carrots because it is filling.

I like eating cereal because it is light.

I like drinking orange juice because it is tasty. I like eating burgers because they are delicious.

I like eating pizza because it is tasty.

I like eating grilled fish and rice because it is nourishing.

I like eating salad because it is healthy.

I like drinking milkshakes because they are tasty.

Descriptor:

A learner

- read the question

- answer the question

Point -4

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 80
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: Festive food calendar
Learning objectives	8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - To introduce the topic; To listen and read for gist. - To read for specific information - To consolidate comprehension of a text Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 1: Work, joy, laziness - inseparable suffering (Abai)/ 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss write the word food waste on the board. Ask students what they understand by the expression.

Elicit ideas about food waste issues, for example, food mountains, sell-by dates on food. Ask students to express their opinions on these

Teacher tells values of this month.

The value of creativity and innovation.

Understanding the importance of health:

- Understanding the need for a healthy lifestyle (sports, proper nutrition, rest);

- Avoid harmful habits (smoking, alcohol, drugs);

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex: 1 P: 88

Teacher asks Ss to look at the pictures and guess which festival each food is related to.

Play the recording. Ss listen and read the text and find out.

Differentiation:

Pre-teach or explain key vocabulary from the text

Students look at the pictures. Which festival is each food related to?

Listen and read to find out.

Answers:

haggis – Burns Night minestrone – Sagra delle Virtú smoked fish – Midsummer

hotdogs, corn on the cob – Independence Day jerk chicken – Notting Hill Carnival

parkin – Bonfire Night Dundee cake – Hogmanay

Descriptor:

A learner

- discuss the photo

- answer the questions.

Point-3

Well done

Pictures

7 min

Ex: 2 P: 89

Teacher explain the task.

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

Check Ss’ answers

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students read the texts again and match the paragraphs to the

headings. One heading is extra.

Answers:

A 7

B 5

C 2

D 6

E 8

F 1

G 3

Descriptor:

A learner

- read the text

- match the paragraphs

Point -2

Excellent

10 min

Ex: 3 P: 89

Teacher sks Ss read out the example question and answer and then ask Ss to ask and answer questions based on the text in closed pairs.

Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.

Differentiation:

Provide question prompts or sentence starters on the board.

Students work in pairs, ask and answer comprehension questions based on the text.

Answers:

A: What do the Swedish and Finnish celebrate between

20th and 26th June?

B: Midsummer.

A: What do people do on 4th July in the USA?

B: They watch fireworks, and have barbecues and

picnics.

A: What dish do people eat at the Notting Hill Carnival?

B: They eat jerk chicken.

A: When is Guy Fawkes’ Night?

B: It is on 5th November.

A: What is the New Year’s Eve celebration called in Scotland?

B: It’s called Hogmanay

Descriptor:

A learner

- read the example question

- answer the questions

Point -3

Excellent

8 min

Ex: 4 P:89

Teacher explain the task and give Ss time to complete it referring to the text as necessary

Differentiation:

Allow students to refer back to the text and work in pairs to complete the task

Students complete the collocations. Use the words below

Answers:

1 dinner

2 thick

3 vegetables

4 fireworks

5 street

6 colourful

Descriptor:

A leaarner

- complete the collocations

- use the words

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 81
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: foods
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 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic; To listen and read for gist - read for specific information - consolidate comprehension of a text Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 1: Work, joy, laziness - inseparable suffering (Abai)/ 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks refer students back to the text, and ask: Does the writer want supermarkets to change? (Yes.) Ask students to look at the last paragraph of the text and find a sentence which says what people can do to make supermarkets change. (If we all boycott the supermarkets, they’ll listen to us.)

Teacher tells values of this month.

The value of creativity and innovation.

Understand responsibility for one's own life:

- Demonstrate a sense of responsibility for one's own life and health;

- To show conscious responsibility for one's actions and life choices.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

13 min

Ex: 5 P: 89

Teacher explain the task and give Ss time to use the underlined words/phrases in the text to complete the sentences.

Check Ss’ answers.

Differentiation:

Allow students to work in pairs and reread the text to find the underlined words or phrases.

Students complete the sentences with one

of the underlined words/phrases in the

text.

Answers:

1 main course

2 early hours

3 population

4 stuffed

5 ashes

Descriptor:

A learner

- complete the sentences

- use the underlined words/phrases

Point-4

Pictures

12 min

Ex: 6 P: 89

Teacher explain the task and give Ss time to complete it.

Ask Ss to check their answers in their dictionaries.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students choose the correct word. Compare

answers with your partner. Check in

your dictionaries.

Answers:

1 bitter

2 still

3 spicy

4 grate

5 dessert

6 recipe

Descriptor:

A learner

- complete the sentences

- choose the correct word

Point -3

Excellent

10 min

Ex: 7 P: 89

Teacher explain the task and ask a pair of Ss to model the example exchange.

Explain or elicit the meanings of any unknown words and then ask Ss to work in pairs and discuss the foods and cooking methods following the example.

Monitor the activity around the class.

Differentiation:

Provide sentence starters on the board (e.g., I think…, I prefer…, It is cooked by…)

Students work in pairs. Discuss the foods

and the cooking methods, as in the example.

Answers:

Descriptor:

A leaarner

- discuss the foods

-complete the sentences

Point 3

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 82
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Countable and uncountable nouns
Learning objectives	8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: -present countable/uncountable & quantifiers - practise using countable/uncountable & quantifiers - present vocabulary related to food/drinks Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word rainforest on the board. Ask students where you can find rainforests in the world.

Ask students what they know about rainforests and elicit some ideas. Elicit that people are destroying rainforests and ask students if they feel strongly about this issue. Encourage students to participate and express their opinions

Teacher tells values of this month.

The value of unity and solidarity.

Respect and mutual respect:

- Respect for the rights and individuality of each person;

- Not to have a negative impact on others with one's actions;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:90

Teacher asks go through the table with Ss and elicit the L1 equivalents for the examples. (Ss’ own answers) Ask and elicit answers for the question in the rubric. Explain that we also use any in questions (e.g. Is there any …?).

Differentiation:

Allow students to translate the examples into L1 to help them understand the meaning

Learners read the theory and say the examples in your language. Which of the words in bold do we use in

ANSWERS

Affirmative: an, one, some, a lot/lots of, (a) few, (a) little, no

Negative: many, much, any

Questions: How many, How much, any

Descriptor:

A learner

- read the theory

- answers for the question

Point-3

Well done

Pictures

8 min

Ex: 2 P: 90

Teacher explain the task.

Ss do the task in closed pairs. Check Ss’ answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners choose the correct words.

ANSWERS

1 any

2 much

3 a few

4 a lot of

5 a little

6 much

7 much

8 no

9 a lot of

10 a few

Descriptor:

A learner

- do the task

- answers for the question1

Point -2

Excellent

10 min

Ex: 3 P: 90

Teache explain/elicit the meaning of any unknown words.

Give Ss time to copy and complete the table in their notebooks.

Check Ss’ answers around the class. Then give Ss two minutes to add as many more words as they can.

Students copy the table in your notebook and list the words under the headings. In two minutes, add as many more words as you can. Then write C for countable or U for uncountable.

Answers:

Descriptor:

A leaarner

- copy the table

- write C for countable or U for uncountable

Point -3

Excellent

7 min

Ex: 4 P: 90

Teacher explain the task.

Give Ss time to complete it.

Check Ss’ answers.

