Назар аударыңыз. Бұл материалды сайт қолданушысы жариялаған. Егер материал сіздің авторлық құқығыңызды бұзса, осында жазыңыз. Біз ең жылдам уақытта материалды сайттан өшіреміз
Жақын арада сайт әкімшілігі сізбен хабарласады
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
8-сыныптарға арналған сабақ жоспарлары (The plans of the lesson)
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short term plan 1
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and language focus: Everyday objects |
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Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
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Cross curricular links |
Ecology. |
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Previous learning |
Previously learned vocabulary on the topic "Everyday objects". |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.8. Answering questions. 1. What items do you use every day? 2. How can people create less rubbish? (People can create less rubbish by recycling more and buying items with less packaging.) 3. Do you think it's important to protect the environment? Why? (Yes, so that future generations can enjoy the planet.) |
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Main Activities |
Ex.1 p.8. Word and picture matching activity. Answers: 1) a can of fizzy drink 2) a bottle of shampoo 3) a roll of toilet paper 4) a box of washing powder 5) a packet of crisps 6) a bag of apples 7) a bar of chocolate 8) a jar of coffee 9) a tube of toothpaste 10) a carton of juice Ex.2 p.8. Brainstorming. Ex.3 p.8. Recognizing vocabulary. Completing questionnaire. Ex.4 p.8. Comparing answers. Answers: 1) 628; 1.700 2) 4.8; 9.8 3) 198; 656 4) Ex.5 p.8. Table completion. Answers: 1) uncountable 2) countable d) countable 4) uncountable 5) uncountable 6) uncountable, countable, uncountable 7) countable, uncountable 8) countable, uncountable Uncountable nouns: 2) much 3) a lot of 4) some Countable nouns: 1) not many 5) not any Ex.6 p.8. Ticking off items. Answers: 1) much 2) many 3) some 4) much 5) any 6) any Ex.7 p.8. Asking and answering questions. Answers: 1) Do you eat much pasta each week? How much? 2) Do you walk many konometers every month? How many? 3) Are there many books in the school library? How many? |
CD CD CD |
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4) Do you use a lot of toothpaste each year? How much? 5) Do you drink much milk every week? How much? 6) Do you say many words every day? How much? Extra task. Writing practice. |
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Ending the lesson |
Giving the hometask. WB p.8. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
2. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context. Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 2
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Reading: The 'no impact' family. |
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Learning objectives(s) that this lesson is contributing to |
8.C9 use imagination to express thoughts, ideas, experiences and feelings. 8.S3 give an opinion at discourse level on a wide range of general and curricular topics. 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
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Cross curricular links |
Ecology. |
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Previous learning |
Everyday objects vocabulary, numbers, expression of quantity. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Perception of different global problems, such as impact on the environment, in learners' own country and around the world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.10. Prediction based on the title, pictures. True/false statements. Answers: 1) True 2) False 3) True 4) True 5) False 6) True |
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Main Activities |
Ex.2 p.10. Text completion. Answers: 1) b 2) e 3) c 4) a Ex.3 p.10. Word formation activity. Answers: 1) shopping 2) bed 3) washes More compound nouns in the text: Toilet paper, dishwasher, light bulb, bathroom, shampoo bottles, toothpaste, second-hand things, plastic bags, takeaway food, plastic cub, plastic pots, lifestyle. Ex.4 p.10. Gap-filling. Answers: 1) ice 2) birthday 3) shopping 4) washing 5) kitchen 6) chicken Ex.5 p.10. Discussion task. |
CD |
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Ending the lesson |
Giving the hometask. WB p.12. Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 3
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Language focus: Relative pronouns. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others. 8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
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Cross curricular links |
Ecology. |
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Previous learning |
Learning some subject-specific vocabulary and reading about an alternative lifestyle. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Be aware of global problems as global citizens. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.11. Recognition exercise. Answers: 1) who 2) where 3) which 4) why Rules 1) people 2) places 3) things 4) reasons |
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Main Activities |
Ex.2 p.11. Substitution drill (Blank-filling). Answers: 1) which 2) where 3) which 4) where 5) which 6) who 7) why Ex.3 p.11. Sentence completion task. Answers: 1) where 2) which 3) who 4) which 5) who 6) which Ex.4 p.11. Creative exercise. Extra task. Creative exercise. |
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Ending the lesson |
Giving the hometask. WB p.9. Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 4
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and listening: Pollution and the environment. |
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Learning objectives(s) that this lesson is contributing to |
8.C2 use speaking and listening skills to provide sensitive feedback to peers. 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics. 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
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Cross curricular links |
Ecology. |
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Previous learning |
Relative pronouns. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Be aware of global problems as global citizens. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming.
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Main Activities |
Ex.1 p.12. Conveying the meaning of new words. Use of dictionaries. Answers: 1) throw away 2) reuse 3) recycle 4) destroy 5) burn 6) poisons 7) bury Ex.2 p.12. Pair work. Asking and answering questions. Ex.3 p.12. Identifying the topic. Using pictures related to the text for prediction. Sequencing events. Answers: b, d, a, c Ex.4 p.12. Answering true/false questions. Answers: 1) False. The speaker is the presenter of SOS Environment. 2) True. 3) False. She was shocked when she saw how many creatures, were dying because of all the plastic in the sea. 4) True. 5) False. None of the shops give plastic bags. 6) True. Ex.5 p.12. Listening for specific information. Ticking off items. Answers: Cardboard boxes, plastic bags, washing powder, paper bags, plastic sandwich boxes. Ex.6 p.12. Speaking in a form of discussion. |
CD CD CD CD CD |
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Ending the lesson |
Giving the hometask. WB p.10. Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 6
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Language focus: Relative pronouns. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others. 8.UE12 use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Healthy lifestyle. |
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Cross curricular links |
Medicine, Dietology. |
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Previous learning |
Listening to a programme about environmental problems. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Development of the ability to understand different cultural contexts and viewpoints expressed while speaking. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.13. Recognition exercise. Answers: 1) uncountable nouns 2) countable nouns 3) adjectives |
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Main Activities |
Ex.2 p.13. Sentence completion task. Answers: 1) too 2) too much 3) too many 4) too much 5) too many 6) too 7) too many, too much Ex.3 p.13. Recognition exercise. Ex.4 p.13. Asking and answering questions. Answers: 1) Is this pizza big enough? Yes, it's big enough. 2) Are there enough apples? There are too many apples. 3) Have we got enough drinks? No, we haven't got enough drinks. 4) Is this soup hot enough? No, it's cold. 5) Have we got enough sandwiches? Yes, we've got a lot. 6) Is this coffee strong enough? Yes, the coffee's really strong. Ex.5 p.13. Creative exercise. Answers: We've got enough soap. We've got too many packets of crisps. We haven't got enough apples. We've got too many pizzas. We've got enough bottles of water. We've got too much juice. We haven't got enough bread. Ex.6 p.13. Speaking in a form of a dialogue. Extra task. Creative exercise. |
CD |
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Ending the lesson |
Giving the hometask. WB p.11. Self-assessment.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 7
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Speaking: Offering and asking for help. |
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Learning objectives(s) that this lesson is contributing to |
8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics. 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Cooperation, respect each other's opinion, functional literacy. |
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Cross curricular links |
Ecology, Dietology. |
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Previous learning |
Talking about eating habits. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be able to understand that people should respect each other. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.14. Identifying the topic. Predicting based on the picture. Answers: Lucy and Adam are preparing a barbecue. Ex.2 p.14. Gist listening. Answers: Adams needs some more drinks, a bag of ice and some bags for the rubbish. Ex.3 p.14. Sentence completion task. Role-play. Answers: 1) help you with anything? (offering help) 2) get a few cartons of juice or something? (offering help) 3) get a bag of ice, too. (offering help) 4) get some? (asking for help) 5) see what they've got. (offering help) Ex.4 p.14. Pronunciation practice. Ex.5 p.14. Creative exercise. Answers: 1) clean it 2) help you 3) come with you 4) be quite 5) buy some more 6) call him Ex.6 p.14. Speaking in a form of a dialogue. |
CD CD CD |
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Ending the lesson |
Giving the hometask. SB ex.6 p.14 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 8
Term 1 Unit 1 "Our world" |
School: |
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Date:______.09.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Writing: An environmental problem. |
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Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world. 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
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Cross curricular links |
Ecology. |
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Previous learning |
Practice offering and asking for help. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Perception of different global problems, such as dirty beaches, in their own country and around the world |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Discovery activity. Ask students:
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Main Activities |
Ex.1 p.15. Using pictures related to the text for prediction. Reading for gist. Answering multiple-choice questions. Answers: 1) b 2) b 3) b 4) b Ex.2 p.15. Recognition exercise. Answers: I'm writing because ... I think there are possibly (two) reasons for this. We must do something about ... Ex.3 p.15. Matching activity. Answers: 1) d: because 2) a: so 3) e: so 4) c; because 5) b: because Ex.4 p.15. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.13. Self-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 9
Term 1 Unit 1 "Our world" |
School: |
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|||||
Date:______.09.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Our world. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion. 8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics. 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. |
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|||||
Lesson objectives |
All learners will be able to: |
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|||||
|
|
||||||
Most learners will be able to: |
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||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
|
|||||
Cross curricular links |
Ecology. |
|
|||||
Previous learning |
Writing an email about an environmental problem. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Learners share and compare environmental problems in Kazakhstan and other countries. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion.
|
|
|||||
Main Activities |
Ex.1 p.16. Conveying the meaning of new words. Use of dictionaries. Reading for detailed comprehension. Gap filling activity. Answers: 1) irrigate 2) shrink 3) split 4) restore 5) flow 6) increase Ex.2 p.16. Justifying true/false statements with reference to the text. Answers: 1) F - It was one of the largest lakes in the world. 2) F - It's in Kazakhstan. 3) T 4) F - A small number of freshwater fish species have returned. 5) T Ex.3 p.16. Recognition exercise. Answers: 1) uncountable 2) two 3) two 4) countable 5) 100 percent 6) more than enough Ex.4 p.16. Ticking off items. Answers: 1) amount 2) plenty 3) Both 4) several 5) all Ex.5 p.16. Speaking about local environmental problems in a form of discussion. |
CD CD |
|||||
Ending the lesson |
Giving the hometask. Poster "An environmental problem in my country" “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 10
Term 1 Unit 1 "Our world" |
School: |
|||||
Date:______.09.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
CLIL: Geography. An environmental problem. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
|||||
Cross curricular links |
Ecology. |
|||||
Previous learning |
Reading an article about an environmental problem in Kazakhstan. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Be aware of global problems as global citizens. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Cluster - Sustainable development. |
|
||||
Main Activities |
Ex.1 p.17. Conveying the meaning of new words. Use of dictionaries. Ex.2 p.17. Skimming. Text completion. Answers: 1) environment 2) solutions 3) recycles 4) community 5) facilities 6) save Ex.3 p.17. Justifying true/false statements with reference to the text. Answers: 1) False. The leaders of more than 100 countries met at the Earth Summit. 2) True. 3) True. 4) False. It is easy for individuals to do something small every day to contribute to Local Agenda 21. 5) True. 6) False. People need their local councils to provide good facilities, such as recycling and public transport. Ex.4 p.17. Problem-solving task. Ex.5 p.17. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. SB ex.5 p.17 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
|
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 12
Short term plan 13
Term 1 Unit 2 "Daily life and shopping" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
The Internet. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Technology literacy. |
|||||
Cross curricular links |
Information technology. |
|||||
Previous learning |
A blog about making the city a better place. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.20. Answering questions. 1. How often do you use the internet? What do you use it for? 2. Do you know any internet addicts? (Real addicts spend long hours on the internet and often feel tired, depressed and isolated) 3. What are the advantages and disadvantages of online shopping? (Advantages: more choice, cheaper prices. Disadvantages: you can't touch or feel the product, credit card fraud.) |
|
||||
Main Activities |
Ex.1 p.20. Word formation activity. Table completion. Use of dictionaries. Answers: 1) download 2) share 3) message 4) blog 5) chat 6) play 7) search 8) use 10) attachment Ex.2 p.21. Discussing questionnaire. Ex.3 p.21. Asking and answering questions. Ex.4 p.21. Grammar presentation. Recognition exercise. Answers: 1) have 2) -ed 3) experiences Ex.5 p.21. Opening the brackets. Answers: 1) We've created a webpage for our school. 2) I haven't posted any messages this week. 3) She hasn't looked at my blog. 4) My friend had changed his email address. 5) I haven't chatted a lot today. 6) We haven't downloaded that programme. 7) The internet has changed the way we communicate. 8) I've ordered a look from an online shop. Ex.6 p.21. Creative exercise. Extra task. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.16. Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
2. Form simple perfect forms for recent, indefinite and unfinished past actions. 3. Write sentences about recent, indefinite and unfinished past actions connecting them into paragraphs. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 14
Term 1 Unit 2 "Daily life and shopping" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Internet addiction |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S3 give an opinion at discourse level on a wide range of general and curricular topics. 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts. |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Technology literacy. |
|||||
Cross curricular links |
Information technology. |
|||||
Previous learning |
Daily life online. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Perception of the risk of internet addiction among adolescents in learners' own country and around the world. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.22. Predicting based on the title. |
|
||||
Main Activities |
Ex.2 p.22. Matching headings with paragraphs. Answers: 1 d 2 a 3 e 4 b Online gamer: virtual world, Habbo, created avatars, bought clothes / furniture, fighting battle, ogres, play, World of Warcraft, play games online Do something about it: time to come back to real life, find some help, clinics, advice and cures A new identity: got another life, avatar, virtual world, Habbo, bought clothes / furniture, her avatar moves from place to place chatting, fighting battles with ogres, World of Warcraft Serious symptoms: spends all night on the net, time- consuming, obsessive, hasn't slept, hasn't eaten, on the internet for 48 hours non-stop or more than 100 hours a week, your idea of reality changes, tired, depressed, isolated, spent more time online than offline Ex.3 p.22. Text completion. Answers: 1) internet 2) virtual 3) plays games 4) сhat rooms 5) real 6) psychologists Ex.4 p.22. Vocabulary matching task. Answers: fight-battles recognize-a problem make-a sandwich feel-tired/depressed/isolated play-games spend-time Ex.5 p.22. Sentence completion. Answers: 1) recognize 2) feel 3) spend 4) plays 5) make 6) fight New collocations: turn on, feel angry, spend money, play the piano, make noise, recognize a person, fight enemies. Ex.6 p.22. Speaking in a form of discussion. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.20. Self-assessment. Pair share At the end of a lesson learners share with their partner:
|
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 15
Term 1 Unit 2 "Daily life and shopping" |
School: |
|||||||||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Present perfect: regular and irregular verbs |
|||||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others. 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics. |
|||||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
Value links |
Technology literacy. |
|||||||||||||||||||||||||||||||||||||
Cross curricular links |
Information technology. |
|||||||||||||||||||||||||||||||||||||
Previous learning |
Virtual world, online computer games and Internet addiction. |
|||||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||||||||||||||||||||||||||||
Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
|||||||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||||||||||||||||||||||||||||
Plan |
||||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.23. Brainstorming. At the beginning of a topic learners create a grid with three columns – what they know; what they want to know; what they have learned. They start by brainstorming and filling in the first two columns and then return to the third at the end of the unit. Answers: Regular: join-joined, ruin-ruined. Irregular: buy-bought, sleep-slept, eat-eaten, be-been, spend-spent. |
|
||||||||||||||||||||||||||||||||||||
Main Activities |
Ex.2 p.23. Classifying verbs. Answers: Regular: stay-stayed, design-designed, play-played, visit-visited. Irregular: have-had, find-found, sell-sold, write-written, speak-spoken, put-put, go-been/gone, make-made. Ex.3 p.23. Ticking off items. Answers:
Ex.4 p.23. Creative exercise. Ex.5 p.23. Speaking in a form of interview. Extra task. Writing practice. |
CD CD |
||||||||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.17. Self-assessment. KWL
|
|
||||||||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||||||||||||||||||||||||||||
Additional information |
||||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 16
Term 1 Unit 2 "Daily life and shopping" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: Cybercrime. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Technology literacy. |
|
|||||
Cross curricular links |
Information technology. |
|
|||||
Previous learning |
Present perfect: regular and irregular verbs, internet usage. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Perception of the risk of cybercrime in learners' own country and around the world. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk on the topic. |
|
|||||
Main Activities |
Ex.1 p.24. Conveying the meaning of new items. Use of dictionaries. Sentence completion. Answers: 1) inbox 2) spam filter 3) virus 4) firewall 5) phishing 6) password Ex.2 p.24. Skimming. Gist listening. Identifying the topic. Answers: 3 Ex.3 p.24. Answering multiple-choice questions. Answers: 1) a 2) c 3) b 4) a 5) a 6) c Ex.4 p.24. Discussion questions. |
CD CD |
|||||
Ending the lesson |
Giving the hometask. WB p.18. Self-assessment. Summary sentence Ask learners to write one sentence to summarise what they know about the topic. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 17
Term 1 Unit 2 "Daily life and shopping" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Present perfect: questions |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S2 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Technology literacy. |
|||||
Cross curricular links |
Information technology. |
|||||
Previous learning |
Talking about cybercrime, discussing problems with internet use. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer students to text 2 in exercise 2 on page 24. Ask students to find verbs in the present perfect (Has ... ever had, Have ... received). Ask students what they notice about the word order in the present perfect questions (the auxiliary verb have usually come before the subject). |
|
||||
Main Activities |
Ex.1 p.25. Sentence completion task. Answers: 1) attacked 2) Has 3) have 4) 's Ex.2 p.25. Information transfer (interrogative order). Answering questions. Answers: 1) What websites have you visited recently? 2) Have your friends downloaded any music recently? 3) Why have you put that photo on the internet? 4) Have you ever lost a computer file? 5) Has she ever visited a chat room? 6) What have they written on the message board? Ex.3 p.25. Asking and answering questions. Answers: 1) Have you read 2) Has a virus attached 3) Has you friend made 4) Have your grandparent used 5) Have you emailed 6) Has your teacher used Ex.4 p.25. Completion drill. Answers: 1) Have you made 2) Have you won 3) Have you created 4) have visited 5) Have you met 6) Have you stolen Ex.5 p.25. Making sentences. Answers: a) 3 b) 5 c) 1 d) 4 e) 2 Ex.6 p.25. Asking and answering questions. Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.19. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 18
Term 1 Unit 2 "Daily life and shopping" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Online shopping. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE13 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 |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Technology literacy. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Information technology. |
|
||||||||||||||||||||||||||||||
Previous learning |
Asking and answering questions about experiences using the present perfect. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
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Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.26. Picture description.
