Материалдар / ағылшын тілінен сабақ жоспары 8 сынып Eyes open

ағылшын тілінен сабақ жоспары 8 сынып Eyes open

Материал туралы қысқаша түсінік

Мұқаева Мөлдір Бауыржанқызы

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

24 Қырқүйек 2024

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Шет тілі Сабақ жоспары 8 сынып

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Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Материалдың толық нұсқасын
жүктеп алып көруге болады

Lesson plan for the 8^th Grades

Module 1 Lesson 1
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Welcome back to school again! Diagnostic test
Objectives according to the Curriculum		7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings 7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics;
Objectives of the lesson		All learners will be able to: Most learners will be able to: Some learners will be able to:
Evaluation criteria		• identification of levels for later work • reinforcement of learning and pupil motivation • identification of problem areas
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Tell students briefly about the last party you attended or organised, e.g.: Last Saturday it was my brother’s birthday. We had a party for him. All his friends came and everyone enjoyed themselves. Background The Dragon Dance is a traditional Chinese dance most often performed in festive celebrations. A team of dancers skillfully control a long and flexible figure of a dragon using poles attached on the dragon’s head and along the length of its body. The dragon is considered to be a river spirit, so the dance mimics its movement in the water. Chinese dragons are symbols of good luck in China and the dragon dance is often performed during Chinese New Year.		students respond to greeting and take their places. Students listen to the teacher and guess the theme of the lesson.	students respond to greeting Students listen to the teacher and guess the theme of the lesson.
The middle of the lesson – 35 min	Practice (15 min) • At this point you revise the words celebrate and celebration. • Ask students to think about the types of parties (big or small) that people organise and why, e.g. a birthday party, a wedding reception, a New Year’s Eve party, a carnival party. • Ask students to open their books at page 4. • Give them a moment to look at the photo and then ask them to describe it briefly. • Put students into pairs to answer the three questions. • Check answers with the class. • Tell students that the themes of Unit 1 are organising and enjoying different types of celebration around the world. Diagnostic test (20 min) For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have diagnostic test.		Students work with new words and then talk about types of parties. Students work in pairs and discuss photos. Students do the test individually and check the answers.	Students work with new words and then talk about types of parties. Students work in pairs and discuss photos. Students do the test individually and check the answers.		Teacher evaluates and give direction 1 point for each correct answer	Book, slide Book, slide Worksheets
The end of the lesson – 5 min	Homework. (5 min) Learn new words

Module 1 Lesson 2
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Celebrations
Objectives according to the Curriculum		8.1.3.1- respect differing points of view; 8.1.4.1- evaluate and respond constructively to feedback from others; 8.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics
Objectives of the lesson		All learners will be able to: • learn vocabulary to describe celebrations. Most learners will be able to: • listen to people talking about different types of celebration. • talk about the celebrations they enjoy the most with some support. Some learners will be able to: • talk about the celebrations they enjoy the most.
Evaluation criteria		Demonstrate respect to people’s opinions using lexical units of topic vocabulary Analyze given feedback; Form opinion and give constructive answers to feedback Identify facts and details in extended talks with little support
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Ask: What are the most important events in life? • Elicit students’ ideas and put them on the board, e.g. births, important birthdays, weddings, leaving school, anniversaries, etc. Background Prom refers to a formal dance, usually one held to celebrate the end of high school or college, to which students wear suits and dresses. Proms have long been associated with American high school culture, and feature prominently in films and TV dramas from the USA.		students respond to greeting and take their places. Students share their ideas and discuss.	students respond to greeting Students share their ideas and discuss.
The middle of the lesson – 35 min	Listening (15 min) 1.02 Ask students to open their books at page 5. • Put students into pairs to match the activities with the photos. Tell them that some expressions could describe both photos. • Play the recording for students to listen and repeat the phrases. • Check the answers, asking student to justify their choices. Reading (10 min) 2 • Refer students to the gapped text about the Carnival of Cultures. • Ask students to read the text through once to get a general idea of its content. • Students should then work alone to complete the text with the correct form of the phrases from Exercise 1. • Check answers. Listening (10 min) 1.03 Tell students they are going to listen to two people talking about two different celebrations. • Ask students to copy the table into their notebooks. • Play the recording for students to complete the table with the information about the celebrations. • Check answers.		Students work with the photos and then listen to the recording Students read the text and then complete the text. They may check the answers with each other. Students do the task individually.	Students work with the photos and then listen to the recording Students read the text and then complete the text. They may check the answers with each other. Students do the task individually.		1 point for each correct answer 1 point for each correct answer. 1 point for each correct answer	Book, audio Book, slide Book, audio
The end of the lesson – 5 min	Pair work (5 min) 4 • Refer students to the questions. • Put students into pairs to ask and answer the questions. • Ask some students to report back to the class on which festivals their partner celebrates and how he or she likes to celebrate them. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Celebrations.		Students work in pairs and answer the questions.	Students work in pairs and answer the questions.		Students evaluate each other	Book, slide