Differentiation:

Allow students to work in pairs and refer to the examples while completing the dialogue.

Learners complete the dialogue. Use: much, many, a, an, some, any.

ANSWERS

1 some

2 any

3 an

4 a

5 much

6 lots

7 any

8 many

9 some

Descriptor:

A leaarner

- complete the dialogue.

- use much, many, a, an, some

Point -2

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 83
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: word formation
Learning objectives	8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present several, plenty of, (a large/small) amount/number - practise several, plenty of, (a large/ small) amount/number - Practising word formation (verb suffixes) Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher refer students back to the text on page 62. Elicit that it all refers to the future.

Ask students to find sentences in which Molly talks about her plans, for example, I’m going to set up a campaign, I’m going to swim … . Elicit that the sentences use be going to.

Teacher tells values of this month.

The value of unity and solidarity.

Openness in communication:

- Express your opinion confidently but politely;

- Avoiding ulterior motives or lies;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:5a P:91

Teacher asks go through the table with Ss and elicit the L1 equivalents for the examples. (Ss’ own answers) Ask the question in the rubric and elicit answers from Ss around the class.

Differentiation:

Allow students to work in pairs and translate the examples from the table into L1 to better understand their meanings

Learners read the examples. Say them in your language. How do we use the words in bold?

ANSWERS

We use plenty of with countable and uncountable nouns.

We use several only with countable nouns to express a small number of something.

We use (a large/small) amount of with uncountable nouns. We use (a large/small) number of with countable nouns.

Descriptor:

A learner

- read the examples

- answers for the question

Point-3

Well done

Pictures

10 min

Ex: 6 P: 91

Teacher asks Ss read out the containers in the list and ask Ss to complete the gaps under the pictures with them.

Play the recording for Ss to listen an check their answers

Differentiation:

The teacher can provide additional explanations and simple examples on the board if needed.

Learners fill in: box, bag, can, bottle, packet, cartoon.

ANSWERS

1 box

3 bag

5 carton

2 bottle

4 packet

6 can

Descriptor:

A learner

- complete the sentences

- fill the gaps

Point -3

Excellent

8 min

Ex: 7 P: 91

Teacher asks Ss to read the theory box and then explain the task.

Give Ss time to complete the task and then check their answers.

Differentiation:

Guide students to read the theory box carefully and highlight the key rule or example

Learners read the theory. Form verbs from the words in brackets in the correct form

ANSWERS

1 strengthen

2 classify

3 specialise

4 formulating

Descriptor:

A leaarner

- read the theory

- complete the task

Point -2

Well done

7 min

Ex: 8 P: 91

Teacher asks go through the table with Ss and explain any points they are unsure of.

Give Ss time to complete the sentences and then check Ss’ answers..

Differentiation:

The teacher can provide additional examples on the board.

Learners read the theory, then complete the sentences. Use: all, both or half.

ANSWERS

1 Both

2 all

3 half

4 Both

Descriptor:

A leaarner

- read the theory

- complete the centences

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 84
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: food for thought
Learning objectives	8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of 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;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: -listen and read for gist - read for specific information - assess acquired knowledge from a text, to express an opinion Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 2: “Happiness comes to those who work hard” - Leonardo da Vinci/ 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss what their plans are for the weekend. Elicit a few ideas, making sure that students use be going to rather than will.

Write the words plan and arrangement on the board and elicit or explain the difference (a plan is something you intend to do; an arrangement is something that is already agreed, planned and arranged)

Teacher tells values of this month.

The value of unity and solidarity.

Resolve disputes peacefully:

- Control emotions during an argument and avoid hasty actions;

- Solving problems through non-violent, civilized language;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:92

Teacher asks Ss to look at the picture and read the title of the text.

Elicit Ss’ guesses as to what the text is about.

Play the recording. Ss read the text and find out.

Differentiation:

Pre-teach key vocabulary if necessary and allow them to make simple predictions.

Learners look at the picture and the title of the text. How do you think food is related to our brain?

ANSWERS

I think food affects how the brain works.

Descriptor:

A learner

-discuss the photo

-answer the question

Point-3

Pictures

12 min

Ex: 2 P: 92

Teacher asks Ss to read the questions and answer choices 1-3.

Give Ss time to read the text and complete the task.

Check Ss’ answers around the class.

Differentiation:

Allow students to read the questions and answer choices carefully before reading the text

Learners read again and choose the correct answer

ANSWERS

1 A

2 C

3 C

Descriptor:

A learner

- read the questions

- choose the correct answer

Point -3

13 min

Ex: 3 P: 92

Teacher asks Ss to discuss the questions in pairs.

Monitor the activity around the class and then

Differentiation:

Provide question prompts or sentence starters on the board (e.g., I think…, In my opinion…, I agree because…)

Learners what did you learn from the text? How can this information help you? Tell the class.

ANSWERS

I learnt about how food affects the functions in the brain.

I will try to eat more protein and fatty acids to help my brain be healthy

Descriptor:

A leaarner

- discuss the questions

- answer the question

Point -4

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 85
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verbs (break)
Learning objectives	8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present and practise prepositional phrases - present and practise phrasal verbs with break - talk about eating habits Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss what things they can do if they care about an issue such as those mentioned in the unit. Elicit various ideas. You could use this as an opportunity to revise the vocabulary on action and protest from page 58.

If no one suggests writing a letter to someone in authority, suggest it and ask who they might write to.

Teacher tells values of this month.

The value of hard work and professional qualifications.

Responsibility for work

- A sense of full responsibility for the results of actions;

- Maintain order and consistency in performing tasks;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:4 P:93

Teacher explain the task and give Ss some time to complete it then check Ss’ answers.

Differentiation:

Provide clear examples and guiding questions before students begin the task

Learners complete with: in (x2), for, on, at.

ANSWERS

1 At

2 in

3 on

4 for

5 in

Descriptor:

A learner

- fill the gaps

-complete the task.

Point-3

Pictures

10 min

Ex: 5 P: 93

Teacher asks Ss read out the box and explain the task.

Give Ss time to complete the task.

Check Ss’ answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners read the box and complete the sentences.

ANSWERS

1 out

2 down

3 into

4 up

Descriptor:

A learner

- read the box

- complete the sentences

Point -3

Excellent

7 min

Ex: 6 P: 93

Teacher explain the task and ask Ss to look at the gapped text and think about what the missing information might be.

Play the recording. Ss listen and complete the blanks 1-5.

Check Ss’ answers

Differentiation:

Highlight key words or context clues that may help them predict the missing information.

Learners listen to a boy called Kairat talking about his family’s eating habits. Fill in the gaps

ANSWERS

1 cereal

2 apple

3 beef

4 ice cream

5 cake

Descriptor:

A leaarner

- complete the sentences

- fill the gaps

Point -2

Excellent

8 min

Ex: 7 P: 93

Teacher asks Ss to talk in pairs about their eating habits using the table to help them.

Monitor the activity around the class and then ask various Ss to tell the rest of the class.

Differentiation:

Provide sentence starters and useful phrases on the board (e.g., I usually eat…, I often drink…, I sometimes…).

Learners what do you eat/drink every day? Use the phrases to tell your partner.

ANSWERS

I don’t eat any cake or biscuits, but I eat some sweets from time to time.

I don’t drink any milk, but I eat a lot of fruit.