Answers: Lucy says she hasn't been on the computer for a long time. Ex.2 p.26. Listening for specific information. Answers: Lucy want to buy an e-reader. Ex.3 p.26. Gap-filling. Role-play. Answers: 1) blowing 2) bargain 3) sold 4) reviews 5) include 6) payment Ex.4 p.26. Recognition exercise. Answers: Could you ask me next time? (request) May I order it? (request) Can you order it today? (permission) Ex.5 p.26. Making sentences. Answers: 1) Can I ask you a questions? 2) Yes, of course you may. 3) Could you open the window, please? 4) No, you can't borrow my headphones. 5) May I use your phone? Ex.6 p.26. Improvising a dialogue. |
CD CD |
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Ending the lesson |
Giving the hometask. Essay "Advantages and disadvantages of online shopping" Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 19
Term 1 Unit 2 "Daily life and shopping" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Writing: A comment on a website. |
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Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W6 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Technology literacy. |
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Cross curricular links |
Information technology. |
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Previous learning |
Talking about shopping online. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Cluster "Internet forum". (Subjects people discuss on internet forums). |
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Main Activities |
Ex.1 p.27. Reading for general understanding. Comprehension questions. Answers: 1) The write is 15-year-old boy called Arystan. 2) The readers are other young people who use the internet. 3) The writer goes online every day. 4) Some of his friends are internet addicts. 5) The real problem is with the person, not with the activity they are addicted to. Ex.2 p.27. Sentence completion. Answers: 1) my 2) seen 3) problem 4) reason Ex.3 p.27. Classifying words. Answers: Adding ideas: also, too Contact: but, Although, However Ex.4 p.27. Sentence completion. Answers: 1) but 2) too 3) also 4) However 5) Although 6) but Ex.5 p.27. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.21. Self-assessment. How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 20
Term 1 Unit 2 "Daily life and shopping" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
My country: Daily life and shopping. |
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|||||
Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Global Citizenship. |
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Cross curricular links |
Geography. |
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Previous learning |
An opinion comment on a website. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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|||||
Intercultural awareness |
Learners share and compare different types of shops in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
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||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up.
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Main Activities |
Ex.1 p.28. Conveying the meaning of new words. Use of dictionaries. Cluster. Answers: People: seller, customer Places: bazaar, flea market, mall, stall, bakery Things: sample, product Activities: buy, haggle, pay, offer, order. Ex.2 p.28. Listening for specific information. Answers: The shops in malls are open until late. You can often get discounts in the sales. There are a lot of cafes, bakeries and restaurants where you can order both local and international food. There are entertainment facilities. Ex.3 p.28. Recognition exercise. Answers: 1) everything 2) something 3) anywhere 4) no one Ex.4 p.28. Odd one out. Answers: 1) no one 2) anything 3) everywhere 4) anyone 5) somewhere Ex.5 p.28. Speaking in a form of discussion. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.5 p.28. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 21
Term 1 Unit 2 "Daily life and shopping" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|||||||||||||||||||||||||||||||
Theme of the lesson: |
CLIL: Technology: The internet - wikis. |
||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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|
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Value links |
Technology literacy. |
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Cross curricular links |
Information technology. |
||||||||||||||||||||||||||||||||
Previous learning |
Shopping in Kazakhstan. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
||||||||||||||||||||||||||||||||
Intercultural awareness |
Learners share and compare internet usage in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
||||||||||||||||||||||||||||||||
Plan |
|||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
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Main Activities |
Ex.1 p.29. Conveying the meaning of new words. Use of dictionaries. Ex.2 p.29. Skimming. Matching headings with paragraphs. Answers: Paragraph A - 4 Paragraph B - 1 Paragraph C - 3 Ex.3 p.29. Detailed reading. Comprehension questions. Answers:
Ex.4 p.29. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. Create a wiki. Peer-assessment.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
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Additional information |
|||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 23
Term 1 Unit 2 "Daily life and shopping" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review 2. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Technology literacy. |
|
|||||
Cross curricular links |
Information technology. |
|
|||||
Previous learning |
Wikis and Wikipedia. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Learners share and compare different types of shops in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
|||||
Main Activities |
Ex.1 p.30. Gap-filling. Answers:
Ex.2 p.30. Odd one out. Answers:
Ex.3 p.30. Putting the words into context (writing sentences). Answers:
Ex.4 p.30. Asking and answering questions. Answers: 1) Has your mum ever created a blog? Yes, she has. 2) Has your friend ever sent you a lot of emails? Yes, he / she has. 3) Have you ever downloaded videos? No, we haven't. 4) Have you ever played an online game? Yes, I have. 5) Have your grandparents ever used the internet? No, they haven't. 6) Have your friends ever made money on the internet? Yes, they have. Ex.5 p.30. Matching task. Answers: 1) d 2) a 3) f 4) b 5) e 6) c Ex.6 p.30. Listening for global information. Gap-filling. Answers: 1) Canada 2) eighteen 3) two 4) customers 5) clean 6) polite 7) reviews 8) online 9) (very) careful 10) spam |
CD |
|||||
Ending the lesson |
Giving the hometask. WB p.22 Peer-assessment. Two stars and a wish.
|
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 24
Term 1 Unit 2 "Daily life and shopping" |
School: |
|
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Date: ___. ___.2018 |
Teacher’s name: |
|
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Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Skills round-up 2. |
|
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Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
|
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|
|
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Most learners will be able to: |
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Some learners will be able to: |
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|
|
||||||||||||||||||||||||||||||||||||||||||
Value links |
Technology literacy. |
|
|||||||||||||||||||||||||||||||||||||||||
Cross curricular links |
Information technology, Arts. |
|
|||||||||||||||||||||||||||||||||||||||||
Previous learning |
Review. |
|
|||||||||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||||||||||||||||||||||||||
Intercultural awareness |
Learners share and compare different types of social events in Kazakhstan and other cultures. |
|
|||||||||||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.31. Using pictures related to the text for discussion. Answers: 1) A music festival |
|
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Main Activities |
Ex.2 p.31. Listening for global information. Answers: Dilnaz went to the FourE festival last year. Ex.3 p.31. Listening for specific information. Sentence completion. Answers: 1) Almaty 2) art 3) online 4) tent 5) expensive 6) bread 7) bus 8) white Ex.4-5 p.31. Speaking in a form of debate role-play. Ex.6 p.31. Writing practice. |
CD CD |
|||||||||||||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.23 Self-assessment. How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)
|
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 25
Term 2 Unit 3 "Entertainment and media" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Television. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.S2 ask more complex questions to get information about a growing range of general topics and some curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Information and media literacy. |
|||||
Cross curricular links |
Arts. |
|||||
Previous learning |
A music festival. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Learners share and compare popular TV programs in Kazakhstan and other cultures. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.32. Answering questions. 1. What's a reality show? (A reality show is a TV show which uses real people instead of actors). 2. How much TV do you watch? 3. What are the most popular TV programmes in your country? Free talk.
|
|
||||
Main Activities |
Ex.1 p.32. Classifying words. Answers: 1) camera 2) remote control 3) character 4) participant 5) viewer 6) presenter 7) programme 8) show 9) channel 10) broadcast 11) advert 12) series Ex.2 p.32. Discussing questionnaire. Answers: 1) a 2) c 3) b 4) b 5) c 6) c 7) a 8) c Ex.3 p.32. Substitution drill. Answers: 1) my 2) with 3) don't 4) think 5) sure 6) so Ex.4 p.33. Expressing opinion. Ex.5 p.33. Sentence completion task. Answers: 1) was 2) wasn't 3) weren't 4) Was 5) was 6) were 7) was Ex.6 p.33. Blank-filling. Answers: 1) was 2) was 3) was 4) Was 5) wasn't 6) was 7) Were 8) weren't 9) were 10) weren't 11) wasn't 12) was Ex.7 p.33. Filling in gaps. Asking and answering questions. Answers: 1) What was 2) What were 3) Who were 4) How was 5) Were there Ex.8 p.33. Creating a TV quiz. Extra task. Writing practice. |
CD CD |
||||
Ending the lesson |
Giving the hometask. WB p.24. Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 26
Term 2 Unit 3 "Entertainment and media" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Reality TV |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Information and media literacy. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Exchanging opinions about TV. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Learners share and compare popular reality shows in Kazakhstan and other cultures. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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|
||||
Main Activities |
Ex.1 p.34. Prediction based on the title, pictures. Skimming. Answers: C Ex.2 p.34. Detailed reading. Answering multiple-choice questions. Answers: 1) b 2) c 3) b 4) c 5) a Ex.3 p.34. Word formation activity. Classifying words. Answers: Regular verbs: live-lived, show-showed, love-loved, try-tried, attract-attracted, solve-solved, receive-received, follow-followed Irregular verbs: make-made, choose-chose, leave-left, win-won, broadcast-broadcast, become-became, do-did, try-tried Ex.4 p.34. Quiz. Ex.5 p.34. Speaking in a form of discussion.
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CD |
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Ending the lesson |
Giving the hometask. WB p.28. Self-assessment.
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 27
Term 2 Unit 3 "Entertainment and media" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Past simple. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics |
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Lesson objectives |
All learners will be able to: |
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|
||||||
Most learners will be able to: |
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|
||||||
Some learners will be able to: |
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|
||||||
Value links |
Information and media literacy. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Reality TV and reality shows. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of Past simple sentences in English, Russian and Kazakh languages. |
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Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming.
|
|
||||
Main Activities |
Ex.1 p.35. Recognition exercise. Answers: 1) followed 2) attracted 3) didn't make 4) Did, enjoy More past simple sentences from the text: Participants did amusing, but fun, tasks within a time limit. The young people tried to organize their life without adults. The youngsters all received $5,000 for taking part in the show. The group chose this person. Ex.2 p.35. Opening the brackets. Answers: 1) took 2) didn't see 3) won 4) didn't like 5) made Ex.3 p.35. Gap-filling. Answers: 1) appeared 2) broadcast 3) won 4) sang 5) loved 6) didn't speak 7) composed 8) finished Ex.4 p.35. Writing practice. Extra task. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.25. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 28
Term 2 Unit 3 "Entertainment and media" |
School: |
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|||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
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|||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||
Theme of the lesson: |
Vocabulary and listening: On TV. |
|
|||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics |
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|||||||||||
Lesson objectives |
All learners will be able to: |
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|||||||||||
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Most learners will be able to: |
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||||||||||||
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Some learners will be able to: |
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||||||||||||
|
|
||||||||||||
Value links |
Information and media literacy. |
|
|||||||||||
Cross curricular links |
Arts, Social studies. |
|
|||||||||||
Previous learning |
Past simple. |
|
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||
Intercultural awareness |
Learners share and compare news in Kazakhstan and other cultures. |
|
|||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||
Plan |
|
||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Cluster. Types of programmes. |
|
|||||||||||
Main Activities |
Ex.1 p.36. Classifying words. Asking and answering questions. Ex.2 p.36. Listening for specific information. Answers: Medical drama, chat show, the news, talent show, documentary, sports programme. Ex.3 p.36. Prediction content. Listening for global information. Answers: A) Queen has opened a new hospital. B) Snow has disrupted traffic. C) A lion has escaped from a zoo and has been returned. D) The woman stopped a bank robber escaping with some money. Ex.4 p.36. Scanning for specific information. Underlining. Answers: 1) Who was wearing a green hat? 2) People were driving home when it started snowing. 3) Were the police doing anything? 4) The robber was running to the door when Mrs Banks stopped him. 5) What was the man doing in the park? Ex.5 p.36. Answering multiple-choice questions. Ex.6 p.36. Interpreting photos. |
CD CD CD |
|||||||||||
Ending the lesson |
Giving the hometask. WB p.26. Self-reflection.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
|
|||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||
Additional information |
|
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 29
Term 2 Unit 3 "Entertainment and media" |
School: |
|||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||||||
Theme of the lesson: |
Past tenses. |
|||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics |
|||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||
|
||||||||||||
Most learners will be able to: |
||||||||||||
|
||||||||||||
Some learners will be able to: |
||||||||||||
|
||||||||||||
Value links |
Information and media literacy. |
|||||||||||
Cross curricular links |
Social studies. |
|||||||||||
Previous learning |
Television programmes, new story. |
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||
Intercultural awareness |
Comparison of Past Continuous sentences in English and Kazakh languages. |
|||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||
Plan |
||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. KWL
|
|
||||||||||
Main Activities |
Ex.1 p.37. Filling in gaps. Answers: 1) were 2) was 3) Were 4) weren't 5) doing Rule: action in progress Ex.2 p.37. Describing pictures. Use of cues. Answers: 1) Grandma wasn't listening to music. She was chatting on the phone. 2) Mary was watching a film on TV. 3) The dog was eating under the table. 4) Tom and Jen were fighting for the remote control. 5) Mum wasn't reading the newspaper. Dad was reading the newspaper. 6) Grandad and the cat were sleeping.