Module 1 Lesson 3
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		A magazine article. Prom or Morp
Objectives according to the Curriculum		8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics; 8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 8.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
Objectives of the lesson		All learners will be able to: Most learners will be able to: • read an article about proms and morps. • learn verbs and prepositions. • talk about school parties. Some learners will be able to:
Evaluation criteria		Identify the main idea in extended talks with little support Identify details in a text with little support Interact in a pair, group and a whole class work presenting
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Ask: What’s the best party you’ve ever been to and why? • Put students into pairs to ask and answer the question.		students respond to greeting and take their places. Students work in pairs, they ask and answer the question.	students respond to greeting Students work in pairs, they ask and answer the question.
The middle of the lesson – 35 min	Pair work (5min) 1 Ask students to open their books at page 6. • Put students into pairs and ask them to look at the photos and describe the kind of celebrations the photos show. Students may say things such as: The celebrations must be formal because the teenagers are wearing dressed and suits. One of the boys is playing music and everyone is wearing T-shirts. Reading (5 min) 2 • Ask students to read the article to find out what the difference between a prom and a morp is. • Check answers. • Refer students to the information in the FACT! box. You could then ask students why people in other countries seem so keen to copy aspects of American culture. Reading (10 min) 3 • Refer students to headings 1–6. • Ask students to read the article again. • Students can then work alone to match the headings with the paragraphs. • Help weaker students with this exercise by reminding them that they should scan the article for key words, i.e. they should either look for the actual words in the headings or related words. • Check answers. 4 • Ask students to read the text again. • Put students into pairs to decide which sentences are true and which false. Students should correct the false sentences. • Check answers. Vocabulary (5 min) 5. • Refer students to the verbs in the box. • Ask students to find these verbs in the article (they are highlighted in bold in the text) and to note down which prepositions follow them. Point out that some of these verbs can be followed by more than one preposition (e.g. look at, work for), but that we’re only interested in the ones used in the text). • Check answers. 6 • Read out the example sentence. • Ask students to work alone to complete the remaining sentences using the correct form of the verbs in Exercise 5.• Students can compare their answers in pairs before you check answers with the class as a whole. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Explore verbs and prepositions. Video (10 min) You can show this video as either a lead-in or a follow-up to the Language Focus 1 lesson. Let’s celebrate • Ask: Do you have a favourite season? Why is it your favourite? • Elicit student’s answers and then put students into pairs to ask and answer the questions. • Play the video. • Students watch it and say what they learn about seasonal festivals in the video. • Then ask students which of the festivals in the video they would like to attend. • See page 137 for further activities you can do with this video.		Students look at the photos and describe the kind of celebrations the photos show. Students read the text and then find differences. Students read the text again and then match the headings with the paragraphs. Students work in pairs and tick sentences as True/False Students work with vocabulary bank Students watch the video and answer the questions.	Students look at the photos and describe the kind of celebrations the photos show Students read the text and then find differences. Students read the text again and then match the headings with the paragraphs. Students work in pairs and tick sentences as True/False Students work with vocabulary bank Students watch the video and answer the questions.		Students evaluate each other 1 point for each correct answer. 1 point for each correct answer 1 point for each correct answer Students evaluate each other 1 point for each correct answer	Book, slide Book Book, slide Book, slide Book, slide Book, video
The end of the lesson – 5 min	Homework. (5 min) Set Exercises 1, 2, 3 and 4 on page 7 and Exercises 5 and 6 on page 4 of the Workbook for homework.