Descriptor:

A leaarner

- complete sentences

- use the phrases

Point -2

Well done

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 86
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: Ordering breakfast
Learning objectives	8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.4.5.1 deduce meaning from context in short texts and some 66 extended texts on a growing range of familiar general and curricular topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - listen and read for gist - learn synonymous phrases Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss what traditional food they like or don’t like.

Ask students to describe how the food is prepared and eaten. Encourage them to use cooking verbs and nouns, for example, fry / frying pan

Teacher tells values of this month.

The value of hard work and professional qualifications.

Self-development and professional growth:

- Striving to acquire new professional knowledge and skills;

- Effective use of experience and knowledge in the workplace;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:94

Teacher refer Ss to the first and last sentences in the dialogue and elicit Ss’ guesses as to what the dialogue is about. Play the recording. Ss listen and read the text and find out.

Differentiation:

Pre-teach or explain key vocabulary if necessary to help them understand the dialogue.

Learners read the first and the last exchange in the dialogue. Answer the question.

ANSWERS

The dialogue is about someone who is ordering breakfast.

Descriptor:

A learner

- read the dialogue

- answer the question

Point-3

Well done

Pictures

12 min

Ex: 2 P: 94

Teacherasks Ss read out the phrases. Refer Ss back to the dialogue and elicit which of the underlined phrases are synonymous with each one from various Ss around the class.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners match the underlined phrases in the dialogue with the ones from the list below.

ANSWERS

Is it too late to order breakfast? = Are you still serving breakfast?

I’d prefer something lighter. = I don’t want to eat a heavy meal

What would you like to drink? = What about a beverage? Can I get you anything else? = Would you like anything else?

I’ll bring you your order in a moment. = Your meal will be ready soon.

Descriptor:

A learner

- read the phrases

- match the underlined phrases

Point -3

Excellent

13 min

Ex: 3 P: 94

Teacher explain the situation and ask Ss to read the menu.

Remind Ss that they can use the dialogue in Ex. 1 as a model as well as any ideas of their own to complete the task.

Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

Differentiation:

Provide useful phrases on the board (e.g., Can I have…? I would like…, Anything else?, That’s all, thank you.).

Learners look at the menu. In pairs, act out a dialogue similar to the one in Ex. 1.

ANSWERS

A: Good morning. What can I get you?

B: Hi. Are you still serving breakfast?

A: Yes, we serve breakfast until noon. And we’ve got a special offer today – our full English is £6.

B: Oh. Can I have the full English, then please?

A: Yes, of course. What would you like to drink? B: I’d like tea, please.

A: Can I get you anything else?

B: No, thanks.

A: OK. Your meal will be ready soon.

B: Thanks.

Descriptor:

A leaarner

- discuss the menu

- complete the task

Point -4

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 87
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Across culture: The best way to start the day
Learning objectives	8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic; to read for gist - read and listen for key information; to compare breakfast habits of two countries Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 3: “There are no promising professions, there are only promising specialists.” / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word rainforest on the board. Ask students what they know about tropical rainforests.

Elicit a variety of ideas, then ask what they know about the conditions in a rainforest. Ask what types of animals and plants there are, and where they live in the forest.

Elicit a variety of responses, but do not accept or reject any at this stage.

Teacher tells values of this month.

The value of hard work and professional qualifications.

Discipline and organizational skills:

- Effective planning of work schedules and tasks;

- Complete difficult or complex tasks in stages;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:95

Teaacher direct Ss' attention to the title of the text and the pictures and elicit how breakfast in the UK is similar/different to breakfast in Kazakhstan.

Allow Ss time to read

Differentiation:

Provide key vocabulary or translations in L1 if necessary and allow them to make simple comparisons (e.g., In the UK they eat…, In Kazakhstan we eat…).

Learners read through to find out. How similar/different is the breakfast in the UK and Kazakhstan?

ANSWERS

Both countries have a simple breakfast during the week. Both nations have porridge as a breakfast dish and both the British and the Kazakhs drink tea

Descriptor:

A learner

- read the text

- answer the question

Point-3

Well done

Pictures

13 min

Ex: 2 P: 95

Teacher explain the task.

Play the audio and ask Ss to listen and follow the text in their books.

Then ask Ss to compare the breakfast habits of people in the UK and in Kazakhstan in pairs following the example.

Monitor the activity around the class and then ask some Ss to tell the class

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners read and listen to the texts. Compare the breakfast habits of people in the UK and Kazakhstan.

ANSWERS

A typical British breakfast includes fried eggs, bacon, sausages, baked beans and toast. It can also include black pudding, fried mushrooms and tomatoes. A typical Kazakh breakfast includes lots of dairy-based products such as milk and ayran. During the week, both British and Kazakh people might eat porridge, or bread with different toppings. The British eat toast with butter and jam or marmalade, or breakfast cereal, while the Kazakhs eat fried eggs, bread, jam, milk and berries. People from both countries drink tea with breakfast

Descriptor:

A learner

- read and listen the

text

- compare the breakfast habits

Point -4

Excellent

12 min

Ex: 3 P: 95

Teacher explain the task and tell Ss they must research online and collect information about lunch foods in the UK and in Kazakhstan and then write a short text. Assign the task as HW.

Ask Ss to read their texts to the class.

Differentiation:

Allow students to use notes, pictures, or key words when preparing their short text.

Learners in groups, collect information about the typical food people eat in the UK and Kazakhstan for lunch. Write a text. Read it to the class.

ANSWERS

A typical lunch in the UK is a sandwich with a packet of crisps, some fruit, and a drink. Cheese, ham or chicken sandwiches are popular. Alternatively, soup is a popular lunch choice. The exception is on Sundays, when a full meal of roast meat and vegetables is served in the middle of the day. Lunch in Kazkahstan is very different. It is a large, cooked meal.

Descriptor:

A leaarner

- work in groups

- collect information about the typical food people

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 88
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Across the curriculum: food labeling
Learning objectives	8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic and listen and read for gist - read for specific information - consolidate comprehension of a text Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc.

Teacher tells values of this month.

The value of independence and patriotism.

Respect, self-respect:

- Maintaining personal dignity, not degrading oneself;

- To cultivate the ability to treat oneself and others fairly.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:96

Tacher ask Ss to look at the labels.

Elicit Ss’ guesses as to what they are for.

Play the recording. Ss listen and read the text and find out.

Differentiation:

Pre-teach key vocabulary and allow them to use simple sentences when sharing their ideas.

Learners look at the labels. What are they for? Listen and read to find out.

ANSWERS

The labels are found on food products and give information about storage, ingredients, nutrition and more

Descriptor:

A learner

- listen and read

- answer the question

Point-3

7 min

Ex: 2 P: 96

Teacher asks Ss to read the statements 1-5. Give Ss time to read the text again and complete the task.

Check Ss’ answers around the class

Differentiation:

Allow them to work in pairs and refer back to the relevant parts of the text while completing the task.

Learners read the text again and mark statements as T (true), F (false) or DS (doesn’t say). Correct the false statements

ANSWERS

1 F

2 F

3 T

4 DS

5 T

Descriptor:

A learner

- read the

text

- write true 0r false

Point 2

Excellent

10 min

Ex: 3 P: 96

Teacher asks Ss give Ss time to read the text again and formulate their answers.

Then ask various Ss to tell the class.

Differentiation:

Provide sentence starters on the board (e.g., According to the text…, The text says that…).

Learners do you think it’s important to have labels on food products? Why? Discuss.