Ex.3 p.37. Listening for specific information. Asking and answering questions. Answers:
Ex.4 p.37. Matching task. Answers: 1) с - past continuous, past simple 2) a - past continuous 3) b - past simple Ex.5 p.37. Putting the words into context (writing sentences). Answers:
Ex.6 p.37. Picture describing. Extra task. Writing practice. |
CD |
||||||||||
Ending the lesson |
Giving the hometask. WB p.25. Self-assessment. KWL
|
|
||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||
Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 30
Term 2 Unit 3 "Entertainment and media" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: My news. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Information literacy. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
||||||||||||||||||||||||||||||
Previous learning |
Past tenses. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Learners share and compare news in Kazakhstan and other cultures. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. Imagine you meet a friend that you haven't seen for a few weeks.
|
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.38. Identifying the topic. Predicting based on the picture. Answers: Caitlin's carrying a guitar, so it is probably about music. Ex.2 p.38. Gist listening. Answers: Caitlin is happy because she sent a CD of her songs to a TV channel and they asked her in to audition. Ex.3 p.38. Blank-filling. “Who said what?” questions. Role-play. Answers: 1) look (Tom) 2) 've got (Caitlin) 3) all about (Tom) 4) kidding (Tom) 5) go (Tom) 6) news (Tom) 7) your (Caitlin) Ex.4 p.38. Answering multiple-choice questions. Answers: 1) c 2) b 3) a 4) a 5) a Ex.5 p.38. Role-play. Ex.6 p.38. Creative exercise. Speaking in a form of a dialogue. |
CD CD CD |
||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. SB ex.6 p.38 Peer-assessment. Rubric
|
|||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 31
Term 2 Unit 3 "Entertainment and media" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: A news article. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W6 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Information literacy. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
||||||||||||||||||||||||||||||
Previous learning |
Talking about news. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Learners share and compare news in Kazakhstan and other cultures. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.39. Reading for general understanding. Comprehension questions. Answers: 1) c 2) The incident happened late yesterday afternoon/ last night on a t rain in the Channel Tunnel between France and England. 3) The conditions on the train were bad. There was no food or water and there weren't enough toilets. 4) The rescue services transferred people onto another train as soon as they could. 5) At first, the passengers reached calmly, but after several hours the situation became difficult. People were sleeping on the floor and children were crying. Ex.2 p.39. Arranging events in the correct sequence. Answers: a) 2 b) 5 c) 3 d) 1 e) 4 Ex.3 p.39. Odd one out. Answers: 1) later 2) as soon as 3) finally 4) then 5) When 6) After Ex.4 p.39. Writing guide. |
|
||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.29. Peer-assessment. Rubric.
|
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 32
Term 2 Unit 3 "Entertainment and media" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Entertainment and media. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C3 respect differing points of view 8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.UE14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Information and media literacy. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
A news article. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Learners share and compare TV programmes and films in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Matching task.
|
|
|||||
Main Activities |
Ex.1 p.40. Skimming. Multiple choice. Use of dictionaries. Answers:
Ex.2 p.40. Listening for specific information. Matching people and opinions. Answers: 1) D 2) G 3) K 4) D 5) G Ex.3 p.40. Recognition exercise. Answers: 1) past 2) didn't Ex.4 p.40. Sentence completion task. Answers: 1) didn't use to have 2) Did you use to watch 3) used to play 4) didn't use to like 5) used to be Ex.5 p.40. Speaking in a form of discussion. |
CD |
|||||
Ending the lesson |
Giving the hometask. Essay "My favourite TV programme.". Peer-assessment. Pair share At the end of a lesson learners share with their partner:
Something they would like to learn in the future. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 33
Term 2 Unit 3 "Entertainment and media" |
School: |
||||
Date: ___. ___.2018 |
Teacher’s name: |
||||
Grade 8 __ |
Number present: |
Number absent: |
|||
Theme of the lesson: |
CLIL: Technology: Television. |
||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts |
||||
Lesson objectives |
All learners will be able to: |
||||
|
|||||
Most learners will be able to: |
|||||
|
|||||
Some learners will be able to: |
|||||
|
|||||
Value links |
Information and media literacy. |
||||
Cross curricular links |
Information technology, Social studies. |
||||
Previous learning |
TV programmes and films in Kazakhstan. |
||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
||||
Intercultural awareness |
Learners can talk about television technology in Kazakhstan and other cultures. |
||||
Health and Safety |
Breaks and physical activities used. |
||||
Plan |
|||||
Planned timings |
Planned activities |
Resources |
|||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||
Main Activities |
Ex.1 p.41. Conveying the meaning of new words. Use of dictionaries. Vocabulary matching task. Answers: A) satellite dish B) interference C) aerial D) decoder E) radio waves F) binary code Ex.2 p.41. Skimming. Answers: 1) A 2) D 3) D 4) A 5) A 6) D Ex.3 p.41. Detailed reading. Comprehension questions. Answers: 1) Analogue broadcasting uses radio waves. 2) The problems with this system were that it could not transmit many channels and the picture quality was sometimes poor because of interference. 3) Binary code is a computer language which only consists of zeros and ones and broadcasters can use it to send a lot of information very quickly. 4) TVs can receive digital information via an aerial, a cable, a satellite dish or broadband. 5) No, a decoder can either be inside a TV or computer, or in a separate box which is connected to it. 6) A high definition TV (HDTV) has better picture quality than a standard TV. Ex.4 p.41. Speaking in a form of discussion. Ex.5 p.41. Asking and answering questions. |
CD |
|||
Ending the lesson |
Giving the hometask. Presentation "Television broadcasting in the past and present". Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
|
|
|||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|||
Additional information |
|||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 35
Term 2 Unit 3 "Entertainment and media" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review 3. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives |
|
|||||
Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Information and media literacy. |
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|||||
Cross curricular links |
Information technology, Social studies. |
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|||||
Previous learning |
Television technology in Kazakhstan. |
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|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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|||||
Intercultural awareness |
Learners can talk about television technology in Kazakhstan and other cultures. |
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|||||
Health and Safety |
Breaks and physical activities used. |
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|||||
Plan |
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||||||
Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
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Main Activities |
Ex.1 p.42. Gap-filling. Answers:
Ex.2 p.42. Solving anagrams. Answers:
Ex.3 p.42. Opening the brackets. Answers:
Ex.4 p.19. Asking and answering questions. Answers:
Ex.5 p.42. Opening the brackets. Answers:
Ex.6 p.42. Answering multiple-choice questions. Answers: 1b 2c 3b 4a 5c 6b Ex.7 p.42. Listening for specific information. Matching people and opinions. Answers:
Speaker 1с |
CD |
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Ending the lesson |
Giving the hometask. WB p.30 Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
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||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 36
Term 2 Unit 3 "Entertainment and media" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Project: A TV programme. |
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Learning objectives(s) that this lesson is contributing to |
8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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|
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Value links |
Information and media literacy. |
|
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Cross curricular links |
Information technology, Social studies. |
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||||||||||||||||||||||||||||||||||||||||
Previous learning |
Review. Unit 3. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Learners share and compare TV programmes and films in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
||||||||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.43. Skimming. Matching task. Answers: A) cooking show B) chat show C) weather forecast Ex.2 p.43. Brainstorming. Writing practice. Ex.3 p.43. Speaking in a form of presentation. Feedback on the project. |
CD |
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Ending the lesson |
Giving the hometask. WB p.31 Peer-assessment. Rubric.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
|
|||||||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Make a clear plan of writing; Create a blog; Check the written draft.
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 37
Term 2 Unit 4 "Sport, health and exercise" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
||||||||||
Theme of the lesson: |
Adjectives: personality. |
|||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C2 use speaking and listening skills to provide sensitive feedback to peers 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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|
||||||||||||
Some learners will be able to: |
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|
||||||||||||
Value links |
Taking care of your body and health. |
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Cross curricular links |
Physical education. |
|||||||||||
Previous learning |
Project: A TV programme |
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.44. Answering questions. 1. Who are the most famous sportspeople in Kazakhstan? (Aidar Kumisbekov (football), Alexander Vinokurov (cycling), Yaroslava Shvedova (tennis). 2. What is your favourite sport? 3. What personal qualities do you need to become a successful sportsperson? (determination, talent, dedication, confidence). Cluster "Personality adjectives". |
|
||||||||||
Main Activities |
Ex.1 p.44. Conveying the meaning of new words. Word and meaning matching. Answers: 1) curious 2) active 2) shy 4) ambitious 5) innocent 6) mean 7) intolerant 8) sensitive Ex.2 p.44. Recognizing vocabulary. Ex.3 p.44. Picture description. Answers: 1) friendly 2) sensitive 3) intelligent 4) generous 5) determined 6) confident 7) serious 8) active 9) ambitious Ex.4 p.45. Odd one out. Answers: 1) incredibly 2) not very 3) was really 4) very 5) is a bit 6) is incredibly Ex.5 p.45. Putting the words into context. Answers: 1) One euro! That's a bit mean! 2) It's a fantastic place. I'm really happy that we're here. 3) That new skateboard is quite expensive. 4) They get up at 6 a.m. That's incredibly early. 5) He's a big fan of FC ordabasy. He things that they're really good. Ex.6 p.45. Sentence completion. Ex.7 p.45. Guessing game. Extra task. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. WB p.32. Self-assessment.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||
Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 38
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||||
Theme of the lesson: |
Sports superstars. |
|||||||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
|||||||||
Lesson objectives |
All learners will be able to: |
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|
||||||||||
Most learners will be able to: |
||||||||||
|
||||||||||
Some learners will be able to: |
||||||||||
|
||||||||||
Value links |
Taking care of your body and health. |
|||||||||
Cross curricular links |
Physical education. |
|||||||||
Previous learning |
People's personalities. |
|||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||
Plan |
||||||||||
Planned timings |
Planned activities |
Resources |
||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming.
|
|
||||||||
Main Activities |
Ex.1 p.46. Prediction based on the title, pictures. Answers: In the public eye means that a person's personal life and actions are described and illustrated in newspapers, online, on television, etc. Ex.2 p.46. Detailed reading. Answers: There are examples of what being in the public eye means in paragraph three of the text - 'In the weeks before an event, newspapers and magazines publish countless stories about his life, his achievements and his family'. Ex.3 p.46. Answering multiple-choice questions. Answers: 1) c 2) c 3) b 4) a 5) c Ex.4 p.46. Word and meaning matching. Answers: 1) without a point 2) not defeated 3) across the whole world 4) with success 5) You can dispose of it. 6) You can't forget it. Ex.5 p.46. Word formation activity. Answers: 1) useful 2) sleepless 3) predictable 4) unexpected 5) nationwide Ex.6 p.46. Speaking in a form of discussion. |
CD |
||||||||
Ending the lesson |
Giving the hometask. WB p.36. Self-reflection.