Module 1 Lesson 4
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Language focus 1 -ing forms
Objectives according to the Curriculum
Objectives of the lesson		All learners will be able to: Most learners will be able to: learn about -ing forms design an ideal school-leaving party. Some learners will be able to:
Evaluation criteria
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Write the following on the board: I enjoy celebrate my birthday. • Ask: What is wrong with the sentence? • Elicit or introduce the correct sentence: I enjoy celebrating my birthday. • Highlight the -ing part of the verb and tell students they are going to look at different ways the -ing form is used.		students respond to greeting and take their places. • Students listen to the teacher and may ask questions.	students respond to greeting • Students listen to the teacher and may ask questions.
The middle of the lesson – 35 min	Practice (5 min) 1 • Ask students to open their books at page 7. • Tell students that the gapped sentences are from the text on page 6. • Ask students to copy the sentences into their notebooks and complete them. • Check answers. • Students can then match the completed sentences with the rules. • For further information and additional exercises, students can turn to page 114 of the Grammar reference section. Grammar (5 min) 2 • Refer students to the verbs in the box and read out the example sentence. • Put students into pairs and ask them to complete the remaining sentences using the -ing form of the verbs in the box. • When checking the answers to this exercise, ask students to refer to the rules in Exercise 1 and explain why each –ing form is needed in sentences 2–8. Pair work (10 min) 3 • Ask students to look back at the completed sentences in Exercise 2. Students should decide if these sentences are true for them. If they are not, they should rewrite them so that they are. • Put students into pairs to compare their ideas. • Ask some students to report back to the class on what their partner said. Fast finishers (5 min) Students can write additional sentences that are true for them using be interested in / don’t mind / spend money on and the -ing form of the verb. Collect and check the sentences. Game (5 min) • Play Correct the sentence using -ing forms. • See Games bank on pages 28–29.		Students work on page 7 and do the tasks. Students can then match the completed sentences with the rules. Students work in pairs and complete the remaining sentences using the -ing form of the verbs in the box. Students to look back at the completed sentences in Exercise 2. Students should decide if these sentences are true for them. If they are not, they should rewrite them so that they are. Students work in group and play the game	Students work on page 7 and do the tasks. Students can then match the completed sentences with the rules. Students work in pairs and complete the remaining sentences using the -ing form of the verbs in the box. Students to look back at the completed sentences in Exercise 2. Students should decide if these sentences are true for them. If they are not, they should rewrite them so that they are. Students work in group and play the game		1 point for each correct answer. 1 point for each correct answer Students evaluate each other Teacher guides and evaluates the process.	Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3 and 4 on page 4 of the Workbook for homework. Students could also ask their friends to describe in English their own ideal school-leaving party. Students can then share this information in small groups at the beginning of the next lesson.