ANSWERS

I think it is important for food products to have labels so we can know exactly what we are eating and make informed decisions about products before we buy them.

Descriptor:

A learner

- to read the text again

- answer the question

Point -3

Excellent

8 min

Ex: 4 P: 96

Teacher ask Ss to work in small groups and collect labels from various food products in their country.

Then ask various groups of Ss to present them to the class.

Differentiation:

Allow students to work in pairs and refer back to the text while preparing their answers Allow students to work in pairs and refer back to the text while preparing their answers

Learners look at the packaging of products in your country. Collect as many labels as you can. Present them to the class.

ANSWERS

Ss’ own answers

Descriptor:

A leaarner

- work in small groups

- collect labels from various food

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 89
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Writing: An email describing how to make your favorite food
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; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - read for specific information - read for cohesion and coherence - practise saying measurements Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc.

Teacher tells values of this month.

The value of independence and patriotism.

Being able to speak well:

- Maintaining polite and cultured language standards;

- Avoid using rude and unpleasant words in communication;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:97

Teacher asks Ss to read the text and then elicit answers to the questions.

Differentiation:

Allow them to work in pairs and discuss their answers before sharing with the class.

Learners look at the email. Who is writing it? What is it about? Read and check.

ANSWERS

The writer is Luiza. It is about a recipe for a dish

Descriptor:

A learner

- read the

text

- answer the question

Point-3

Pictures

12 min

Ex: 2 P: 97

Teacher ed the email again. Give Ss time to complete the task using their dictionaries as necessary.

Play the recording for Ss to listen and check their answers.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners complete the gaps with: chop, grate, pour, boil, fry, sprinkle, peel. Use your dictionaries. Listen and check.

ANSWERS

1 Chop

2 grate

3 peel

4 Fry

5 boil

6 Pour

7 sprinkle

Descriptor:

A learner

- complete the gaps

- use your dictionaries

Point -3

Excellent

13 min

Ex: 3 P: 97

Teacher asks Ss to look at the recipe for chocolate cake and read the box explaining measurements and ask and answer in pairs following the example.

Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.

Differentiation:

Pre-teach key vocabulary for ingredients and measurements and provide sentence starters (e.g., How much…? How many…? We need…).

Learners look at the ingredients. Ask and answer.

ANSWERS

A: How much sugar do we need?

B: 150 g. How much cocoa powder do we need?

A: 100 g. How much baking powder do we need?

B: 2 tsp. How many eggs do we need?

A: Three. How much milk do we need?

B: 250 ml. How much butter do we need? A: 250 g.

Descriptor:

A leaarner

- read the

box

- ask and answer

Point -4

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 8 Food and drink		lesson 90
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Edutainment Summative assessment for the unit 8
Learning objectives	8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - discuss the value of healthy eating habits and express an opinion - test knowledge learnt in this module/to do a quiz Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month April “Labor and Professional qualifIictions month” Quote of the week 4: “By gaining deep knowledge, one will build a profession; By tasting the sweetness of learning, one grows and masters art.” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc.

Teacher tells values of this month.

The value of independence and patriotism.

Ability to communicate warmly:

- Maintaining personal dignity, not degrading oneself;

- Maintain decency and courtesy;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

7 min

Ex:1 P:98

Teacher ask Ss to read the list of healthy eating habits and ask Ss to discuss in pairs which ones they follow and which bad habits they are going to change.

Monitor the activity around the class and then elicit further answers from Ss around the class.

Differentiation

Provide sentence starters on the board (e.g., I follow…, I don’t follow…, I want to change…).

Learners which of the sentences best describe your eating habits? What are you going to change? Discuss in pairs.

ANSWERS

Ss' own answers

Descriptor:

A learner

- read the list of healthy eating habits

- discuss in pairs.

Point-2

Pictures

8 min

Ex: 2 P: 98

Teacher Explain the task and ask Ss to work in small groups and research on the Internet and gather information to prepare a poster. Give Ss time to complete the task and then ask various Ss to show their posters to the rest of the class.

Differentiation

Allow students to work in supportive groups and use pictures, keywords, or short phrases instead of long texts.

Learners collect information about how food affects our body and mood. Create a poster informing people about healthy eating.

A NSWERS

Descriptor:

A learner

- collect information about how food affects

- create a poster informing

Point -2

Excellent

10 min

Ex: 3 P: 98

Teacher explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.

Differentiation

Allow students to work in pairs and review the module pages to locate the relevant information.

Learners do the quiz. Mark the sentences as T (true) or F (false).

ANSWERS

1 F

2 F

3 F

4 T

5 T

6 T

Descriptor:

A learner

- do the quiz

- mark the sentences

Point -3

Excellent

10 min

Ex: 4 P: 98

Teacherexplain 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. Burns Night is on 25th January. [T]).

Ss can swap their quiz with another pair and do it and then report back to the class

Differentiation

Provide question starters and examples (e.g., True or False…, When is…, What is…?).

Learners look at Module 8 and write a T/F quiz of your own similar to the one in Ex. 3.

ANSWERS

1 A festive food in Sweden is jerk chicken. [F]

2 Scottish people eat haggis at Hogmanay. [F] 3 Parkin is a type of toffee. [F]

4 Iron and copper are types of fatty acids. [F]

5 Amino acids are found in proteins. [T]

6 British people often have cereal for breakfast. [T]

7 In the UK, people drink coffee with breakfast. [F] 8 Food labels are different in different countries. [T]

Descriptor:

A learner- work in pairs

- write true or false

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 91
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: work and jobs
Learning objectives	8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present vocabulary for jobs - present/practise vocabulary for work activities Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher ask students to tell you something they like and something they dislike about their school. Encourage students to join in and contribute ideas.

Ask students what kind of things they do at school. Elicit ideas, and write the verbs on the board (for example, study, work, do homework, make friends)..

Teacher tells values of this month.

The value of justice and responsibility.

Understanding responsibility:

- Know and respect their duties and rights;

- Ability to admit one's mistakes and strive to correct them;

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

15 min

Ex:1 P:99

Teacher draw Ss’ attention to the pictures (1-12). Play the audio with pauses for Ss to listen and repeat. Check Ss’ pronunciation and intonation.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners look at the pictures (1-12). Listen and repeat.

ANSWERS

Ss' own answers

Descriptor:

A learner

- discuss the pictures

- listen and repeat

Point-4

Pictures

20 min

Ex: 2 P: 99

Teacher explain the task and read out the example sentence.

Ask various Ss to tell the class what each person in the pictures does at work.

Learners what does each person do at work? Use the phrases to tell the class.

ANSWERS

A newsreader reads the news on TV or radio.

A tutor gives private lessons.

A firefighter puts out fires.

A police officer makes sure people obey the law.

A plumber fixes broken water pipes.

A surgeon performs operations.

A chef cooks delicious food.

A receptionist receives calls and welcomes visitors.

A lawyer advises people on the law.

A hairdresser cuts and styles people’s hair.

An electrician fixes electrical problems.

Descriptor:

A learner

- read the examples

- answer the questions

Point -6

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 92
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: strange jobs
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 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - generate topic-related vocabulary - introduce the topic and predict the content of the text Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word cheat on the board and elicit the meaning.

Ask students to think about the different ways in which people can cheat.

Ask students to give their opinions on the topic of cheating. Try to elicit different ideas and encourage students to join in and give their opinions.

Ask students if they can guess what percentage of school students cheat in tests and exams.

Teacher tells values of this month.

The value of justice and responsibility.