|
|
||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||
Additional information |
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 39
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||||||
Theme of the lesson: |
Present perfect + still, yet, just and already |
|||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
|||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||
|
||||||||||||
Most learners will be able to: |
||||||||||||
|
||||||||||||
Some learners will be able to: |
||||||||||||
|
||||||||||||
Value links |
Functional literately. |
|||||||||||
Cross curricular links |
Social studies. |
|||||||||||
Previous learning |
People's personalities. |
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||
Intercultural awareness |
Comparison of present perfect sentences in English, Russian and Kazakh languages. |
|||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||
Plan |
||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. KWL
|
|
||||||||||
Main Activities |
Ex.1 p.47. Blank-filling. Matching task. Answers: 1) just - B 2) already - B 3) still - A 4) yet - A Ex.2 p.47. Filling in gaps. Answers: 1) still 2) just, already 3) yet Ex.3 p.47. Putting the words in the right order. Answers: 1) The match still hasn't started. 2) We have already played this game. 3) Berik has just gone to the gym. 4) Has Dana bought a new bike yet? 5) They have already had a break. 6) Gani still hasn't learned to swim. 7) I haven't booked tickets for the match yet. Ex.4 p.47. Putting the words into context. Ex.5 p.47. Gist listening. Writing sentences using clues. Extra task. Writing practice. |
CD |
||||||||||
Ending the lesson |
Giving the hometask. WB p.33. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||
Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 40
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: Nouns and adjectives: personal qualities. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Taking care of your body and health. |
|
|||||
Cross curricular links |
Physical education. |
|
|||||
Previous learning |
Present perfect + still, yet, just and already. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. To be a star, you must be ... |
|
|||||
Main Activities |
Ex.1 p.48. Conveying the meaning of new words. Odd one out. Answers: 1) creative 2) talent 3) fame 4) skillful 5) independent 6) egos 7) lucky Ex.2 p.48. Completing table. Answers: 1) talent 2) style 3) creative 4) good looks 5) intelligent 6) fame 7) lucky 8) egotistical 9) skillful 10) independent 11) strength 12) courageous Ex.3 p.48. Gist listening. Answers: C. Ex.4 p.48. Listening for specific information. True/false statements. Answers: 1) True 2) True 3) False 4) False 5) True 6) True Ex.5 p.48. Blank-filling. Questioning. Answers: 1) adjective 2) noun 3) noun 4) noun 5) adjective 6) adjective Ex.6 p.48. Guessing game. |
CD CD CD |
|||||
Ending the lesson |
Giving the hometask. WB p.34. Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 41
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Present perfect and past simple |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Functional literately. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Nouns and adjectives: personal qualities. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of present perfect and past simple sentences in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.49. Recognition exercise. Answers: 1) since - a 2) since - a 3) for - b |
|
||||
Main Activities |
Ex.2 p.49. Sorting exercise. Answers: for: two years, an hour, a long time, a month, two days. Since: last Saturday, March, Christmas, I met him, 2015. Ex.3 p.49. Sentence completion task. Answers: 1) haven't seen, for 2) has been, since 3) has had, since 4) haven't played, for 5) haven't won, for 6) 've had, for Ex.4 p.49. Cued sentences. Asking and answering questions. Ex.5 p.49. Recognition exercise. Answers: 1) Sentences a, c and e are in the present perfect. Sentences b, d and f are in the past simple. 2) Sentences b, d and f. 3) Sentences a, c and e. Ex.6 p.49. Opening the brackets. Answers: 1) have had 2) met 3) played 4) was 5) got 6) have had 7) 've been 8) met Ex.7 p.49. Speaking in a form of interview. Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.35. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 42
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Identifying and describing people. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Cooperation, functional literately. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Sociology. |
|
||||||||||||||||||||||||||||||
Previous learning |
Present perfect and past simple. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.50. Picture description. |
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.2 p.50. Gist listening. Answers: Adam is looking at Joanna Mills. Ex.3 p.50. Blank-filling. “Who said what?” questions. Role-play. Answers: 1) over (Adam) 2) before (Adam) 3) long hair (Lucy) 4) about (Lucy) 5) know (Adam) 6) like (Adam) 7) an interesting face (Adam) Ex.4 p.50. Sentence completion task. Answers: 1) blue T-shirt 2) fair 3) smiling 4) interesting 5) seen 6) hair 7) shy Ex.5 p.40. Asking and answering questions. Ex.6 p.40. Creative exercise. Speaking in a form of a dialogue. |
CD CD |
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Ending the lesson |
Giving the hometask. SB p.50 Picture description. Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 43
Term 2 Unit 4 "Sport, health and exercise" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Writing: A biography. |
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Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Taking care of your body and health. |
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Cross curricular links |
Physical education. |
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Previous learning |
Identifying and describing people. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
KWL "Elizabet Tursynbayeva"
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Main Activities |
Ex.1 p.51. Reading for general understanding. Comprehension questions. Answers: 1) Paragraph 1 describes Elizabet's family. 2) She studied in Moscow and Canada. 3) Her big break was when she won a silver medal in 2013. 4) She didn't have a coach. 5) In 2017, she came third in the Asian Winter Games. Ex.2 p.51. Arranging events in a logical order. Answers: 1) ... was born in ... 2) She's got ... and ... 3) She's been involved in ... since ... 4) Her big break came in ... 5) In the years that followed, ... 6) Since then, she has ... Ex.3 p.51. Blank-filling. Sorting exercise Answers: 1) long 2) dark 3) lovely 4) big 5) brown 1) she little child 2) big new flat 3) long blonde hair 4) beautiful big blue eyes 5) warm-hearted young girl 6) lovely long red dress Ex.4 p.51. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.37. Peer-assessment. Rubric.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 44
Term 2 Unit 4 "Sport, health and exercise" |
School: |
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Date: ___. ___.2018 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
My country: Sport, health, exercise. |
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Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.W7 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Taking care of your body and health. |
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Cross curricular links |
Physical education. |
|
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Previous learning |
Writing a biography. |
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|||||||||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||||||||||||||||||||||||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|
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Health and Safety |
Breaks and physical activities used. |
|
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Plan |
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Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
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Main Activities |
Ex.1 p.52. Brainstorming. Ex.2 p.52. Detailed reading. Comprehension questions. Answers:
Ex.3 p.52. Recognition exercise. Answers:
Ex.4 p.52. Sentence completion task. Answers:
Ex.5 p.52. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.5 p.52 Self-assessment. How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
|
||||||||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 45
Term 2 Unit 4 "Sport, health and exercise" |
School: |
||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|||||||||
Theme of the lesson: |
CLIL: Language and literature: Newspapers. |
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Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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|
|||||||||||
Value links |
Information and media literacy. |
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Cross curricular links |
Information technology, Social studies. |
||||||||||
Previous learning |
My country: Sport, health, exercise. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
||||||||||
Intercultural awareness |
Learners can talk about newspapers in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
||||||||||
Plan |
|||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||||||
Main Activities |
Ex.1 p.53. Conveying the meaning of new words. Matching task. Answers: Photo A: 2, 5, 6, 7, 9 Photo B: 1, 3, 4, 8, 9, 10 9 appears in both types of newspapers. Ex.2 p.53. Reading for detailed comprehension. Ex.3 p.53. True/false statements. Answers: 1) False. A lot of people still prefer to get the news in a more traditional way, by reading a newspaper. 2) Don't know. 3) True. Quality newspapers use a formal style of language with longer sentences and technical vocabulary. Sensationalist newspapers use shorter words and sentences, with colloquial words and expressions. 5) True. 6) False. Both types of newspaper contain articles about sport. Ex.4 p.53. Questioning. Ex.5 p.53. Problem-solving task. |
CD |
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Ending the lesson |
Giving the hometask. Essay "Are newspapers necessary today?" Self-assessment.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|||||||||
Additional information |
|||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 47
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|
|||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review 4. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Healthy lifestyle |
|
|||||
Cross curricular links |
Physical education. |
|
|||||
Previous learning |
Writing a biography. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
|||||
Main Activities |
Ex.1 p.54. Matching task. Answers:
Ex.2 p.54. Word formation activity. Answers:
Ex.3 p.54. Gap-filling. Answers:
Ex.4 p.54. Sorting exercise. Answers:
Ex.5 p.54. Opening the brackets. Answers:
Ex.6 p.54. Blank-filling. Gap-filling. Answers:
Ex.7 p.54. Listening for specific information. Odd one out. Answers:
|
CD |
|||||
Ending the lesson |
Giving the hometask. WB p.38 Peer-assessment. Two stars and a wish.
|
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 48
Term 2 Unit 4 "Sport, health and exercise" |
School: |
|
|||||||||||||||||||||||||||||||||||||||||
Date: ___. ___.2018 |
Teacher’s name: |
|
|||||||||||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Skills round-up 4. |
|
|||||||||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
|
|||||||||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||||||||||
|
|
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Most learners will be able to: |
|
||||||||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||||||||
Value links |
Healthy lifestyle |
|
|||||||||||||||||||||||||||||||||||||||||
Cross curricular links |
Physical education. |
|
|||||||||||||||||||||||||||||||||||||||||
Previous learning |
Writing a biography. |
|
|||||||||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||||||||||||||||||||||||||
Intercultural awareness |
Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world. |
|
|||||||||||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.55. Using pictures related to the text for discussion. Answers: 1) Cycling, skiing, snowboarding. 2) For cycling you need a bike, for skiing you need the right clothes, a helmet, skis and poles and ski boots. |
|
|||||||||||||||||||||||||||||||||||||||||
Main Activities |
Ex.2 p.55. Listening for global information. Answers: Leila is good at cycling and snowboarding. Ruslan is good at running. Ex.3 p.55. Listening for specific information. Sentence completion. Answers: 1) expensive 2) trainers 3) marathon 4) cycling 5) 2014 6) Ruslan Ex.4-5 p.55. Speaking in a form of debate role-play. Ex.6 p.55. Writing practice. |
CD CD |
|||||||||||||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.39 Self-assessment. How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)
|
|
|||||||||||||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 49
Term 3 Unit 5 "Reading for pleasure" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Books and films: genres. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Appreciation the art of literature. |
|||||
Cross curricular links |
Literature. |
|||||
Previous learning |
Skills round-up 4. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature to Kazakh literature. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.56. Answering questions. 1. What is the title of the last books you read? 2. Who is your favourite book character? 3. Why is reading a book better than watching a movie? |
|
||||
Main Activities |
Ex.1 p.56. Matching task. Answers: 1) a detective story 2) a romance 3) a horror story 4) a fantasy 5) a comedy 6) a musical 7) an adventure story/film 8) a science fiction story/film Ex.2 p.57. Sorting exercise. Ex.3 p.57. Discussing questionnaire. Ex.4 p.57. Table completion. Answers: to: decide, 'd prefer, need -ing: prefer, love, finish Ex.5 p.57. Classifying words. Ex.6 p.57. Cued sentences. Ex.7 p.57. Speaking in a form of discussion. Extra task. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.40. Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
2. Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 50
Term 3 Unit 5 "Reading for pleasure" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Movie technology. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Technology literacy. |
|||||
Cross curricular links |
Literature, Art. |
|||||
Previous learning |
Books and films: genres. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
It is promoted by raising awareness when comparing Hollywood films, British films to Kazakh films. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||
Main Activities |
Ex.1 p.58. Predicting and guessing. Answers: 1) colour 2) sound 3) 3D 4) surround-sound 5) computer-generated images 6) digital projectors Ex.2 p.58. Detailed reading. Answering questions. Answers: 1) In 1902. 2) There were more than 4.000. 3) They listened to a pianist. 4) Some actors lost their jobs because they didn't have good voices or because they could not act and speak at the same time. 5) Surround-sound became popular in the 1970s. 6) With future technology it is possible that we will be able to feel a character's emotions by connecting our bodies to special cinema seats. Ex.3 p.58. Word formation activity. Answers: 1) viewer 2) producer 3) actor 4) projector Ex.4 p.58. Word formation activity. Answers: 1) director 2) speaker 3) conductor 4) inventor 5) painter 6) translator Ex.6 p.58. Speaking in a form of discussion. |
CD |
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Ending the lesson |
Giving the hometask. WB p.44 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. |
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 51
Term 3 Unit 5 "Reading for pleasure" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Could, can, will be able to |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE13 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 |
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Lesson objectives |
All learners will be able to: |
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|
||||||
Most learners will be able to: |
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Some learners will be able to: |
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|
||||||
Value links |
Appreciation the art of literature. |
|||||
Cross curricular links |
Literature. |
|||||
Previous learning |
Movie technology. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of modal verbs in English, Russian and Kazakh languages. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. 1) Can we create realistic special effects now? (Yes, we can). 2) Can we feel the same emotions as the characters on the screen now? (No, we can't). 3) What was possible in the 1930s? (producers could include songs, ...) 4) What is possible now? (film makers can now create special effects, ...) 5) What will be possible in the future? (we'll be able to connect our bodies ...) |
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||||
Main Activities |
Ex.1 p.59. Recognition exercise. Answers: 1) could 2) can 3) be able to 1. Ability and possibility. 2. Film producers couldn't include songs. They can't create very realistic special effects. We won't be able to feel the character's emotions. 3. Yes, they do. Ex.2 p.59. Sentence completion task. Answers: 1) can't 2) can 3) won't be able to 4) couldn't 5) could 6) 'll be able to Ex.3 p.59. Filling in gaps. Answers: 1) could smell 2) couldn't hear 3) couldn't wear 4) can enjoy 5) 'll be able to feel 6) 'll be able to connect Ex.4 p.59. Completion drill. Asking and answering questions. Extra task. Writing practice. |
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Ending the lesson |
Giving the hometask. WB p.41 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 52
Term 3 Unit 5 "Reading for pleasure" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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|||||
Grade 8 __ |
Number present: |
Number absent: |
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||||
Theme of the lesson: |
Vocabulary and listening: Books and films: features |
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|||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
All learners will be able to: |
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|||||
|
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||||||
Most learners will be able to: |
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||||||
|
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||||||
Some learners will be able to: |
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||||||
|
|
||||||
Value links |
Appreciation the art of literature. |
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|||||
Cross curricular links |
Literature, Art. |
|
|||||
Previous learning |
Could, can, will be able to |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema. |
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|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||
Main Activities |
Ex.1 p.60. Conveying the meaning of new words. Classifying words. Answers: Books only: novelist, best-seller, publisher Films only: special effects, film director, subtitles, blockbuster, scene, cast, script Both books and films: beginning, ending, theme, plot, character, biography, setting Ex.2 p.60. Word and meaning matching. Answers: 1) cast 2) blockbuster 3) novelist 4) best-seller 5) biography 6) script 7) subtitles 8) setting Ex.3 p.60. Gist listening. Matching task. Answers: 1) plot, characters 2) characters, ending 3) plot 4) crime, setting, characters Ex.4 p.60. Listening for specific information. Blank-filling. Answers: 1) school 2) theme 3) science fiction 4) author/writer 5) characters 6) fantasy fiction 7) Australian 8) character Ex.5 p.60. Speaking in a form of discussion. |
CD CD |
|||||
Ending the lesson |
Giving the hometask. WB p.42 Self-reflection. Pair share At the end of a lesson learners share with their partner:
Something they would like to learn in the future. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 53
Term 3 Unit 5 "Reading for pleasure" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Second conditional |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
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|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Appreciation the art of literature. |
|||||
Cross curricular links |
Literature. |
|||||
Previous learning |
Books and films: features |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of conditional sentences in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.61. Recognition exercise. Answers: 1) did 2) had 3) would 4) 'd 5) wouldn't Rules 2. past simple 3. would, wouldn't |
|
||||
Main Activities |
Ex.2 p.61. Opening the brackets. Answers: 1) 'd enjoy; liked 2) had; wouldn't believe 3) wouldn't watch; hated 4) would be; changed 5) wouldn't be; didn't go 6) bought; 'd come Ex.3 p.61. Asking and answering questions. Answers: 1) What would you do if you became invisible? 2) If you travel back in time and meet Abai Qunanbaiuly, what would you ask him? 3) If you had a special power, what would it be? 4) If you were a superhero, would you tell your friends? 5) Would you love a person if you discovered he or she was a vampire? Ex.4 p.61. Speaking in a form of interview. Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.43. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 54
Term 3 Unit 5 "Reading for pleasure" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Expressing preferences and recommending. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L5 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.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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|
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Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Appreciation the art of literature. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Literature, Art. |
|
||||||||||||||||||||||||||||||
Previous learning |
Second conditional. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.62. Picture description. Answers: Tom and Caitlin are in the library. They are choosing a film. Ex.2 p.62. Gist listening. Answers: Tom chooses a comedy.. Ex.3 p.62. Classifying phrases. “Who said what?” questions. Role-play. Answers: Respond to recommendations: I don't fancy that. I'm not a big fan of ... Tom: What about this one?, I don't fancy that. I'm not a big fan of ... Caitlin: I'd only recommend that if ..., if they had (Avatar), I'd recommend that. You might like ..., Try this one. Ex.4 p.62. Answering multiple-choice questions. Answers: 1) a 2) a 3) b Ex.5 p.62. Table completion. Asking and answering questions. Ex.6 p.62. Creative exercise. Speaking in a form of a dialogue. |
CD CD |
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Ending the lesson |
Giving the hometask. SB ex.6 p.62. Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 55
Term 3 Unit 5 "Reading for pleasure" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: A review of a book. |
|
|||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Value links |
Appreciation the art of literature. |
|
|||||||||||||||||||||||||||||||||||
Cross curricular links |
Literature. |
|
|||||||||||||||||||||||||||||||||||
Previous learning |
Expressing preferences and recommending. |
|
|||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||||||||||||||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature to Kazakh literature. |
|
|||||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.63. Reading for general understanding. Comprehension questions. Answers: 1) Paragraph 1 2) Paragraph 3, 4 3) Paragraph 2 describes the setting. 4) Paragraph 3 mentions the theme. 5) People who enjoy historical fiction, drama and realism would enjoy this book. Ex.2 p.63. Classifying phrases. Answers: Phrases which introduce an opinion: I'd like to recommend ..., I particularly enjoyed ..., All in all, I (really enjoyed) ..., I'd'/ wouldn't change it. Phrases which introduce a fact: I have recently read..., The main characters are ..., The setting is ... Ex.3 p.63. Paraphrasing. Answers: 1) I particularly enjoyed the characters and the theme. (§ 3) 2) I'd like to recommend this book to people who like history, drama and realism. (§ 2) 3) All in all, I really enjoyed the novel and I wouldn't change the plot or characters. (§ 4) 4) Not used. 5) I have recently read a novel called Ulpan is Her Name. (§ 1). 6) lovely long red dress Ex.4 p.63. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.45. Peer-assessment. Rubric.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 56
Term 3 Unit 5 "Reading for pleasure" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Reading for pleasure. Word-building nouns. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Appreciation the art of literature. |
|
|||||
Cross curricular links |
Literature. |
|
|||||
Previous learning |
A review of a book. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature to Kazakh literature. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.64. Brainstorming. |
|
|||||
Main Activities |
Ex.2 p.64. Detailed reading. Re-ordering of events according to their occurrence in the text. Answers: 1) Bayburi's wife gave birth to a boy, Alpamys. 2) Bayburi invited Baysari to a big feast. 3) Baysari and Bayburi played a game of kokpar. 4) Baysari went to live in the Kalmyk country. 5) Alpamys ride the horse Baychobar. 6) Alpamys found a message from Gulbarshin. Ex.3 p.64. Table completion. Answers: recently, gladly, well, unfairly, far, fearlessly, fast, finally, clearly. The adverbs well, far and fast are irregular (they don't end in -ly). Ex.4 p.64. Blank-filling. Answers: 1) more 2) -est 3) far 4) as 5) less Ex.5 p.64. Listening for global information. Odd one out. Ex.6 p.64. Writing practice. |
CD |
|||||
Ending the lesson |
Giving the hometask. SB p.65. Peer-assessment. Two stars and a wish.