Module 1 Lesson 5
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Listening. A travel Programme. Vocabulary. Descriptive adjectives
Objectives according to the Curriculum		8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics; 8.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles; 8.6.12.1- use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics;
Objectives of the lesson		All learners will be able to: • listen to a travel programme. Most learners will be able to: • learn descriptive adjectives. • invent a festival or special event with some support Some learners will be able to: • Invent a festival or special event without any support
Evaluation criteria		Identify facts and details in extended talks with little support Recognize the content of an extended conversation using some supporting information Apply the rule for compound adjectives and adjectives as participles in practice Apply regular and irregular adverbs and comparative degree structures accurately
Level of thinking skills		high order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • • Books closed. Ask: Which is the best season in which to have a festival? Why? • Put students into pairs to answer the questions. • Ask some students to report back to the class on what their partner said. Background The annual International Ice and Snow Sculpture Festival takes place in Harbin in north-east China. It starts in early January and lasts one month. Thousands of people help artists create enormous colourful sculptures of figures, animals and buildings. The Battle of the Oranges food fight takes place every spring in the town of Ivrea in the north of Italy. The celebration is based on a medieval legend and involves teams throwing oranges at each other. It lasts three days. The Monkey Buffet Festival is held in the Lopburi province of Thailand. The annual festival offers food and drink for thousands of monkeys in order to thank them for attracting tourists to the area.		students respond to greeting and take their places. • Students work in pairs and answer the questions.	students respond to greeting • Students work in pairs and answer the questions.			Slide, pictures
The middle of the lesson – 35 min	Pair work ( 5 min) 1 Ask students to open their books at page 8. • Put students into pairs to look at the photos and answer the questions. • Do not check answers at this point. Students will do that in Exercise 2 by listening to the recording Listening (5 min) 2 1.04 Tell students they are going to listen to a travel programme about the festivals in the photographs. • Play the recording for students to check their answers to Exercise 1. Matching (10 min) 3 1.04 Refer students to statements 1–8. • Play the recording again for students to match the festivals with the statements. • Students can compare their answers in pairs before you play the recording again for students to check their answers. Grammar (5 min) Descriptive adjectives 4 1.05 Read out the adjectives in the box. Drill the pronunciation of these words. • Put students into pairs to replace the words in bold in the sentences with the adjectives in the box. • Check answers. Descriptive adjectives refers to a class of adjectives, which give information about the quality of the noun being described, e.g. a blue car, an angry man or an expensive dress. Practice. (5 min) 5 • Ask students to work alone to think of a festival or a special event, such as the ones which feature in the recording of the travel programme. • Give students a few minutes to make notes on their festival. They should give it a name, describe what happens, what people wear, eat and drink and how long the festival lasts. • Monitor and help with vocabulary as necessary. Encourage students to use the adjectives from Exercise 4. Pair work (5 min) 6 • Put students into small groups. • Ask students to take it in turns to describe their festivals to each other. Students should attempt to persuade the rest of their group that theirs is the festival to attend. • Once each student has had a turn, the group agrees on a festival to go to. You may want to suggest that each group nominated a chairperson, whose responsibility it will be to guide this discussion. The chairperson can then report back to the class. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Descriptive adjectives.		Students work in pairs. Students listen to the prograamme and complete the task. Students work in pairs and match the statements. Students work individually and may ask questions if needed. Students work in small groups.	Students work in pairs. Students listen to the prograamme and complete the task. Students work in pairs and match the statements. Students work individually and may ask questions if needed. Students work in small groups.		1 point for each correct answer. 1 point for each correct answer 1 point for each correct answer Students evaluate and control the process. Students evaluate each other.	Book Book, audio Book, audio Book, internet resources Book
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3 and 4 on page 5 of the Workbook for homework.

Module 1 Lesson 6
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Language focus 2 Infinitives
Objectives according to the Curriculum		8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles; 8.6.5.1- use questions which include a variety of different tense on a range of familiar general and curricular topics; 8.6.12.1- use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics;
Objectives of the lesson		All learners will be able to: • learn about the use of infinitives. Most learners will be able to: • learn when to use infinitives and when to use -ing forms. • talk about the Anime and Gaming Convention with some support. Some learners will be able to: • talk about the Anime and Gaming Convention without any support.
Evaluation criteria		Apply the rule for infinitives in practice Differentiate between possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves Apply regular and irregular adverbs and comparative degree structures accurately
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • • Books closed. Write to be, to do, to go on the board. • Elicit that these forms are known as infinitives. • You could then ask students to write sentences with these infinitives.		students respond to greeting and take their places. • Students share their knowledge on the topic.	students respond to greeting • Students share their knowledge on the topic.
The middle of the lesson – 35 min	Pair work (10 min) 1 • Ask students to open their books at page 9. • Tell students that the example sentences are from the listening on page 8. • Put students into pairs to copy the sentences into their notebooks and complete them with the verbs in the box. • Check answers and then ask students to match the sentences with the rules. • For further information and additional exercises, students can turn to page 114 of the Grammar reference section. 2 • Refer students to the infinitive form of the verbs in the box. • Read out the example sentence. • Ask students to work alone to complete the remaining sentences. • Students can compare answers in pairs before you check answers with the class as a whole. Fast finishers (5 min) Students can write sentences about what they find easy to do and what they find difficult to do. Collect and check students’ sentences Grammar (10 min) 3 1.06 Elicit when the infinitive is used and when the –ing form is used, e.g. infinitives are used after adjectives, -ing forms after prepositions. It will help weaker students complete Exercise 3 if you put these ideas on the board for them to refer to. • Choose the correct form of the verb in number 1 as an example. Ask why to get is the correct choice (Answer: the infinitive is used after adjectives). • Put students into pairs to complete the exercise. • Encourage students to underline the word(s) before each gap. It will help students to focus on how the use of either the infinitive or -ing form is dependent upon what goes immediately before it in the sentence. • While checking answers, ask students to give reasons for their choice of one verb form over the other. to and too / listening (10 min) 1 1.07 Write to and too on the board. Tell students that they are going to learn the difference in pronunciation between to and too. Play the recording for students to listen and repeat the sentences. 2 1.08 Play the recording. Students listen to the sentences and say how to and too are pronounced. 3 1.09 Play the recording for students to check their answers to Exercise 2 and repeat the sentences. 4 • Put students into pairs and ask them to practice saying the sentences in Exercise 2 with the correct pronunciation of to and too. • Monitor to check that students are pronouncing the words correctly.		Students work in pairs and complete the sentences. Then they check and match the sentence with the rules. Students listen to the instructions and complete the exercises. Students listen to the recording and identify the difference.	Students work in pairs and complete the sentences. Then they check and match the sentence with the rules. Students listen to the instructions and complete the exercises. Students listen to the recording and identify the difference.		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book Book, slide, grammar. Book, audio, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3, 4, 5 and 6 on page 6 of the Workbook for homework. You could also ask students to write a short dialogue between two people who are organising a school-leaving party. Students should aim to include as many sentences with infi nitives and –ing forms as they can, e.g. Who do we want to invite? I’d like to dress up. We can’t have a party without music. Collect and check students’ work in the next lesson.