Being fair to oneself:

- Be able to critically and honestly assess one's own actions, be able to admit mistakes and be ready to correct them;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

12 min

Ex:1 P:100

Teacher write the title ‘entertainment’ on the board and the examples ‘actor’ and ‘singer’. Explain the task to Ss. Allow them one minute to complete the task.

Ask Ss to share their answers with their partner and then with the rest of the class.

Differentiation

Provide additional examples on the board (e.g., dancer, musician, comedian).

Learners in a minute, write as many jobs as you can related to entertainment (actor, singer, etc). Compare with your partner.

ANSWERS

dancer, comedian, musician, clown, director, composer, magician, ballerina, circus performer, etc

Descriptor:

A learner

- write as many jobs

- complete the task

Point-3

Well done

Pictures

13 min

Ex: 2 P: 100

Teacher direct Ss’ attention to the pictures.

Elicit a variety of answers to the questions in the rubric.

Play the recording. Ss listen and follow the text in their books.

Ss match the pictures to the texts.

Check Ss’ answers around the class

Differentiation

Pre-teach key vocabulary from the text if necessary and guide them to identify visual clues that help match the pictures to the texts.

Learners look at the pictures. Where do these people work? What do they do for a living? Listen and read to find out. Then match the pictures to the texts.

ANSWERS

The pictures show people who have strange jobs. There is someone dressed as a cartoon character and a woman who looks like a statue. I think the cartoon character works at a theme park and the statue woman might be an actress.

1 B 2 A

Descriptor:

A learner

- discuss the pictures

- answers to the

questions

Point -4

Excellent

10 min

Ex: 3 P: 100

Teacher allow Ss some time to read the text again and answer the questions.

Check Ss’ answers

Differentiation

Allow them to work in pairs and refer back to the text while answering the questions.

Learners read the texts and answer the questions. Which of the entertainers

ANSWERS

1 A

2 B

3 B

4 A

5 A

Descriptor:

A leaarner

- read the

texts

- answer the questions

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 93
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: jobs
Learning objectives	8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - consolidate new vocabulary - present and practise prepositional phrases Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 1: “The sunlight is shared by all, just like the wise words of a good person.” / 1-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss to find a phrase in paragraph 2 in the text on page 50 meaning ‘it’s necessary to cheat’ (they have to cheat). Ask them to find a phrase in paragraph 5 on page 51 meaning ‘it isn’t necessary to cheat’ (they don’t have to cheat). Ask students what other things it is necessary to do at school (for example, work hard, come to classes, wear a uniform).

Teacher tells values of this month.

The value of justice and responsibility.

Self-control, accountability:

- Monitor your own behavior and emotions;

- Identify and strive to correct reported deficiencies;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:4 P:101

Teacher explain the task and allow Ss some time to complete it. Tell Ss to refer back to the text to find the phrases.

Check Ss’ answers around the class

Differentiation:

Encourage students to work in pairs and scan the text to locate the relevant phrases

Learners complete with the words. Use the phrases to present Christina and Joe to the class

ANSWERS

1 still

2 statue

3 clothes

4 job

5 costume

6 room

7 mask

8 slowly

9 paint

10 humour

Descriptor:

A learner

- complete the sentences

- use the phrases to present

Point-3

Well done

Pictures

7 min

Ex: 5 P: 101

Teacher explain the task and give Ss some time to complete it then check Ss’ answers.

Differentiation:

Guide them to underline key words in the task and find similar words or expressions in the text.

Learners complete with: in, with, at (x2), of

ANSWERS

1 with

2 at

3 of

4 in

5 at

Descriptor:

A learner

- complete the sentences

- use prepositions

Point -2

Excellent

8 min

Ex: 6 P: 101

Teacher asks various Ss around the class to say three things they remember from the text.

Differentiation:

Provide sentence starters such as “I remember that…”, “The text says that…”.

Learners tell the class three things you remember from the texts in Ex. 2.

ANSWERS

1 Christina covers her skin with body paint.

2 Joe works at Disney World in Florida.

3 Joe cannot speak at work.

Descriptor:

A leaarner

- read the text

- say three things they remember to

Point -2

Excellent

10 min

Ex: 7a P: 101

Teacher draw Ss’ attention to the Study Skills box and read through the examples.

Explain the task and any unknown words.

Allow Ss some time to complete the task.

Play the recording. Ss listen and check their answers.

Differentiation:

Allow students to look back at the text briefly and discuss their ideas in pairs before answering

Learners listen and check. Listen again and repeat. Mind the stressed syllables.

ANSWERS

1 security guard

2 make-up artist

3 travel agent

4 social worker

5 airline pilot

6 shop assistant

7 graphic designer

8 computer programmer

9 bus driver

10 personal trainer

11 TV presenter

12 heart surgeon

Descriptor:

A learner

- listen and check

- mind the stressed syllables

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 94
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Reported Speech
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present reported speech - present say/tell in direct/reported speech - practise say/tell Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting

Asking dates and weather

Warm up:

Teacher asks Ss to say what kind of school they go to. Ask if there are other kinds of school in their country, and ask students to say what the differences are.

Ask what the advantages are of the school they go to, and also what the disadvantages are.

Teacher tells values of this month.

The value of law and order.

Being able to distinguish between discipline and subordination:

- Obey the rules of conduct, understanding their meaning;

- Be able to distinguish between a legitimate, fair claim and an unreasonable, unfounded claim;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:102

Teacher explain that when we report statements, we use say or tell. We use say in direct and reported speech without to when it is not followed by the person being spoken to (e.g. Tom said “I need help.”/ Tom said (that) he needed help.) and with to when it is followed by the person being spoken to as well (e.g. Tom said to me, “I need help.”/ Tom said to me (that) he needed help.)

Differentiation:

Allow students to translate the examples into L1 to understand the meaning

Learners read the theory and answer the questions.

ANSWERS

1 We use the verbs ‘say/tell’ in reported statements.

2 The tenses change as follows – present simple → past simple, present continuous → past continuous, present perfect → past perfect, past simple → past perfect, past continuous → past perfect continuous, future simple → would + bare infinitive, present modal → past modal

3 Pronouns/possessives change according to the meaning.

4 We use the verb ‘ask’ to report questions.

5 We report a positive/negative command with the verb tell + sb + (not) to- infinitive.

Descriptor:

A learner

- read the theory

- answer the questions

Point-3

Well done

Pictures

8 min

Ex: 2 P: 102

Teacher asks Ss to read the table and then elicit when we use the verbs said/told.

Differentiation:

Provide simple explanations or L1 translations if needed

Learners read the sentences. When do we use the verbs said? told?

ANSWERS

We use said in direct and reported speech without to when it is not followed by the person being spoken to and with to when it is followed by the person being spoken to. We use told in direct and reported speech with to + personal pronoun.

Descriptor:

A learner

- read the sentences

- answer the questions

Point -2

Excellent

7 min

Ex: 3 P: 102

Teacher explain the task and then give Ss time to complete the task.

Check Ss’ answers.

Differentiation:

Less motivated learner work in pairs to identify when to use say or tell.

Learners fill in: said or told.

ANSWERS

1 said

2 told

3 said

4 said

5 told

6 said

Descriptor:

A learner

-fill the gaps

- complete the task

Point -2

Excellent

10 min

Ex: 4 P: 102

Teacher explain the task and then give Ss time to complete it.

Check Ss’ answers.