|
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 58
Term 3 Unit 5 "Reading for pleasure" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review 5. Project: A film poster. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives 8.C9 use imagination to express thoughts, ideas, experiences and feelings |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Appreciation the art of literature. |
|
|||||
Cross curricular links |
Literature, Art. |
|
|||||
Previous learning |
My country: Reading for pleasure. Word-building nouns. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
|||||
Main Activities |
Ex.1 p.66. Matching task. Answers: 1) comedy 2) fantasy 3) horror 4) adventure 5) science fiction 6) musical Ex.2 p.66. Blank-filling. Answers: 1) novelist 2) best-seller 3) character 4) setting 5) beginning 6) themes 7) ending 8) reader Ex.3 p.66. Sentence completion task. Answers: 1) can't 2) couldn't 3) can 4) wouldn't be able to 5) could 6) will be able to Ex.4 p.66. Opening the brackets. Answers: 1) wouldn't go, had 2) was/were, would make 3) had, would choose 4) wouldn't like, had 5) met, wouldn't know Ex.5 p.66. Putting questions. Answers: 1) Would you go to see a film if it had bad reviews? If a film had bad reviews, would you go to see it? 2) If you were a film director, would you make war films? Would you make war films if you were a film director? 3) If the director had more money, would he choose better actors? Would the director choose better actors if he had more money? 4) Would you like the story if it had a happy ending? If the story had a happy ending, would you like it? 5) If you met Liam Hemsworth, would you know what to say to him? Would you know what to say to Liam Hemsworth if you met him? Ex.6 p.66. Matching task. Answers: 1) f 2) b 3) d 4) e 5) c 6) g 7) a Ex.7 p.66. Listening for global information. Odd one out. Answers: 1) detective 2) hates 3) has 4) didn't write 5) book 6) would |
CD |
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Ending the lesson |
Giving the hometask. SB. p.67. Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 59
Term 3 Unit 6 "The natural world" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Vocabulary and language focus: Nouns: art. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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|
||||||
Most learners will be able to: |
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|
||||||
Some learners will be able to: |
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|
||||||
Value links |
Appreciating the magnificence of the world around you. |
|||||
Cross curricular links |
Natural environment, Art. |
|||||
Previous learning |
Review 5. Project: A film poster. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh works of art. |
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Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.68. Answering questions. 1. Do you know any artists or paintings? 2. Are there any endangered species in your country? 3. What are the most important museums in your town or country? Creating a cluster "Art". |
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||||
Main Activities |
Ex.1 p.68. Classifying words. Answers: Places: gallery, museum People: critic, collector Works of art: painting, sculpture, landscape, masterpiece, portrait Events: auction, exhibition Not in any list: art movement Completing questionnaire. Ex.2 p.68. Gist listening. Comparing answers. Answers: 1) a 2) b 3) c 4) a 5) b 6) b Ex.3 p.68. Guessing words through definitions. Ex.4 p.68. Sentence completion task. Answers: 1) are exhibited 2) aren't usually made d) isn't found 4) shows 5) don't like Ex.5 p.68. Recognition exercise. Answers: 1) is 2) are not, aren't past participle Ex.6 p.68. Opening the brackets. Answers: 1) is exhibited, is made 2) isn't shown, is kept 3) aren't owned, are sold 4) is painted, are included 5) is visited, is located Ex.7 p.68. Blank filling. Answering questions. Answers: 1) is spoken 2) is made 3) are mixed 4) is sung 5) are bought, sold (auctions) 6) are used (glasses) Ex.8 p.68. Putting the words into context. Guessing game. Answers: Extra task. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. WB p.48 Peer-assessment. Two stars and a wish.
|
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 60
Term 3 Unit 6 "The natural world" |
School: |
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|||||
Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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||||
Theme of the lesson: |
Reading: The lost world. |
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|||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
All learners will be able to: |
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|||||
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||||||
Most learners will be able to: |
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||||||
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||||||
Some learners will be able to: |
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||||||
|
|
||||||
Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
|
|||||
Cross curricular links |
Natural environment. |
|
|||||
Previous learning |
Nouns: art. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Perception of different global problems in learners' own country and around the world. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.70. Conveying the meaning of new words. Prediction based on the title, pictures. Answers: Wolly mammoths, they became extinct because they were hunted. |
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|||||
Main Activities |
Ex.2 p.70. Reading for general understanding. Ex.3 p.70. Detailed reading. True/false statements. Answers: 1) False. They are already extinct. 2) True. 3) False. They study the fossils of animals that lived a long time ago. 4) True. 5) False. 6) True. Ex.4 p.70. Showing lexical relations (synonyms). Answers: 1) wandered 2) evidence 3) very large 4) roughly 5) pictures 6) started 7) discovered 8) numerous Ex.5 p.70. Showing lexical relations. create = make danger = peril weapon = arm intelligent = clever global = worldwide exist = live paint = decorate Ex.6 p.70. Speaking in a form of discussion. |
CD |
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Ending the lesson |
Giving the hometask. WB p.44 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 61
Term 3 Unit 6 "The natural world" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Past passive: affirmative and negative. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Being environmentally conscious/friendly, actively providing solutions to global problems. |
|||||
Cross curricular links |
Natural environment. |
|||||
Previous learning |
The lost world. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of past passive in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.71. Recognition exercise. Answers: Rules 1) subject 2) agent 3) active 4) by |
|
||||
Main Activities |
Ex.2 p.71. Opening the brackets. Answers: 1) was found 2) were discovered 3) was built 4) were domesticated 5) weren't painted 6) were decorated Ex.3 p.71. Putting the words into context (writing sentences). Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.49 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 62
Term 3 Unit 6 "The natural world" |
School: |
|
|||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||
Theme of the lesson: |
Vocabulary and listening: Adjectives: describing art. |
|
|||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.UE13 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 |
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|||||||||
Lesson objectives |
All learners will be able to: |
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|||||||||
|
|
||||||||||
Most learners will be able to: |
|
||||||||||
|
|
||||||||||
Some learners will be able to: |
|
||||||||||
|
|
||||||||||
Value links |
Appreciating the magnificence of the world around you. |
|
|||||||||
Cross curricular links |
Natural environment, Art. |
|
|||||||||
Previous learning |
Past passive: affirmative and negative. |
|
|||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh exhibitions. |
|
|||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||
Plan |
|
||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.72. Conveying the meaning of new words. |
CD |
|||||||||
Main Activities |
Ex.2 p.72. Putting the words into context (writing sentences). Ex.3 p.72. Gist listening. Re-ordering of photos. Checking comprehension. Answers: 1) Sunrise, Sunset 2) Who has seen the wind? 3) Game Over 4) Underwater Forest Tamsin's favourite image is 'Underwater Forest'. Ex.4 p.72. Listening for specific information. Answering multiple-choice questions. Answers: 1) b 2) a 3) b 4) a 5) c Ex.5 p.72. Putting the words into context (writing sentences). |
CD CD |
|||||||||
Ending the lesson |
Giving the hometask. WB p.50 Self-reflection.
|
|
|||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||
Additional information |
|
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 63
Term 3 Unit 6 "The natural world" |
School: |
|||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||||||
Theme of the lesson: |
Present and Past passive: affirmative, negative and questions. |
|||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
|||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||
|
||||||||||||
Most learners will be able to: |
||||||||||||
|
||||||||||||
Some learners will be able to: |
||||||||||||
|
||||||||||||
Value links |
Appreciating the magnificence of the world around you. |
|||||||||||
Cross curricular links |
Art. |
|||||||||||
Previous learning |
Adjectives: describing art. |
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh galleries. |
|||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||
Plan |
||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.73. Recognition exercise. Answers: a) are b) created c) is d) What e) Were f) was 1) Sentences a, c and d are in the past. 2) Sentences b, e and f are in the present. 3) the past participle. 4) Questions are formed by putting the correct form of be in front of the subject of the passive sentence. A question word (What, Why, etc.) can also be used in from of be. |
|
||||||||||
Main Activities |
Ex.2 p.73. Opening the brackets. Answers: 1) was named 2) was shown 3) was criticized 4) are called 5) were painted 6) were kept 7) were bought 8) were damaged 9) was sold 10) are owned 11) are seen Ex.3 p.73. Asking and answering questions. Answers: 1) What was the building used as in the past? 2) Where are bigger works of art exhibited? 3) How much are visitors charged to go into the gallery? 4) Who was the Guggenheim Museum built? 5) When was the Guggenheim Museum built? 6) What is the Guggenheim Museum used for? Ex.4 p.73. Putting the words into context (writing questions). Ex.4 p.73. Speaking in a form of role-play. Extra task. Writing practice. |
|
||||||||||
Ending the lesson |
Giving the hometask. WB p.51 Self-assessment.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
|
||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||
Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 3. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 64
Term 3 Unit 6 "The natural world" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Expressing doubt. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.L5 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.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Appreciating the magnificence of the world around you. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Art. |
|
||||||||||||||||||||||||||||||
Previous learning |
Present and Past passive: affirmative, negative and questions. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh works of art. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.74. Picture description. Answers: The painting is an example of abstract art. |
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.2 p.74. Gist listening. Checking comprehension. Answers: Lucy dislikes the picture because she things the face is a bit strange, as of a child painted it. Ex.3 p.74. Classifying phrases. “Who said what?” questions. Role-play. Answers: Lucy says all the phrases. Ex.4 p.74. Conveying the meaning of new items. Blank-filling. Answers: Look = see here Look like = resemble Looks = appears to be Looks as if = seems as though 1) look 2) looks 3) looks like 4) looks like 5) look Ex.5 p.74. Odd one out. Answers: 1) look as if 2) like 3) looks 4) looks like 5) like Ex.6 p.74. Creative exercise. Speaking in a form of a dialogue. |
CD CD |
||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. SB ex.6 p.74 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 65
Term 3 Unit 6 "The natural world" |
School: |
|
|||||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: A description of a piece of art. |
|
|||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
|
|||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
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|||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||
Most learners will be able to: |
|
||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||
Value links |
Appreciating the magnificence of the world around you. |
|
|||||||||||||||||||||||||||||||||
Cross curricular links |
Art. |
|
|||||||||||||||||||||||||||||||||
Previous learning |
Expressing doubt. |
|
|||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||||||||||||||||||
Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh works of art. |
|
|||||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Picture description p. 68-69. |
|
|||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.75. Reading for general understanding. Matching headings with paragraphs. Answers: 1) d 2) a 3) b Ex.2 p.75. Discussion questions. Answers: 1) In 1891. 2) simple, vivid, exotic, unconventional 3) In the National Gallery, London. Ex.3 p.75. Classifying phrases. Answers: ... in the foreground/background..., (Surprised!) was first exhibited ... This type of work is typical of ... / Their work often shows ... . Ex.4 p.75. Showing lexical relations (synonyms). Answers: a) fierce b) distant c) unconventional d) vivid 1) original 2) amusing 3) sombre 4) symbolize Ex.5 p.75. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.53 Peer-assessment.
|
|
|||||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 66
Term 3 Unit 6 "The natural world" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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|||||
Grade 8 __ |
Number present: |
Number absent: |
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||||
Theme of the lesson: |
My country: Tamgaly petroglyphs. |
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|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives 8.C8 develop intercultural awareness through reading and discussion 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||||||
Most learners will be able to: |
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||||||
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||||||
Some learners will be able to: |
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||||||
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||||||
Value links |
Appreciating the magnificence of the world around you. |
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|||||
Cross curricular links |
Natural environment, Art. |
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|||||
Previous learning |
A description of a piece of art. |
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|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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|||||
Intercultural awareness |
It is promoted by raising awareness when comparing world-wide and Kazakh works of art. |
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|||||
Health and Safety |
Breaks and physical activities used. |
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|||||
Plan |
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||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion.