Module 1 Lesson 7
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		HOBBIES AND LEISURE
Objectives according to the Curriculum		8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics; 8.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings 8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres
Objectives of the lesson		All learners will be able to: Most learners will be able to: • watch a video about an Indian wedding. • talk about a traditional ceremony in their country Some learners will be able to:
Evaluation criteria		Identify facts and details in extended talks with little support Recognize the content of an extended conversation using some supporting information Convey fantasy ideas including emotions and senses Identify the correct form of a word, appropriate sentence structure and text layout
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • • Books closed. Write bride /brʌɪd/ and groom /gruːm/ on the board. • Drill the pronunciation of the words and then ask students if they know what the words refer to (Answer: a bride is a woman on her wedding day; a groom is a man on his wedding day).		Students respond to greeting and take their places. • Students work on pronunciation	students respond to greeting • Students work on pronunciation
The middle of the lesson – 35 min	Pair work (10 min) 1 Ask students to open their books at page 10. • Refer students to the photos and the words in the box. • Put students into pairs to describe a wedding they have been to and say whether it was similar to the weddings in the photos. If two students in a pair have not been to a wedding, they could describe weddings they have seen in films or TV dramas. Video (10 min) 2 1.2 Play the video for students to note down the people and things in the box in Exercise 1 appear. • Check answers. Fast Finishers (5 min) 3 1.2 Ask students to work alone to decide whether the six sentences are true or false. • Students can compare answers in pairs before you play the video again for students to check their answers. Fast finishers Fast finishers may try to correct the false sentences. Pair work (5 min) 4 Put students into pairs to answer the five questions. • This exercise is a test of students’ memory and some will do better at it than others. Help guide those students who struggle with this to the correct answers. Speaking (5 min) Put students into pairs and ask them to think of a traditional ceremony in their country to describe. They can look online for information about it using their smartphones. • Ask students to answer the three questions. • Ask some students to report back to the class on the ceremony they choose to describe. Encourage other members of the class to add to the description that is given.		Students work in pairs and describe the photos. Students tick the sentences and check answers. Students work in pairs and answer the questions Students search the information and work in pairs.	Students work in pairs and describe the photos. Students tick the sentences and check answers. Students work in pairs with stronger students and answer the questions. Students search the information and work in pairs.		1 point for each correct answer 1 point for each correct answer Students evaluate each other Students evaluate each other	Book, slide Video Book Book, slide Book, internet resources
The end of the lesson – 5 min	Listening (5 min) Ask students to do this listening exercise on celebrations and complete the accompanying exercises: http://learnenglishteens.britishcouncil.org/skills/ listening-skills-practice/celebrations					1 point for each correct answer	Book, audio