Differentiation:

Allow them to discuss the rule in pairs before answering

Learners rewrite the sentences from direct into reported speech.

ANSWERS

1 Sezim said (that) he would finish work in two hours.

2 He said to/told us (that) he had got a job at Disneyland.

3 Bota said (that) he had passed all of his examinations.

4 They said (that) they had had a great meeting.

5 Nurlybek said (that) he didn’t want to go to work.

6 Bibigul told/said to Aru (that) Gulmira had been working until 4:00 pm the previous afternoon.

7 Jane said (that) she hadn’t finished her project yet.

8 Nursultan said to/told Timur (that) Kanat had finished school and he was looking for a job.

Descriptor:

A leaarner

- rewrite the sentences

- use reported speech

Point -3

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 95
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: word formation
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: -practise reported questions/ commands -present/practise word formation (people nouns from verbs/nouns) -act out a dialogue and practise reported speech Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss to look back through the unit and find examples of should, must and have to.

Elicit some simple sentences and write them on the board.

Underline the verbs and ask students to translate the sentences into their own language.

Teacher tells values of this month.

The value of law and order.

Principled, able to keep one's word, able to understand the meaning of authority:

- express one's position based on specific principles;

- distinguish between influence and dominance through argument;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:5 P:103

Teacher explain the task and give Ss time to complete it. Then, check Ss’ answers.

Differentiation:

Provide an example on the board and allow students to refer to the rule or text

Learners report the questions and commands

ANSWERS

1 He asked where the manager’s office was.

2 He asked me if Fatiha was at the meeting.

3 Inkar said to/told Azat not to forget his papers. 4 He told me to check if the file was on his computer.

5 Lucy asked Ben if he had read the report.

6 Mum said to/told Nurlan to wake up

Descriptor:

A learner

- complete the sentences

- report the questions

Point 3

Well done

Pictures

10 min

Ex: 6 P: 103

Teacher asks Ss to read the table and then give them time to complete the task.

Check Ss’ answers and then refer Ss to the Grammar Reference section for more information.

Differentiation:

Let them work in pairs and discuss their answers before checking.

Learners read the theory and report the sentences. Use the special introductory verbs in brackets

ANSWERS

1 He ordered me to go to my room.

2 She asked him to give her the book.

3 Ulan apologised for shouting at me.

4 He refused to go to the shop.

5 Sholpan offered to show Nurgul how to use the cash register.

Descriptor:

A learner

- read the theory

- complete the table

Point -3

Excellent

8 min

Ex: 7 P: 103

Teacher sks Ss read out the theory box and the examples.

Then give Ss time to complete the sentences by forming a noun from the words in brackets.

Check Ss’ answers around the class.

Differentiation:

Provide additional examples on the board and allow students to work in pairs while completing the sentences.

Learners read the theory box. Then, complete each sentence with the correct noun formed from the words in brackets.

ANSWERS

1 writer

2 actor

3 salesperson

4 artist, mathematician

5 president

Descriptor:

A leaarner

- read the theory

- complete the sentences

Point -2

Excellent

7 min

Ex: 8 P: 103

Teacher asks Ss read out the box and explain the task.

Give Ss time to complete the task.

Check Ss’ answers.

Differentiation:

Guide students to look carefully at the examples in the theory box

Learners read the box, then complete the sentences.

ANSWERS

1 after

2 up

3 over

4 on

Descriptor:

A leaarner

- read the box

- complete the sentences

Point -2

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 96
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: dream jobs
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 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some 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
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - predict the topic of the text; to read for specific information -read for cohesion and coherence -present and practise topic-related vocabulary; to discuss choosing a career Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 2: “If there is no unity, there is no organization; if there is no organization, there is no future.” / 2-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word advice on the board and elicit the meaning. In a weaker class, ask students to translate the word into their own language if necessary. Ask them when they ask for advice, and who they ask.

Ask students when they give advice and to whom. Elicit some ideas and encourage students to contribute.

Teacher tells values of this month.

The value of law and order.

Understanding the importance of the principle of honor:

- Accepting conscience as the main criterion of behavior;

- To prevent injustice and unfair practices;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:104

Teacher asks Ss read the title of the text aloud and direct Ss’ attention to the picture.

Elicit Ss’ guesses as to what Dylan does for a living and elicit three questions from the class.

Give Ss time to read the text and see if they can answer the questions.

Differentiation

Provide question starters (e.g., What does he do? Where does he work? Why is he famous?) to help them form questions.

Learners read the title and look at the picture. What does Dylan do for a living? Think of three questions you would like to ask him. Read the text and see if you can answer them.

ANSWERS

Dylan is an artist.

1) When did Dylan first begin painting? (As a child)

2) How did Dylan become known in the art world? (Through art shows)

3) What advice would Dylan give to other young people about finding a job? (Don’t let anyone tell you that you can’t do what you love.)

Descriptor:

A learner

- read the

title

- answer the question

Point-3

Well done

Pictures

8 min

Ex: 2 P: 104

Teacher asks Ss to read the parts of sentences 1-7 and then allow Ss time to read the text again and complete the task.

Check Ss’ answers

Differentiation

Allow them to work in pairs and refer back to the text while completing the task.

Learners read the text and complete the gaps with the parts of the sentences. There is one extra part. Then explain the words in bold. Listen, read and check.

ANSWERS

A 5

B 3

C 7

D 1

E 4

F 2

Descriptor:

A learner

- read the

text

- complete the gaps

Point -2

Excellent

10 min

Ex: 3 P: 105

Teacher asks Ss go through the list of phrases and explain or elicit the meanings of any unknown words and ask Ss to read out the example dialogue. Ask Ss to discuss in pairs what is important to them when choosing a career following the example.

Monitor the activity around the class and then ask various Ss to tell the rest of the class what they discussed.

Differentiation

Provide sentence starters on the board (e.g., It is important for me to…, I want a job that…, I would like to…).

Learners which of the following would you consider when choosing a career? Discuss in pairs.

ANSWERS

A: What kind of job would you like to do for a living?

B: I’d like to be a pilot.

A: Really? Why?

B: Well, I don’t mind working long hours or shifts. I would get high wages and I’d visit lots of exotic destinations. What about you?

A: I’d like to work as a forensic investigator.

B: Wow. Why would you want to do that job?

A: Well, I like working under pressure and as part of a team. I also think I’d get to meet lots of interesting people.

B: It sounds like an interesting job.

Descriptor:

A learner

- read the phrases

- identify the meanings of any unknown words

Point -3

7 min

Ex: 4a P: 105

Teacher asks Ss to look at the CV and elicit what type of information is missing (e.g. a name, a phone number, etc). Check answers around the class.

Differentiation

Allow students to work in supportive pairs

Learners look at the CV below. What type of information is missing?

ANSWERS

1 surname

2 part of address

3 a number (part of date of birth)

4 phone number

5 part of job title

Descriptor:

A learner

- answer the question

Point -2

Excellent

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

The teacher to assess learners for their ability.

“Good job!

Well done!”

Poster

Short term plan

Unit: 9 The world of professions		lesson 97
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: A job interview
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 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts;
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - present language related to a job interview - predict the content of a dialogue - learn synonymous phrases Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.” Tole Bi/ 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss which jobs in Kazakhstan are the most popular, the best paid, the most interesting, and the most common.

Find out which jobs students think they would do, or which jobs members of their famiies do

Teacher tells values of this month.

The value of creativity and innovation.