|
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|||||
Main Activities |
Ex.1 p.76. Conveying the meaning of new words. Use of dictionaries. Answers: Petroglyphs, bull, gorge, slope Ex.2 p.76. Detailed reading. Comprehension questions. Answers: 1) In the south-east of Kazakhstan. 2) They were discovered in 1957. 3) There are more than 5000 petroglyphs. 4) They used tools made of stone and metal. 5) Because for the people who lived in the Bronze Age, the bull was a symbol of power. Ex.3 p.76. Table completion. Odd one out. Answers: 1) much-many-more-(the most) 2) (a) little-less-(the)least 3) (a)few-fewer-(the)fewest 1) quantity 2) before, after 3) uncomfortable, countable 4) than 5) not any Ex.4 p.76. Paraphrasing. Answers: 1) The train ticket to Almaty costs less. 2) I've got three cameras, and none of them work. 3) There are fewer tourists than in Ulytau. 4) Most (of the) scientists support the idea. 5) Three isn't much traffic on a Sunday. Ex.5 p.76. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.5p.76 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
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||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 68
Term 3 Unit 6 "The natural world" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
CLIL: Geography. Natural environments. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Appreciating the magnificence of the world around you. |
|||||
Cross curricular links |
Natural environment. |
|||||
Previous learning |
My country: Tamgaly petroglyphs. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Perception of different global problems in learners' own country and around the world. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "Rainforest".
|
|
||||
Main Activities |
Ex.1 p.77. Conveying the meaning of new words. Use of dictionaries. Skimming. Blank-filling. Answers: 1) vegetation 2) wildlife 3) layers 4) mammals 5) shrubs 6) natural Ex.2 p.77. Listening for global information. Checking comprehension. Text completion. 3) recycles 4) community 5) facilities 6) save Ex.3 p.77. Reading for specific understanding. Filling out diagram. Answers: 1) emergent layer 2) canopy 3) understorey 4) forest floor Ex.4 p.77. Writing practice. |
CD https://www.youtube.com/watch?v=ZiULxLLP32s https://www.teacherspayteachers.com/Product/REEFSGeography-Worksheets-and-Activities-637593 |
||||
Ending the lesson |
Giving the hometask. WB p.54-55 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
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|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 69
Term 3 Unit 7 "Travel and transport" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
|||||||||||||||||||||
Theme of the lesson: |
Vocabulary and language focus: Transport: nouns. |
||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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|||||||||||||||||||||||
Most learners will be able to: |
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|||||||||||||||||||||||
Some learners will be able to: |
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|
|||||||||||||||||||||||
Value links |
Travelling to broaden the mind. |
||||||||||||||||||||||
Cross curricular links |
Geography, History. |
||||||||||||||||||||||
Previous learning |
CLIL: Geography. Natural environments. |
||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
||||||||||||||||||||||
Intercultural awareness |
Learning about other cultures. |
||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
||||||||||||||||||||||
Plan |
|||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.81. Answering questions. 1. Who is the most famous explorer from your country? 2. Do you like to travel? Why/ Why not? 3. How do you usually get to school? |
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|||||||||||||||||||||
Main Activities |
Ex.1 p.80. Classifying words. Matching task. Answers: Land: bus, camel, car, bicycle, train, horse, lorry, tram Water: boat, ship, submarine Air: plane, helicopter, spacecraft, airship Marco Polo photo - camels; Amelia Earhart photo - plane; Roald Amundsen photo - ship Ex.2 p.80. Completing questionnaire. Gist listening. Comparing answers. Answers: 1) a 2) b 3) c 4) b 5) c Ex.3 p.80. Matching extracts with photos. Expressing opinion (reacting to a text). Answers: 1) a 2) b 3) d 4) e 5) c Ex.4 p.80. Recognition exercise. Answers: a) had b) never c) before Ex.5 p.80. Paraphrasing. Answers: 1) hadn't seen/ had never seen 2) had made 3) had tried 4) hadn't eaten 5) had sailed Ex.6 p.80. Odd one out. Answers: 1) had seen 2) got 3) arrived 4) hadn't flown 5) had taken 6) moved Ex.7 p.80. Putting the words into context. Extra task. Writing practice. Fact finder table
|
CD |
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Ending the lesson |
Giving the hometask. WB p.56 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
|
|
|||||||||||||||||||||
Additional information |
|||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Raise awareness about cultural diversity through reading and discussion. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 3. Form simple perfect forms for recent, indefinite and unfinished past actions
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 70
Term 3 Unit 7 "Travel and transport" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Reading: Youth travel. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.UE14 use some prepositions before nouns and
adjectives |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Travelling to broaden the mind. |
|
|||||
Cross curricular links |
Geography, History. |
|
|||||
Previous learning |
Transport: nouns. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Learning about other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||
Main Activities |
Ex.1 p.82. Prediction based on the title, pictures. Reading for general understanding. Comparing answers. Answers: 2, 4, 6. Ex.2 p.82. Detailed reading. “Who said what?” questions. Answers: 1) more than 50% of the participants in the survey 2) Peter Jones 3) Peter Jones 4) Peter Jones 5) Maral Akhmadieva 6) Maral Akhmadieva 7) 25% of the participants in the survey Ex.3 p.82. Completion drill. Answers: 1) on 2) on 3) in 4) in 5) off 6) by Ex.4 p.82. Odd one out. Answers: 1) on 2) by 3) on 4) in 5) off 6) in Ex.5 p.82. Speaking in a form of discussion. |
|
|||||
Ending the lesson |
Giving the hometask. WB p.60 Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Provide a point of view in conversations and discussions. 2. Identify particular information and details in reading passage. 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 71
Term 3 Unit 7 "Travel and transport" |
School: |
|||||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||||
Grade 8 __ |
Number present: |
Number absent: |
||||||
Theme of the lesson: |
Reported speech: tense changes. |
|||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE11 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 |
All learners will be able to: |
|||||||
|
||||||||
Most learners will be able to: |
||||||||
|
||||||||
Some learners will be able to: |
||||||||
|
||||||||
Value links |
Travelling to broaden the mind. |
|||||||
Cross curricular links |
Geography, History. |
|||||||
Previous learning |
Youth travel. |
|||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||
Intercultural awareness |
Comparison of Reported speech in English, Russian and Kazakh languages. |
|||||||
Health and Safety |
Breaks and physical activities used. |
|||||||
Plan |
||||||||
Planned timings |
Planned activities |
Resources |
||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.83. Recognition exercise. Answers:
Answers: 1) past 2) pronouns 3) say
|
|
||||||
Main Activities |
Ex.2 p.83. Sentence completion task. Answers: 1) told 2) said 3) told 4) said 5) said
Ex.3 p.83. Transformation exercise. Answers: 1) Assel told us that she was writing a book about the travels of the Moroccan explorer Ibn Battuta. 2) Ilyas and Maxim said that they always read online reviews before they booked a holiday. 3) Jake said that he had never tried koumiss before. 4) The reporter said that about five million people had travelled to Kazakhstan in 2017. 5) The tourists said that they would buy some souvenirs from the bazaar. 6) Yerzhan told his sister that he had lost the guidebook that she had given to him. Ex.4 p.83. Speaking in a form of interview. Summarizing. Extra task. Writing practice. Answers: 2) 'We will book the train tickets online,' they said. 3) 'I don't want to go on a backpacking holiday", Mukhtar told me. 4) 'I'd visited ten different countries by the age of 16,'said Elmira. 5) 'Adventure is just bad planning,' the famous explorer Roald Amundsen once said / said the famous explorer Roald Amundsen. |
|
||||||
Ending the lesson |
Giving the hometask. WB p.57 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||
Additional information |
||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply the rule for reported speech forms for statements in the context
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 72
Term 3 Unit 7 "Travel and transport" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: The future of transport. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.L6 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Travelling to broaden the mind. |
|
|||||
Cross curricular links |
Geography, History. |
|
|||||
Previous learning |
Reported speech: tense changes. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Learning about other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "New forms of transport" (electric cars, drones, etc). What are the advantages and disadvantages of new forms of transport might be? |
|
|||||
Main Activities |
Ex.1 p.84. Conveying the meaning of new words. Sentence completion task. Answers: 1) stopped off 2) takes off / will take off / is going to take off 3) turn back 4) set off 5) pull off 6) went up Ex.2 p.84. Gist listening. Checking comprehension. Answers: electric cars, solar-powered cars, driverless cars and space elevators Ex.3 p.84. Listening for specific information. Answering multiple-choice questions. Answers: 1) a 2) b 3) a 4) b 5) b 6) b Ex.4 p.84. Speaking in a form of discussion. |
CD |
|||||
Ending the lesson |
Giving the hometask. WB p.58 Self-assessment. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Make an argument and evolve reasoning while speaking. 2. Identify facts and details in extended talks with little support. 3. Figure out the content of a conversation with some support in extended talk. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 73
Term 3 Unit 7 "Travel and transport" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Reported questions, commands and requests. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE11 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 |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Travelling to broaden the mind. |
|||||
Cross curricular links |
Geography, History. |
|||||
Previous learning |
Youth travel. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of Reported speech in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Look at the photo p.85 and say where it is and what it is (It's the Astana Museum of the Future). Would you like to visit the museum and what would you do there? |
|
||||
Main Activities |
Ex.1 p.85. Recognition exercise. Table completion. Answers: Reported questions: The reporter asked Samat whether the red car was his. She asked him what the main differences between electric and petrol cars were. She asked him if he had been in a driverless car. Reported commands and requests: She asked him to show her how to drive the car. (request) Samat told the reporter not to press that button. (command) He told her to turn left after the traffic lights. (command)
Ex.2 p.85. Listening for global information. Blank-filling. Answers: 1) Is that red car yours? 2) What are the main differences between electric and petrol cars? 3) Can you show me how to drive it? 4) Don't press that button. 5) Have you been in one (a driverless car)? 6) Turn left after the traffic lights. Answers: 1) ask 2) do 3) if 4) to 5) not Ex.3 p.85. Odd one out. Answers: 1) whether 2) she wanted 3) told 4) not to 5) to turn Ex.4 p.85. Making questions. Answers: Ex.5 p.85. Transformation exercise. Answers: 1) The teacher asked us if / whether we had seen a solar-powered car before. 2) The teacher told us not to touch the cars. 3) The teacher told us to go to the Moon Hall on the seventh floor. 4) The teacher asked us what hydroelectric power was. 5) The teacher told us to look at the model of a submarine. 6) The teacher asked us to close the door. 7) The teacher asked us which of the cars we liked the most. 8) The teacher told us not to make so much noise. He / She told us to be quiet. Extra task. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.59 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply the rule for reported speech forms for statements in the context Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 74
Term 3 Unit 7 "Travel and transport" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Apologizing and explaining. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
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Some learners will be able to: |
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Value links |
Travelling to broaden the mind. |
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Cross curricular links |
Geography, History. |
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Previous learning |
Reported questions, commands and requests. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Learning about other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.86. Picture description. Answers: Jane is not looking at Mark and her facial expression suggests she is not happy. Mark is looking sympathetic or apologetic with his hand on Jane's arm. Ex.2 p.86. Gist listening. Checking comprehension. Answers: Mark couldn't call Jane because he hadn't charged his phone. Ex.3 p.86. Classifying phrases. “Who said what?” questions. Role-play. Answers: 1) mean (Mark) 2) don't (Mark) 3) sorry (Mark) 4) worry (Mark) 5) happen (Mark) Ex.4 p.86. Matching task. Answers: A 1, 3 B 7, 8 C 2, 4, 6 D 5 Ex.5 p.86. Speaking in a form of dialogue. Ex.6 p.86. Creative exercise. Speaking in a form of dialogue. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.6 p.86 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 75
Term 3 Unit 7 "Travel and transport" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Writing: A memorable journey. Project: A travel brochure. |
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Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.UE14 use some prepositions before nouns and
adjectives |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Travelling to broaden the mind. |
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Cross curricular links |
Geography, History. |
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Previous learning |
Apologizing and explaining. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Learning about other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
|||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
https://www.youtube.com/watch?v=etlvDOAj0as |
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Main Activities |
Ex.1 p.87. Discussion questions. Ex.2 p.87. Reading for general understanding. Checking comprehension. Answers: Yes, the writer enjoyed the trip. Key sentences and phrases: I was very excited, amazing, beautiful, I was tired but really happy, I learnt a lot, made some new friends. Ex.3 p.87. Sentence completion task. Answers: 1) from 2) to 3) by 4) on 5) By 6) At Ex.4 p.87. Table completion. Answers: 1) that day 2) last 3) the following year 4) two years before 5) there Ex.5 p.87. Transformation exercise. Ex 6 p.87. Writing guide. |
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Ending the lesson |
Giving the hometask. SB p.91 Peer-assessment.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
|||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Raise awareness about cultural diversity through reading and discussion; 2.Make a clear plan of writing; Create a description. Check the written draft. 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice.
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 76
Term 3 Unit 7 "Travel and transport" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
My country: Almaty Metro. |
|
|||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE14 use some prepositions before nouns and
adjectives |
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Lesson objectives |
All learners will be able to: |
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|
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Most learners will be able to: |
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Some learners will be able to: |
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||||||||||||||||||
|
|
||||||||||||||||||
Value links |
Travelling to broaden the mind. |
|
|||||||||||||||||
Cross curricular links |
Geography, History. |
|
|||||||||||||||||
Previous learning |
A memorable journey. |
|
|||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||||||||||
Intercultural awareness |
Learning about other cultures. |
|
|||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||||||||||
Plan |
|
||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion.
|
https://www.youtube.com/watch?v=-QchmRGNNlk |
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Main Activities |
Ex.1 p.88. Matching task. Expressing opinion. Answers: 1) convenient 2) safe 3) comfortable 4) cheap 5) fast 6) reliable 7) clean 8) modern Ex.2 p.88. Detailed reading. True/false statements. Answers: 1) true. 2) false - In future, the Almaty Metro will have 45 kilometres of track. 3) false - Yeldos said that the trains were always on time. 4) true 5) false - Tolkyn said she liked all the stations. Ex.3 p.88. Recognition exercise. Answers: 1) present 2) time Ex.4 p.88. Blank-filling. Answers: 1) takes off 2) closes 3) starts 4) finishes 5) set off 6) is Ex.5 p.88. Speaking in a form of discussion. Cross discussion.
|
CD |
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Ending the lesson |
Giving the hometask. WB p.61 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||||||||||||||
Additional information |
|
||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Raise awareness about cultural diversity through reading and discussion; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice.
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 78
Term 3 Unit 7 "Travel and transport" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
CLIL: Language and literature: Adventure stories. Review Unit 7. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.S8 recount some extended stories and events on a range of general and curricular topics 8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE14 use some prepositions before nouns and
adjectives |
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Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Travelling to broaden the mind. |
|||||
Cross curricular links |
Geography, History. |
|||||
Previous learning |
My country: Almaty Metro. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Learning about other cultures. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||
Main Activities |
Ex.1 p.89. Using picture related to the text for discussion (prediction).