Module 1 Lesson 8
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Coming of age Korean style
Objectives according to the Curriculum		8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
Objectives of the lesson		All learners will be able to: • read an article about a coming-of-age celebration in Korea. Most learners will be able to: • learn words in context. • talk about coming-of-age festivals in their country with some support Some learners will be able to: • talk about coming-of-age festivals in their country without any support
Evaluation criteria		Identify details in a text with little support Identify the correct form of a word, appropriate sentence structure and text layout Clarify the meaning of the word in a dictionary or other digital references Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Write the stages of life on the board. Elicit or introduce the different stages and write them on the board, e.g. birth, infancy, childhood, adolescence, early adulthood, middle age, old age, death. • Ask students why we mark transitions between these stages of our lives, e.g. in order to emphasise, in either a public or private way, that going from one stage of life to another is important and an occasion for celebration and reflection.		students respond to greeting and take their places. • Students do the task and discus the new topic	students respond to greeting • Students do the task and discus the new topic			Slide, pictures
The middle of the lesson – 35 min	Practice (5 min) 1 Ask students to open their books at page 11. • Refer students to the photos. • Put students into pairs and ask them to answer the three questions. Do not confirm or reject students’ ideas at this point. Student will check their answers in Exercise 2. Reading (15 min) 2 • Ask students to read the article to check their answers from Exercise 1. 3 • Refer students to sentences 1–6. • Ask students to read the article again and then put them in pairs to choose the correct options in each of the sentences. • Check answers. • Read out the information in the FACT! box. You could then ask students what they think of the idea, prevalent in what we call the West, that 18 marks the beginning of adulthood. Is that age correct? Should it be older or younger? Vocabulary (5 min) 4 • Refer students to the highlighted words in the article and then ask them to match those words with the definitions in 1–8. • Students can compare their answers in pairs before you check answers with the class as a whole. • Check that students are able to pronounce the words, particularly aware /əˈweə/, pledge /pledʒ/ and unique /juːˈniːk/. Post-reading (10 min) • Refer students to the final paragraph of the article, which says that there are fears that the traditional coming-of-age day festival is being lost in Korea. • Ask students if the loss of traditions is something to be sad about or whether we should accept that as cultures develop over time it is perhaps unwise to attempt to preserve everything from the past. • Put students into small groups and ask them to discuss whether we should do things as we have always done them or should feel free to change them and adapt to new circumstances.		Students work with photo and answer the questions Students read and complete the tasks. Students do the task individually, then compare answers in pairs Students discuss the topic and answer the questions.	Students work with photo and answer the questions Students read and complete the tasks. Students do the task individually, then compare answers in pairs Students discuss the topic and answer the questions.		1 point for each correct answer Students evaluate each other 1 point for each correct answer 1 point for each correct answer	Book, slide Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Your turn (5 min) 5 • Refer students to the five questions. • Give students time to read through and think about the questions. Help weaker students by allowing them to make some notes. • Put students into pairs to ask and answer the questions.		Students work in pairs and answer the questions	Students can make some notes in order to complete the task		1 point for each correct answer.	Book, slide

Module 1 Lesson 9
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Offers and requests
Objectives according to the Curriculum		8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
Objectives of the lesson		All learners will be able to: • watch teenagers taking about the worst party they have ever been to. Most learners will be able to: • listen to teenagers organising a birthday party. • practise offering to do something and making requests. Some learners will be able to: • write about organising a birthday party.
Evaluation criteria		Identify facts and details in extended talks with little support Recognize the content of an extended conversation using some supporting information Interact in a pair, group and a whole class work presenting Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Books closed. Tell students about the worst party you have ever been to. It doesn’t matter if you’ve never been to a bad one, all you need do is establish the idea, e.g. It was my sister’s 21^st birthday party. Oh, it was awful! We were all in the garden. It started to rain. The tent blew over, all the food was washed away and my sister fell over and broke her arm!		students respond to greeting and take their places. • Students share their experience with each other.	students respond to greeting • Students share their experience with each other.
The middle of the lesson – 35 min	Video (5 min) 1 1.3 Ask students to open their books at page 12. • Tell students they are going to watch some teenagers answering the question: What’s the worst party you’ve ever been to? • Tell students that they are going to match the teenagers in the video with the reasons in the list. • Play the video. • Students work alone to complete the exercise. • Check answers. Pair work (5 min) 2 • Put students into pairs to ask and answer the question. • Ask some students to report back to the class on their partner. Listening (5 min) 3 1.09 Tell students they are going to listen to Helen talking to Andy. • Read out the question. • Play the recording. • Students listen and answer the question. • Check answer. Individual work (5 min) 4 • Refer students to the phrases in the Useful language box. • Ask students to work alone to complete the conversation using the phrases. 5 1.09 Play the recording again for students to check their answers. Pair work (5 min) 6 Ask students to work in pairs to act out the conversation in Exercise 4. • Students can act out the conversation twice, taking a different part each time. Practice (5 min) 7 Ask students to say whether the speaker in each case is offering to do something or making a request. • Put students into pairs and ask them to take it in turns to say and respond to sentences 1–5. Pair work (5 min) 8 Refer students to the two situations. • Put students into pairs. • Give students some time to plan what they want to say. • Students then act out their conversations using the two situations. • Monitor while students are practising their conversations. Check that they are using the phrases from the Useful language box.		Students discuss and watch the video Students work in pairs and answer the questions Students listen to the recording and answer the questions Students work individually with useful language box Students work in pairs and act out a conversation Students complete the task and check Students work in pairs and practice the conversation	Students discuss and watch the video Students work in pairs and answer the questions Students listen to the recording and answer the questions Students work individually with useful language box Students work in pairs with stronger students and act out a conversation Students complete the task and check Students work in pairs and practice the conversation		1 point for each correct answer. 1 Point for each correct answer. 1 point for each correct answer 1 point for each correct answer Students evaluate each other 1 point for each correct answer 1 point for each correct answer	Book, slide, audio Book, slide Book, slide, audio Book, slide Book Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework students can read about a party and complete the exercises: http://learnenglishteens.britishcouncil.org/skills/ reading-skills-practice/facebook-party-became-riot