Personal safety, life safety:

- Risk recognition: being able to distinguish between threats such as bullying, drugs, violence, and fraud;

- Safe behavior: obeying traffic rules, acting safely in public places;

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:106

Teacher asks Ss to read the advert and then elicit what it is about.

Differentiation:

The teacher can explain unfamiliar vocabulary or provide L1 support if necessary.

Learners read the advert. What is it about?

ANSWERS

The advert is for a job as a sales assistant.

Descriptor:

A learner

- read the advert

- answer the question

Point-3

Well done

Pictures

7 min

Ex: 2 P: 106

Teacher play the recording with pauses for Ss to repeat either chorally or individually.

Pay attention to Ss’ pronunciation and correct as necessary.

Differentiation:

Learners listen and repeat.

ANSWERS

Student’s own answer

Descriptor:

A learner

- listen and repeat

Point -2

Excellent

Stickers

8 min

Ex: 3 P: 106

Teacher asks Ss to read the sentences in Ex. 2 again and elicit Ss’ guesses as to what it may be about and what style it is. Play the audio for Ss to listen and read and check if their guesses were correct.

Differentiation:

Allow students to repeat the words or sentences chorally several times before individual repetition

Learners the sentences above are from the dialogue below. What is the dialogue about? Is the dialogue formal or informal? Listen and check.

ANSWERS

The dialogue is a job interview and it is formal

Descriptor:

A learner

- read the sentences

- answer the question

Point -2

10 min

Ex: 4 P: 106

Teacher asks read out the phrases in the list and give Ss time to find the synonymous ones in the dialogue and then check Ss’ answers around the class.

Differentiation:

Allow students to work in pairs and scan the dialogue to find the phrases with similar meanings

Learners find sentences in the dialogue which mean:

ANSWERS

Why do you want the job? = Why do you want to work for us?

I can’t wait for you to call me. = I’m looking forward to hearing from you.

There are others who want the job. = There are a number of other candidates.

Descriptor:

A learner

- read out the phrases

- find the synonymous

Point -3

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 98
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Across cultures: Off work! Public holidays
Learning objectives	8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - introduce the topic; to read for gist - read for cohesion and coherence; to practise word formation - read and listen for key information; to compare festivals in two countries Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.”Tole Bi / 3-апта дәйек сөз/ .

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word community on the board and elicit or explain the meaning (a group of people who have something in common and feel that they belong together).

Ask students what different types of community there are (a town / village community, a work community, a religious community, clubs, organizations, etc). Ask students if they think their school is a community

Teacher tells values of this month.

The value of creativity and innovation.

Understanding the importance of health:

- Understanding cultural, ethical, and legal norms in society;

- Showing respect for others and recognizing mutual respect;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:107

Teacher direct Ss’ attention to the titles of the text and the pictures and elicit what Ss think people celebrate on these days. Allow Ss time to read through the texts and find out.

Differentiation:

Pre-teach key vocabulary if necessary and allow them to make simple predictions

Learners look at the pictures and read the titles of the texts. What do people celebrate on these days? Read through to find out.

ANSWERS

People celebrate May Day in the UK and Women’s Day in Kazakhstan.

Descriptor:

A learner

- read the

titles

- answer the question

Point-3

Well done

Pictures

12 min

Ex: 2 P: 107

Teacher explain the task. Allow Ss time to read the texts and complete the gaps with derivatives of the words in brackets.

Remind Ss to read the completed texts for cohesion and coherence and then check Ss’ answers.

Differentiation:

Less motivated learner discuss their ideas in pairs before reading.

Learners read the texts and complete the gaps with words derived from the words in brackets. Listen and check.

ANSWERS

1 celebration

5 official

2 traditional

6 entertainers

3 procession

7 performances

4 flowery

Descriptor:

A learner

- read the text

- complete the gaps

Point -3

Excellent

13 min

Ex: 3 P: 107

Teacher asks Ss to copy the headings into their notebooks and then ask Ss to read the texts again and make notes under the headings.

Then ask individual Ss to come up in front of the class and give a short presentation on the festivals to the class using their notes

Differentiation:

Pre-teach key vocabulary if necessary and allow them to make simple predictions

Learners listen to and read the texts again. Make notes under the headings:

ANSWERS

Suggested Answer Key Name of festival/holiday: May Day Date: 1st Monday in May Why it is a special day: Spring festival

Celebrations: parade led by a May Queen and a Green Man, Morris Dancers with flowery hats and bells around their knees, festival field, young girls dance around a Maypole, funfair with rides, stalls selling sweet treats On the first Monday in May, the UK celebrates May Day. This is a traditional spring festival. There is a parade led by the May Queen and the Green Man. It also has Morris Dancers with flowery hats and bells around their knees. Then at the festival field, young girls dance around a Maypole and there is a funfair with rides as well as stalls selling sweet treats.

Descriptor:

A learner

- listen and read

- make notes under the headings

Point -4

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 99
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Across curriculum: A Christmas carol Summative assessment for the unit 9
Learning objectives	8.2.8.1 understand extended narratives on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - read for specific information - make inferences and describe characters in a story Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 3: “In this world, if you think deeply, unity is needed; And to think about unity, there must be life and effort.” Tole Bi / 3-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word community on the board and elicit or explain the meaning (a group of people who have something in common and feel that they belong together).

Teacher tells values of this month.

The value of creativity and innovation.

Fairness in the use and acquisition of necessary information:

- Be able to select reliable and correct sources of information;

- Be able to draw logical and objective conclusions.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex:1 P:108

Teacher asks Ss to read the short biography to find out what ‘A Christmas Carol’ is about. Elicit answers.

Differentiation

Allow them to work in pairs and discuss their ideas before answering.

Learners answer the question. What is the story A Christmas Carol about? Read the biography to find out.

ANSWERS

It is about a miser called Ebenezer Scrooge who mistreats his employee, but his life changes after some unusual visitors

Descriptor:

A learner

- read the biography

- answer the question

Point-3

Well done

Pictures

10 min

Ex: 2 P: 108

Teacher asks Ss to read the questions 1-3 and the answer choices. Then give them time to read the main text and choose the correct answers for the questions.

Check Ss’ answers.

Differentiation

Allow them to work in pairs and compare their answers

Learners listen to and read the text. For questions 1-3, choose the correct answer (A, B, C or D). Then, explain the words in bold.

ANSWERS

1 B

2 D

3 B

Descriptor:

A learner

- read the questions

- answers the questions

Point -3

Excellent

13 min

Ex: 3 P: 108

Teacher asks Ss read out the list of adjectives and explain or elicit the meaning if any unknown words.

Then allow Ss time to consider which ones apply to which characters in the story by making inferences.

Ask various Ss to tell the class giving reasons for their answers.

Differentiation

Pre-teach or explain difficult adjectives and provide simple definitions or L1 translations

Learners answer the question. Which adjectives best describe Scrooge? the clerk?

ANSWERS

Scrooge: moody, mean, grumpy, nasty We understand this because he doesn’t want to give his employee Christmas Day off work and he doesn’t want to pay him for it either. Also, he wants him to come in early the day after Christmas to make up for it and he doesn’t wish him a happy Christmas even though it is Christmas Eve. Also, he leaves the office angrily.

The clerk: kind, shy, polite, loyal We understand this because he speaks politely to Scrooge and doesn’t argue with him or say anything unkind despite his attitude. Also, he agrees to come into work early the day after Christmas.