Reading for general understanding. Checking comprehension. Answers: Huckleberry is running away from his father and Jim is a runaway slave that people are looking for. Ex.2 p.89. Blank-filling. 1) on 2) On 3) to 4) in 5) of 6) at 7) off 8) out 9) to 10) out 11) of 12) at 13) off 14) in Ex.3 p.89. Reading for specific understanding. True/false statements. Answers: 1) false 2) true 3) false 4) don't know 5) don't know 6) true 7) false 8) false Ex.4 p.89. Speaking in a form of discussion. Ex.1 p.90. Word and meaning matching. Answers: 1) submarine 2) lorry 3) bicycle 4) boat 5) camel 6) bus Ex.2 p.90. Gap-filling. Answers: 1) down 2) off 3) up/back 4) back 5) off/ up 6) off Ex.3 p.90. Opening the brackets. Answers: 1) Sarah had never tried beshbarmak before she travelled to Kazakhstan. 2) I didn't remember his name, but I was sure I had met him before. 3) Galymzhan was hungry because he hadn't had breakfast. 4) After we had packed our suitcases, we went to the airport. 5) Before they travelled to Japan, Inzhu and Bibugul had visited Mongolia and Kyrgyzstan. 6) Kamilla knew Petropavl so well because she had grown up there. Ex.4 p.90. Blank-filling. Answers: 1) said 2) asked/told 3) asked/told 4) asked 5) said 6) told Ex.5 p.90. Transformation exercise. Answers:
Ex.6 p.90. Completion drill. Answers: 1) I couldn't 2) You see 3) really sorry 4) it happened 5) Don't 6) won't happen Ex.7 p.90. Listening for specific information. Odd one out. Answers: 1) 1492 2) Atlantic 3) Vikings 4) 500 5) East Asia 6) Spain 7) tomatoes
|
CD CD |
||||
Ending the lesson |
Giving the hometask. WB p.62-63 Peer-assessment. Two stars and a wish.
|
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Skim the extended fiction or non-fiction texts to identify the general information; 2. Retell extended stories and episodes on a given topic; 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 79
Term 4 Unit 8 "Food and drink" |
School: |
||||
Date: ___. ___.2019 |
Teacher’s name: |
||||
Grade 8 __ |
Number present: |
Number absent: |
|||
Theme of the lesson: |
Vocabulary and language focus: Action and protest. |
||||
Learning objectives(s) that this lesson is contributing to |
8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics 8.UE13 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 |
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Lesson objectives |
All learners will be able to: |
||||
|
|||||
Most learners will be able to: |
|||||
|
|||||
Some learners will be able to: |
|||||
|
|||||
Value links |
Having healthy eating habits. |
||||
Cross curricular links |
Biology, Geography. |
||||
Previous learning |
CLIL: Language and literature: Adventure stories. Review Unit 7. |
||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
||||
Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
||||
Health and Safety |
Breaks and physical activities used. |
||||
Plan |
|||||
Planned timings |
Planned activities |
Resources |
|||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.92. Answering questions. 1. Is there a problem with food waste in your country? 2. What is a food bank? 3. What problem does farming cause? |
|
|||
Main Activities |
Ex.1 p.92. Table completion. Completing questionnaire. Answers: 1) meeting 2) organize 3) march 4) donate 5) collection 6) protest 7) volunteer 8) supporter 9) sponsor 10) petition 11) ban 12) boycott 13) campaign Ex.2 p.92. Gist listening. Matching task. Answers: 1) e 2) a 3) c 4) d 5) b Sentences which express certainty: b, d and e Ex.3 p.93. Completion drill. Classifying phrases. Answers: 1) idea 2) help 3) about 4) think 5) don't 6) work 7) thing 8) could Make suggestions: Let's (organize a meeting). How about (starting an email campaign)? I think we should try ... Why don't we (boycott the shops)? I think the best thing to do is... We could write to the council. Comment on suggestions: That's not a bad idea. That should / could / might help a bit. That will definitely work better. Ex.4 p.93. Putting the words into context (writing sentences). Ex.5 p.93. Recognition exercise. Answers: 1) c, d 2) a, b 3) 'II, won't 4) don't Ex.6 p.93. Putting the words into context (writing sentences). Answers: 1) Ilyas will donate some money. 2) Nastya might become a vegetarian. 3) People might not listen to us. 4) I won't live here in 2030. 5) The government will help farmers. 6) The world might be a better place one day.
|
CD |
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|
Ex.7 p.93. Putting the words into context. Extra task. Writing practice. |
|
|||
Ending the lesson |
Giving the hometask. WB p.64 Self-assessment. Pair share At the end of a lesson learners share with their partner:
|
|
|||
Additional information |
|||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Convey opinions, notion, experiences and feelings creatively; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3. Demonstrate the ability to use future forms including present continuous with future meaning in the context. 4. Apply modal verbs for different purposes. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 80
Term 4 Unit 8 "Food and drink" |
School: |
|
|||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||
Theme of the lesson: |
Reading: The food waste scandal. |
|
|||||||||
Learning objectives(s) that this lesson is contributing to |
8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
|
|||||||||
Lesson objectives |
All learners will be able to: |
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|||||||||
|
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||||||||||
Most learners will be able to: |
|
||||||||||
|
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||||||||||
Some learners will be able to: |
|
||||||||||
|
|
||||||||||
Value links |
Having healthy eating habits. |
|
|||||||||
Cross curricular links |
Biology. |
|
|||||||||
Previous learning |
Action and protest. |
|
|||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||||||
Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
|
|||||||||
Health and Safety |
Breaks and physical activities used. |
|
|||||||||
Plan |
|
||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||||||
Main Activities |
Ex.1 p.94. Prediction based on the title, pictures. Reading for general understanding. Comparing answers. Answers: 1) The photos show: a person with a bag of food that has been thrown away, to show the quantity of food that is wasted, people who work on a food-sharing campaign, volunteers organizing food boxes so food can be redistributed. 2) Supermarkets throw food away if it is imperfect, for example, not all the same size, or if it doesn't look nice. 3) Freegans are people who believe it is wrong to throw food away and who get most of their food from supermarket waste. Ex.2 p.94. Detailed reading. Multiple choice questions. Answers: 1) c 2) a 3) c 4) c 5) c 6) a Ex.3 p.94. Blank-filling. Answers: 1) pot 2) slice Ex.4 p.94. Matching task. Answers:
Ex.5 p.94. Speaking in a form of discussion. |
CD |
|||||||||
Ending the lesson |
Giving the hometask. WB p.68 Self-reflection.
|
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|||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||
Additional information |
|
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Provide a point of view in conversations and discussions. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences 3. Identify particular information and details in reading passage.
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 81
Term 4 Unit 8 "Food and drink" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
First conditional review. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Having healthy eating habits. |
|||||
Cross curricular links |
Biology. |
|||||
Previous learning |
The food waste scandal. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of Conditional sentences in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Do you like to sing songs? Let's listen to Bruno Mars’s song “Count on me”. Students listen to Bruno Mars’s song. Complete the missing words, then sing. |
https://www.youtube.com/watch?v=o8pAIO3CPBY |
||||
Main Activities |
Ex.1 p.95. Recognition exercise. Answers: 1) boycott 2) 'll listen 3) won't change 4) protest Ex.2 p.95. Blank-filling. Answers: 2) the present simple 3) will, won't Ex.3 p.95. Opening the brackets. Answers: 1) supports, will win 2) ask, will volunteer 3) will boycott, sells 4) won't know, don't organize 5) ban, won't be 6) won't sponsor, don't finish Ex.4 p.95. Sentence completion. Ex.5 p.95. Speaking in a form of interview. Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.65 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Differentiate between if/unless in first conditional clauses. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Appendix
Let’s sing!!
1 . Complete with the missing words.
If you ever find yourself stuck on the middle of the _________
I
light – sea - world
’ll sail the __________ to find youif you ever find yourself lost in the dark and you can’t see
I’ll be the________ to guide you
Chorus
Find out what were made of
w
friends - count – need-
hen we are called to help our friends in _________you can ________ on me like
I’ll be there
and i know when I need it
I can count on you like
and you’ll be there
cause that’s what _________ are supposed to do
ooh yeah! oooooooh!...
song - asleep – every day
If you’re tossing and your turning and you just can’t fall _________
I’ll sing a _______ beside you
and if you ever forget how much you really mean to me
_________ I will remind you
Chorus
F
like – goodbye –
help – cause – cry-
ind out what were made ofwhen we are called to _______ our friends in need
you can count on me _______
I’ll be there
and I know when I need it
I can count on you like
and you’ll be there
_________ that’s what friends are supposed to do
ooooh yeah..! ooooooh oooooh..
You’ll always have my shoulder when you _______
I’ll never let go, never say _________
y ou can count on me like
I’ll be there
and I know when I need it
I can count on you like
and you’ll be there
cause that’s what friends are supposed to do
oooh yeah! ooooooh, ooooooh
You count on me cause I can count on youu...
Short term plan 82
Term 4 Unit 8 "Food and drink" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and listening: Phrasal verbs: a campaign. |
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Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Appreciating the magnificence of the world around you. |
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Cross curricular links |
Biology. |
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Previous learning |
First conditional review. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Perception of different global problems in learners' own country and around the world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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https://www.youtube.com/watch?time_continue=106&v=OS2VrgRFCzc |
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Main Activities |
Ex.1 p.96. Conveying the meaning of new words. Matching task. Gist listening. Answers: 1) end up 2) set up 3) carry on 4) look after 5) find out 6) wipe out 7) join in 8) sign up for Ex.2 p.96. Sentence completion. Ex.3 p.96. Prediction. Listening for general information. Answers: Questions 3 and 7 are not in the interview. Ex.4 p.96. Listening for specific information. Comprehension questions.
Ex.5 p.96. Speaking in a form of discussion. |
CD CD |
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Ending the lesson |
Giving the hometask. WB p.66 Self-assessment.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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||||||||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 83
Term 4 Unit 8 "Food and drink" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Be going to and will. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE8 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 |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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||||||
Value links |
Having healthy eating habits. |
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Cross curricular links |
Biology. |
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Previous learning |
Phrasal verbs: a campaign. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Comparison of Conditional sentences in English, Russian and Kazakh languages. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.97. Completion drill. Matching task. Answers: a) will b) won't c) 'm going to d)is, going to e) 'll f) will |
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||||
Main Activities |
Ex.2 p.97. Blank-filling. Answers: 1) are going to run 2) will sponsor 3) 'll make 4) will be 5) 're going to start 6) 's going to run 7) 'll train Ex.3 p.97. Asking and answering questions. Answers: 1) are, going to 2) are, going to 3) will 4) are, going to 5) 'll 6) will Ex.4 p.97. Recognition exercise. Answers: 1) be going to 2) will Ex.5 p.97. Odd one out. Answers: 1) 'm going to 2) Will you 3) I'll 4) I'll 5) Are you going to 6) I'll Ex.6 p.97. Creative exercise. Extra task. Writing practice. |
CD |
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Ending the lesson |
Giving the hometask. WB p.67 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Demonstrate the ability to use future forms including present continuous with future meaning in the context. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 84
Term 4 Unit 8 "Food and drink" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Speaking: Plans and arrangements. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.L5 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.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE8 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 |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Initiative and Responsibility. |
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||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
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||||||||||||||||||||||||||||||
Previous learning |
Be going to and will. |
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||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.96. Picture description. Ex.2 p.96. Gist listening. Checking comprehension. Answers: Adam thinks he'll raise 150 pounds. Ex.3 p.96. Blank-filling. “Who said what?” questions. Role-play. Answers: 1) minute (Adam) 2) do (Mr Johnson) 3) for (Mr Johnson) 4) for (Adam) 5) to raise (Adam) 6) like (Mr Johnson) Ex.4 p.96. Classifying structures. Answers: a) present continuous b) be going to Ex.5 p.96. Table completion. Asking and answering questions. Ex.6 p.96. Creative exercise. Speaking in a form of dialogue. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.6 p.98 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly. 2.Identify the position of speakers in an extended talk with some support. 3.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 4. Demonstrate the ability to use future forms including present continuous with future meaning in the context.. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 85
Term 4 Unit 8 "Food and drink" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
||||||||||||||||||||||||
Theme of the lesson: |
Writing: A formal letter. |
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Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Having healthy eating habits. |
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Cross curricular links |
Biology. |
|||||||||||||||||||||||||
Previous learning |
Plans and arrangements. |
|||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||||||||||||||||||||||
Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
|||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|||||||||||||||||||||||||
Plan |
||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start a class with a song which promote interest among students. |
https://www.youtube.com/watch?v=IUQj0bcSKiQ |
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Main Activities |
Ex.1 p.99. Reading for general understanding. Matching headings with paragraphs. Answers: 1) d 2) a 3) c Ex.2 p.99. Comprehension questions. Answers: 1) James West, Studets Against Fast Food, 8 Dene Gardens, Halford HA3 8H8 2) Morrisey's Supermarket, High Street, Halford HA3 7RD 3) Dear Sir or Madam; Yours faithfully. 4) The plans to build a new fast food restaurant in the area. Ex.3 p.99. Matching task. Answers: 1) a 2) d 3) c 4) a 5) c Ex.4 p.99. Sentence completion. Ex 5 p.99. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.69 Peer-assessment.
|
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||||||||||||||||
Additional information |
||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Make an argument and evolve reasoning while speaking. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3.Make a clear plan of writing; Create a description. Check the written draft..