Module 1 Lesson 10
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Writing a description
Objectives according to the Curriculum		8.5.1.1 - plan, write, edit and proofread work at text level with some support on a range of general and curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics; 8.5.9.1- punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy
Objectives of the lesson		All learners will be able to: Most learners will be able to: • read a description of a family party. • learn about the use of so and too with adjectives. • write a description of a celebration. Some learners will be able to:
Evaluation criteria		Plan, write, edit and proofread work at text level Use punctuation marks correctly
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Write family celebrations on the board. • Put students into pairs and ask them to tell each other about the last big celebration their family organised. Students should answer the following questions: What did the celebration mark? (e.g. a birthday, an anniversary) What did you do during the party? How many people came? What was the best part of the party? • Ask some students to report back to the class on what their partner said.		students respond to greeting and take their places. • Students work on the topic and tell each other about last big celebration	students respond to greeting • Students work on the topic and tell each other about last big celebration
The middle of the lesson – 35 min	Individual work (5 min) 1 • Ask students to open their books at page 13. • Refer students to the photo and then ask them to read Isabella’s description and answer the question. • Check answer. Pair work (5 min) 2 • Refer students to the five questions. • Ask students to read the description again. • Put students into pairs to answer the five questions. Encourage students to make a note of which part of the description gave them their answers. • Check answers. Optional activity (5 min) • Put students into pairs and ask them to look again at Isabella’s description of the birthday party that was held for her grandparents. • Students should say what they think of the party: Is it the type of party they would be happy to go to? Is there anything about the events that were organized that they would have changed? Grammar (5 min) 3 • Read out the information in the Useful language box about the difference between the meaning of so and too when those words are put before adjectives. • Ask students to work alone to find two further examples of so + adjective and too + adjective in the description in Exercise 1. • You could also remind students that so can be used to link sentences together and that an example of this can be seen in the first sentence of the text in Exercise 1: … and last July they were seventy, so we had a party with family. Tell students that we are not interested in this use of so here. • Check answers. Practice (5 min) 4 • Read out the example. • Ask students to work alone to complete the sentences using so or too and the adjectives in the box. • Students can compare their answers with a partner. • Check answers. Get writing (10 min) PLAN 5 • Students should do their planning in class. The writing can either be done in class or at home. • Tell students they are going to write a description of a celebration. • Refer students back to the questions in Exercise 2 and then ask them to work alone to make notes on the celebration they are going to write about. WRITE 6 • Tell students to use the example description as a model to follow. • Give students ten minutes to complete the writing task. Students should write between 140 and 160 words. • Monitor while students are writing. Help with grammar and vocabulary as necessary. CHECK 7 • Tell students that it is very important that they check their writing in order to look for ways to improve its content, style and structure. • Give students a few minutes to look through their descriptions and check them against the points here. • Collect students’ descriptions and mark them.		Students work individually and answer the questions. Students wok in pairs and answer the five questions Students work in pairs. Students should say what they think of the party Students listen to the task and make notes. Students complete the tasks and compare their answers Students follow the teacher’s instruction and complete the tasks (writing)	Students work individually and answer the questions. Students wok in pairs and answer the five questions Students work in pairs. Students should say what they think of the party Students listen to the task and make notes. Students complete the tasks and compare their answers Students follow the teacher’s instruction and complete the tasks (writing)		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer. 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer. Teacher evaluates and helps students	Book, slide Book, slide Book Book, grammar bank Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3, 4 and 5 on page 8 and Exercises 6, 7, 8, 9, 10 and 11 on page 9 of the Workbook for homework.