Descriptor:

A learner

- read out the list of adjectives

- answer the question

Point -4

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 The world of professions		lesson 100
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Writing: A letter of application
Learning objectives	8.3.3.1 give an opinion at discourse level on a wide 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 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - identify an opinion and read for structure and content - read for comprehension; to substitute linkers - prepare for a writing task Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher write the word community on the board and elicit or explain the meaning (a group of people who have something in common and feel that they belong together).

Ask students what different types of community there are (a town / village community, a work community, a religious community, clubs, organizations, etc).

Teacher tells values of this month.

The value of unity and solidarity.

Respect and mutual respect:

- Respect for the rights and individuality of each person;

- Recognize and support the successes of colleagues and friends.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

13 min

Ex:1 P:109

Teaacher asks Ss to read the essay and the elicit answers to the questions.

Differentiation:

Allow students to work in pairs

Learners read the essay. What is the writer’s opinion on the topic? What reasons/examples do they use to support their opinion? What is the opposing viewpoint?

ANSWERS

The writer’s opinion is that there are many benefits to working while studying. Reasons/examples = helps to find a job later because they have work experience, helps financial situation because they will have less debt Opposing viewpoint = may get lower marks because of less time to study and prepare for exams

Descriptor:

A learner

- read the essay

- answer the questions

Point-4

Well done

Pictures

12 min

Ex: 2 P: 109

Teacher asks Ss to read the TIP box and explain any points they are unsure of.

Then give Ss time to read through the model again and the Useful Language box.

Direct Ss’ attention to the linkers in bold in the model and elicit appropriate alternatives from the Useful Language box from various Ss around the class

Differentiation:

Provide examples of linkers on the board and allow students to work in pairs to find the bold linkers in the model text.

Learners read the model again and replace the linkers in bold with other appropriate ones from the Useful Language box.

ANSWERS

First of all: Firstly Secondly: Furthermore For instance: For example

However: On the other hand In conclusion: All in all

Descriptor:

A learner

- read the model

- replace the linkers

Point -3

Excellent

10 min

Ex: 3 P: 109

Teacher asks Ss to read the rubric and then read the viewpoints and the reasons.

Give Ss time to match the viewpoints to the reasons and then elicit answers from Ss around the class.

Play the recording. Ss listen and check

Differentiation:

Allow them to work in pairs and discuss their ideas before listening

Learners read the rubric. Then match the viewpoints below (1-3) to their reasons/examples (A-C). Compare with your partner

ANSWERS

1 C 2 A 3 B

Descriptor:

A learner

- read the rubric -3

- match the viewpoints

Point -3

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Short term plan

Unit: 9 Science and technology		lesson 101
School
Teacher name
Date:
Grade: 9		Number present:	absent:
Lesson title	Summative Control work for the fourth term.
Learning objectives	9.2.3.1 Understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics 9.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics 9.5.7.1 Use independently appropriate layout at text level on a growing range of general and curricular topics 9.3.8.1 Recount extended stories and events on a range of general and curricular topics
Lesson objectives (assessment criteria) (Reason: Instructions given by the Head of State K. Tokayev at the 2nd, 3rd, and 4th sessions of the National Congress, Order No. 123 of the Ministry of Education of the Republic of Kazakhstan)	Learners will be able to: - identify language style, tone and voice of the speaker - compile personal vocabulary lists - use different points of view and roles retelling stories and events Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks Ss if they think cities will look different in the future. In pairs, ask them to make a list of things that will stay the same and things which will change.

Ask pairs of students to feedback their ideas

Teacher tells values of this month.

The value of unity and solidarity.

Resolve disputes peacefully:

- Willingness to compromise or reach a common solution;

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheets

Middle

40 min

LISTENING

Task. Listen to two people talking about why they visited or moved to a particular place. Match the sentences (1-2) with their opinion (A – D). There are TWO extra options. CD3 Tapescript4

Students listen to two people talking about why they visited or moved to a particular place

Descriptor:

A learner

- listen to two people

Point-6

Pictures

READING

Task. Read the text and circle the word that can replace the underlined word in the text without changing the meaning

Example: (0) average greedy ~~indicate~~ way

Task. Match paragraphs A – E to the topic sentences below.

Students read the text and circle the word that can replace the underlined word in the text without changing the meaning

Descriptor:

A learner

- read the text and circle the word

Point -6

WRITING

Choose ONE of the topics and write an essay.

Topic 1. Travelling has become popular in recent years. What are the advantages and disadvantages of travelling?

Students choose ONE of the topics and write an essay

Descriptor:

A learner

- choose ONE of the topics and write an essay

Point -6

SPEAKING

Task. You are given a card with a topic and questions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say and you can make notes if you wish.

Students answer the question

Descriptor:

A learner

- answer the question

Point -6

Short term plan

Unit: 9 The world of professions		lesson 102
School
Teacher name
Date:
Grade: 8		Number present:	absent:
Lesson title	Edutainment: working as a team
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 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives (assessment criteria) (Негіздеме: Мемлекет басшысы Қ.Тоқаевтың Ұлттық құрылтайдың ІІ,ІІІ, ІV отырыстарында берген тапсырмасы, ҚР Оқу-ағарту министрлігінің №123 бұйрығы)	Learners will be able to: - discuss the value of working as a team and agreeing/disagreeing with an opinion - test knowledge learnt in this module/ to do a quiz Instilling values of the program “Birtutas tarbiye” being Adal Azamat for Month May “The value of creativity and innovation” Quote of the week 4: “A harmonious nation is blessed with peace and prosperity” / 4-апта дәйек сөз/

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Ask students when they give advice and to whom. Elicit some ideas and encourage students to contribute.

Ask students what they would say in English to ask for advice or give someone advice. Elicit ideas, but do not confirm or reject any at this stage

Teacher tells values of this month.

The value of unity and solidarity.

Prioritizing the public interest:

- Temporarily putting personal interests aside and putting the collective interest first;

- Focusing on group or public benefit in decision-making;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Assessment sheet Kazakh’s legend animal

Middle

10 min

Ex: 1 P:110

Teacher ask Ss to read the list of quotes about working as a team and ask Ss to discuss in pairs what it means and which quotes they agree with.

Monitor the activity around the class and then elicit further answers from Ss around the class.

Differentiation:

Provide simple sentence starters (e.g., This quote means…, I agree because…)

Students read what various people say. Do

you agree or not? Tell your partner

Answers:

Descriptor:

A learner

- read the sentences

- discuss in pairs

Point-3

Pictures

13 min

Ex: 2 P:110

Teacher give Ss time to consider their answers to the question in pairs.

Ask various Ss to share their answers with the rest of the class.

Differentiation:

Allow students to discuss the quotes in pairs before sharing their ideas

Students discuss in pairs.

Answers:

Most, if not all, jobs involve working with other people. It is important to be able to get along with people of all ages and backgrounds or in many cases you won’t be able to do your job properly. That is why it is important to employers that their employees can be team players

Descriptor:

A learner

- discuss in pairs

- answer the question

Point -4

Excellent

12 min

Ex: 3 P:116

Explain the task. Allow Ss some time to read the statements and mark them as true or false.

Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.

Differentiation:

Allow students to work in pairs and refer back to the module pages to find the relevant information

Students do the quiz. Decide if the sentences are T (true) or F (false).

Answers:

1 T

2 F

3 T

4 T

5 F

6 T

Descriptor:

A learner

- do the quiz

- write true or false

Point -3

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

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