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 86
Term 4 Unit 8 "Food and drink" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Food and drink. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Having healthy eating habits. |
|
|||||
Cross curricular links |
Biology. |
|
|||||
Previous learning |
A formal letter. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||
Main Activities |
Ex.1 p.100. Conveying the meaning of new words. Reading for general understanding. True/false statements. Answers: 1) false -The world's largest serving of beshbarmak weighed 736.5 kilograms. 2) false - The nomads didn't use cutlery-they ate beshbarmak with their hands. 3) true 4) false - The meat, vegetables and spices are boiled together, but the nooodles are cooked separately. 5) false - Baursaks are also popular in other countries in Central Asia and in the Middle East. 6) true Ex.2 p.100. Recognition exercise. Answers: 1) as. 2) like. 3) so, such a. 4) because, since as Ex.3 p.100. Odd one out. Answers: 1) as 2) because 3) so 4) like 5) Since 6) such Ex.4 p.100. Writing practice. |
CD |
|||||
Ending the lesson |
Giving the hometask. SB ex.4 p.100 Self-reflection. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Raise awareness about cultural diversity through reading and discussion; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3. Apply the rule for compound adjectives and adjectives as participles in practice. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 87
Term 4 Unit 8 "Food and drink" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
CLIL: Science: The future of food. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Having healthy eating habits. |
|||||
Cross curricular links |
Biology. |
|||||
Previous learning |
My country: Food and drink. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
||||
Main Activities |
Ex.1 p.101. Conveying the meaning of new words. Reading for general understanding. Text completion. Ex.2 p.101. Listening for global information Checking comprehension. Answers: 1) pastures 2) Agriculture 3) crops 4) greenhouses 5) soil 6) fertiliser 7) seeds 8) protein Ex.3 p.101. Reading for specific understanding. Answering multiple-choice questions. Answers: 1) false 2) true 3) false 4) don't know 5) don't know 6) true 7) false 8) false Ex.4 p.101. Speaking in a form of discussion.
|
CD |
||||
Ending the lesson |
Giving the hometask. SB ex.4 p.101 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
|
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1.Consider different perspectives on the world orally or in a written form; 2. Demonstrate the ability to participate in a conversation; 3. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 4. Identify the meaning and details of the reading texts. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 88
Term 4 Unit 8 "Food and drink" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review 8. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Initiative and Responsibility. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
CLIL: Science: The future of food. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
|||||
Main Activities |
Ex.1 p.102. Word formation activity. Answers: 1) meeting 2) donation 3) campaign 4) organization 5) collection 6) ban 7) publicity 8) supporter Ex.2 p.102. Blank-filling. Answers: 1) look after 2) carry on 3) wipe out 4) sign up 5) join in 6) find out Ex.3 p.102. Word formation activity. Answers: 1) un 2) in 3) un 4) im 5) un 6) un 7) im 8) un Ex.4 p.102. Sentence completion. Answers: 1) 'll 2) might 3) 're going to 4) might 5) will 6) will 7) are going to 8) will Ex.5 p.102. Filling in gaps. Answers: 1) are going to 2) 'm going to 3) 'll 4) 'll 5) are going to 6) is going to 7) 'll 8) 'll Ex.6 p.102. Gap-filling. 1) Why don't 2) could 3) might help 4) Let's 5) will have to 6) much effect 7) how about 8) won't help Ex.7 p.102. Listening for global information. True/false statements. Answers: 1) False. Ted is making posters for a public meeting. 2) True. 3) True. 4) False. a lot of young people are against the power station. 5) False. Ann does want to join the campaign committee. 6) True.
|
CD |
|||||
Ending the lesson |
Giving the hometask. WB p.70 Peer-assessment. Two stars and a wish.
|
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 90
Term 4 Unit 8 "Food and drink" |
School: |
|
|||||||||||||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||||||||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Skills round-up 8. |
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Learning objectives(s) that this lesson is contributing to |
8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Having healthy eating habits. |
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Cross curricular links |
Biology. |
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Previous learning |
Review 8. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Viewing personal peculiarities through Kazakh culture and customs from around the world. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.103. Using pictures related to the text for discussion. Answers: 1) The photos show students eating in a school canteen, a class with a lot of students, and bullying. |
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Main Activities |
Ex.2 p.103. Listening for global information. Checking comprehension. Answers: Jenny, Steve and Joe talk about their school canteen serving unhealthy food. Ex.3 p.31. Listening for specific information. Sentence completion. Answers: 1) canteen 2) fresh 3) petition 4) meeting 5) sandwiches 6) Joe 7) Jenny 8) lunchtime Ex.4-5 p.103. Speaking in a form of role-play. Ex.6 p.103. Writing practice. |
CD CD |
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Ending the lesson |
Giving the hometask. WB p.71 Self-assessment. How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria:
Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 91
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and language focus: School life: verbs. |
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Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE13 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 |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Students will be able to understand that every work is important and worthy. |
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Cross curricular links |
Social studies. |
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Previous learning |
Skills round-up 8. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.104. Answering questions. 1. What job do you want to do when you grow up? 2. What qualifications do you need to have in order to find a good job? 3. At what age do people usually begin to work in your country? |
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Main Activities |
Ex.1 p.104. Conveying the meaning of new words. Table completion. Answers: Positive: make friends, get good marks, pass exams, get a qualification Neutral: revise for a test, do your homework, take the exam, leave school. Negative: play truant, cheat in exams, fail an exam, copy a friend's work. get a bad mark, bully, suspend, expel. Ex.2 p.104. Completing questionnaire. Ex.3 p.104. Asking and answering questions. Ex.4 p.104. Recognition exercise. Answers: 1) must 2) should 3) mustn't 4) shouldn't a) must b) should c) mustn't d) No e) No Ex.5 p.104. Odd one out. Answers: 1) must 2) should 3) mustn't 4) shouldn't 5) must 6) should Ex.7 p.104. Putting the words into context. Extra task. Writing practice.
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Ending the lesson |
Giving the hometask. WB p.72 Self-assessment. Pair share At the end of a lesson learners share with their partner:
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3.Apply modal verbs for different purposes. Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 92
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Reading: Cheating. |
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Learning objectives(s) that this lesson is contributing to |
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Students will be able to understand that every work is important and worthy. |
|
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Cross curricular links |
Social studies. |
|
|||||
Previous learning |
School life: verbs. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
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Main Activities |
Ex.1 p.106. Reading for general understanding. Ticking off items. Answers: 1, 2, 4, 5 and 7 are cheating. 1, 2, 4 and 5 are mentioned in the text. Ex.2 p.106. Detailed reading. Text completion. Answers: 1) b 2) a 3) e 4) f 5) c Ex.3 p.106. Building word family tables. Answers: 1) grades 2) cell phone 3) principal Ex.4 p.106. Matching task. Answers:
Ex.5 p.106. Classifying phrases. Answers: I don't think that... I disagree with that/you. I don't think so. I'm not sure about that. That's true, but ... Ex.6 p.106. Speaking in a form of discussion. |
CD |
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Ending the lesson |
Giving the hometask. WB p.76 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences 2. Identify particular information and details in reading passage. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 93
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Have to and don't have to. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.UE13 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 |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Cheating. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of modal verbs in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.107. Recognition exercise. Answers: 1) have to 2) have to 3) don't have to Rules 1) have to 2) don't have to |
|
||||
Main Activities |
Ex.2 p.107. Putting the words in order. Answers: 1) Do we have to walk to school? 2) Does the teacher have to prepare lessons? 3) Don't they have to wear a uniform? 4) Doesn't Zhomart have to study? 5) Does he have to see the head teacher? 6) Do you have to go home? Ex.3 p.107. Listening for specific information. Ticking off items. Putting the words into context (writing sentences). Answers: 1)٧ Laura has to walk to school/ 2) ٧ Laura has to wear a uniform. 3) Laura doesn't have to eat at the canteen. 4) ٧ Laura has to do her homework before she goes out. 5) Laura doesn't have to help make dinner every evening. 6) Laura doesn't have to stay at home on school days. Ex.4 p.107. Putting the words into context (writing sentences). Speaking in a form of interview. Extra task. Writing practice. |
CD |
||||
Ending the lesson |
Giving the hometask. WB p.73 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply modal verbs for different purposes. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 94
Term 4 Unit 9 "The world of work" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: School life: nouns. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.L5 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.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Have to and don't have to. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Breaks and physical activities used. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
|
|
|||||
Main Activities |
Ex.1 p.108. Table completion. Answering questions. Answers: Types of school: mixed school, single-sex school. state school. private school. primary school, secondary school. boarding school. Other collocations: school-leaving age, school uniform, school rules, school holidays, school subjects, school-leaving exams. Ex.2 p.108. Listening for global information. Checking comprehension. Answers: 1) boarding school 2) secondary school 3) single-sex school 4) state school Ex.3 p.108. Listening for specific information. True/false statements. Answers: 1) True 2) False 3) True Ex.4 p.108. Listening for specific information. Answering multiple-choice questions. Answers: 1) c 2) a 3) b 4) b 5) c Ex.5 p.108. Speaking in a form of discussion. |
CD CD CD CD |
|||||
Ending the lesson |
Giving the hometask. WB p.66 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Identify facts and details in extended talks with little support. 2. Provide a point of view in conversations and discussions. 3. Identify the position of speakers in an extended talk with some support. 4. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 95
Term 4 Unit 9 "The world of work" |
School: |
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|||||
Grade 8 __ |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Should, must and have to. |
|||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.UE13 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 |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
School life: nouns. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|||||
Intercultural awareness |
Comparison of modal verbs in English, Russian and Kazakh languages. |
|||||
Health and Safety |
Breaks and physical activities used. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.109 Recognition exercise. 1) should 2) has to 3) have to 4) must study 5) mustn't 6) don't have to |
|
||||
Main Activities |
Ex.2 p.109. Odd one out. Answers: 1) have to 2) mustn't 3) have to 4) don't have to 5) mustn't 6) have to 7) don't have to 8) have to 9) must 10) shouldn't Ex.3 p.109. Putting the words into context (writing sentences). Ex.4 p.109. Sentence completion. Ex.5 p.109. Creative exercise. Ex.6 p.109. Putting the words into context (writing sentences). Comparison schools using Venn diagram. Extra task. Writing practice. |
|
||||
Ending the lesson |
Giving the hometask. WB p.75 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Make an argument and evolve reasoning while speaking; 2. Apply modal verbs for different purposes. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 96
Term 4 Unit 9 "The world of work" |
School: |
|
||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
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Grade 8 __ |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Asking for and giving advice. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C6 organise and present information clearly to others 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
|
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Lesson objectives |
All learners will be able to: |
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|
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Most learners will be able to: |
|
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|
|
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Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
||||||||||||||||||||||||||||||
Previous learning |
Should, must and have to. |
|
||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Breaks and physical activities used. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.110. Picture description. Answers: Adam is reading a text message on his mobile. |
|
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Main Activities |
Ex.2 p.110. Gist listening. Checking comprehension. Answers: Lucy advises Adam to not get angry, talk to his parents and to explain why he thinks coding would be more useful. Ex.3 p.110. Completion drill. Role-play. Answers: 1) matter 2) should 3) do 4) for 5) you 6) sure Ex.4 p.110. Matching task. Answers: 1) d 2) b 3) g 4) c 5) e 6) a Ex.5 p.110. Listening for global understanding. Answers: 1) matter 2) don't, talk 3) do 4) Whatever, don't 5) I, show, teacher Ex.6 p.110. Creative exercise (Extension). Ex.7 p.110. Speaking in a form of a dialogue. |
CD CD |
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Ending the lesson |
Giving the hometask. SB ex.7 p.110 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly. 2. Identify the main idea in extended talks with little support. 3.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 97
Term 4 Unit 9 "The world of work" |
School: |
|
|||||||||||||||||||||||||||||||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||||||||||||||||||||||||||||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: An opinion essay. |
|
|||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
8.C7 develop and sustain a consistent argument when speaking or writing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics |
|
|||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||
Most learners will be able to: |
|
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|
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||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||
Value links |
Students will be able to understand that every work is important and worthy. |
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Cross curricular links |
Social studies. |
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Previous learning |
Asking for and giving advice. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.111. Reading for general understanding. Answering questions. Answers: 1) The writer gives four arguments in favour of school uniforms. 2) § 3 3) School uniforms are compulsory at the writer's school, but at most schools in the same area they are not. 4) They like to choose their own clothes. Ex.2 p.111. Classifying phrases. Answers: All in all, ... / In conclusion, ... Ex.3 p.111. Writing practice. Ex.4 p.111. Writing guide. |
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Ending the lesson |
Giving the hometask. WB p.77 Peer-assessment.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1. Make an argument and evolve reasoning while speaking. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 3. Identify the main idea of text on unfamiliar and curricular topics. 4.Make a clear plan of writing; Write a text; Check the written draft
Descriptor: A learner:
Observation Feedback on the work Peer-assessment |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 98
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
My country: The world of work. |
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Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Students will be able to understand that every work is important and worthy. |
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Cross curricular links |
Social studies. |
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Previous learning |
An opinion essay. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.112. Matching task. Listening for general understanding. Answers: Arslan - waiter, Zhibek - artist, Nursultan - doctor. Ex.2 p.112. Listening for specific information. Matching people and opinions. Answers: 1) Zhibek 2) Arslan 3) Arslan 4) Nursultan 5) Zhibek Ex.3 p.112. Recognition exercise. Answers: 1) present, were 2) present or future, if not Ex.4 p.112. Filling in blanks. Answers: 1) could 2) had 3) didn't 4) unless 5) was/were 6) if Ex.5 p.112. Speaking in form of discussion. |
CD CD |
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Ending the lesson |
Giving the hometask. SB ex.5 p.112 Self-reflection. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1.Consider different perspectives on the world orally or in a written form; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3.Differentiate between if/unless in first conditional clauses. Descriptor: A learner:
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Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 99
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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Grade 8 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
CLIL: History: Child labour in Victorian Britain. |
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Learning objectives(s) that this lesson is contributing to |
8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Value links |
Students will be able to understand that every work is important and worthy. |
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Cross curricular links |
Social studies. |
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Previous learning |
The world of work. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
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Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
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Health and Safety |
Breaks and physical activities used. |
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Plan |
||||||
Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk.
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Main Activities |
Ex.1 p.113. Conveying the meaning of new words. Text completion. Ex.2 p.113. Listening for global information Checking comprehension. Answers: 1) restrict - restriction 2) exploit - exploitation 3) prohibit - prohibition 4) require - requirement 5) treat - treatment 6) employ - employment Ex.3 p.113. Reading for specific understanding. True/false statements. Answers: 1) true 2) false 3) true 4) don't know 5) false 6) true Ex.4 p.113. Answering questions. |
CD |
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Ending the lesson |
Giving the hometask. SB ex.4 p.101 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: 1.Raise awareness about cultural diversity through reading and discussion. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 3. Identify the main idea of text on unfamiliar and curricular topics.
Descriptor: A learner:
Observation Feedback on the work Peer-assessment |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 100
Term 4 Unit 9 "The world of work" |
School: |
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Date: ___. ___.2019 |
Teacher’s name: |
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|||||
Grade 8 __ |
Number present: |
Number absent: |
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||||
Theme of the lesson: |
Review 9. |
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Learning objectives(s) that this lesson is contributing to |
8.C5 use feedback to set personal learning objectives |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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||||||
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||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
CLIL: History: Child labour in Victorian Britain. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Health and Safety |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
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Main Activities |
Ex.1 p.114. Completion drill. Answers:
Ex.2 p.114. Word and meaning matching. Answers:
Ex.3 p.114. Putting the words into context. Answers:
Ex.4 p.114. Asking and answering questions. Answers:
Ex.5 p.114. Odd one out. Answers:
Ex.6 p.114. Answering multiple-choice questions. Answers: 1c 2c 3b 4a 5b 6c Ex.7 p.114. Listening for global information. Matching speakers. Answers: Speaker 1 с Speaker 2 a Speaker 3 e Speaker 4d
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CD |
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Ending the lesson |
Giving the hometask. WB p.78 Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 102
Term 4 Unit 9 "The world of work" |
School: |
|
|||||
Date: ___. ___.2019 |
Teacher’s name: |
|
|||||
Grade 8 __ |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Project: A survey. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Value links |
Students will be able to understand that every work is important and worthy. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Review 9. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio files. |
|
|||||
Intercultural awareness |
Students will be able to differentiate common jobs in Kazakhstan and other cultures. |
|
|||||
Health and Safety |
Students will be able to understand that every work is important and worthy. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
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|||||
Main Activities |
Ex.1 p.115. Skimming. Comparison answers using Venn diagram. Ex.2 p.115. Writing guide. Ex.3 p.115. Feedback on the project. |
|
|||||
Ending the lesson |
Giving the hometask. WB p.79 Peer-assessment. Two stars and a wish.
|
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. |
Assessment criteria: Consider different perspectives on the world orally or in a written form. Descriptor: A learner:
|
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|