Module 1 Lesson 11
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		CLIL. History 4th July celebration, USA
Objectives according to the Curriculum		8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.1.8.1- develop intercultural awareness through reading and discussion; 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings
Objectives of the lesson		All learners will be able to: Most learners will be able to: • learn about Independence Day in the USA. • talk about re-enacting historical events. Some learners will be able to:
Evaluation criteria		Identify details in a text with little support Clarify the meaning of the word in a dictionary or other digital references Raise awareness about cultural diversity through reading and discussion Convey fantasy ideas including emotions and senses
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Write the USA on the board. • Give students a minute to write down everything that comes to mind when they think of the United States of America, e.g. places, people, its history, etc. • Put students into small groups and ask them to compare the ideas they wrote down.		students respond to greeting and take their places. • Students do writing and then compare ideas.	students respond to greeting • Students do writing and then compare ideas.
The middle of the lesson – 35 min	Pair work (5 min) 1 Ask students to open their books at page 14. • Refer students to the timeline for early American history. • Put students into pairs to answer the questions. • Check answers, focusing in particular on any other events of early American history that students know something about. 2. 1.10 Ask students to read the travel guide. • Read out the two questions. • Elicit the answers to the questions. Research (5 min) Ask students to use their smartphones to access online maps of the 13 British colonies along the east coast of what is now the USA. Reading (10 min) 3 • Give students time to read the four questions. • Ask students to read the travel guide again and answer the questions. • Students can then compare answers in pairs before you check answers with the class. Discussion (10 min) • Draw students’ attention to the most famous phrases from the American Declaration of Independence, which are referred to in the final paragraph of the text in Exercise 2. • Check that students understand that the verb pursue /pəˈsjuː/ means, in this context, try to get or achieve something. • Ask: What does it mean that people have the right to ‘life, liberty and the pursuit of happiness’? What do you think ‘pursuing happiness’ actually means? How can people ‘pursue happiness’? • Either discuss these questions with the class or put students into groups to discuss them. Pair work (5 min) 4 • Read out the three questions. • Put students into pairs to answer the questions. Encourage students to use these questions as a means of developing a conversation about the idea of re-enacting history		Students work in pairs and answer the questions. Students use internet resources to find information about USA Students read and answer the questions. Students work with the new words and then discuss the given topic. Students work in pairs and complete the task	Students work in pairs and answer the questions. Students use internet resources to find information about USA Students read and answer the questions. Students work with the new words and then discuss the given topic. Students work in pairs and complete the task		1 point for each correct answer Students evaluate each other 1 point for each correct answer. 1 point for each correct answer 1 point for each correct answer	Book Book, internet resources Book, slide Book, slide Book
The end of the lesson – 5 min	Homework (5 min) For homework, ask students to research one event in American history. This event can be from the recent or the distant past. Students can share information with a partner at the beginning of the next lesson.

Module 1 Lesson 12
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Extra reading. The festival of Nauryz
Objectives according to the Curriculum		8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres; 8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding
Objectives of the lesson		All learners will be able to: Most learners will be able to: • read a text about the festival of Nauryz. • answer comprehension questions about the text. • talk about other important festivals in Kazakhstan Some learners will be able to:
Evaluation criteria		Identify details in a text with little support Identify the correct form of a word, appropriate sentence structure and text layout Clarify the meaning of the word in a dictionary or other digital references
Level of thinking skills		low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ 5 min	Greeting (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Note: in the previous lesson, ask students to bring at least one photo of their family and/or friends celebrating a national festival or holiday. • Books closed. Put students in groups and ask them to take turns to show their photo and talk about it. If they haven’t brought a photo, ask them to share a story or a memory they have. • Invite a student in each group to report what they talked about. Write any festivals or holidays students mention on the board.		students respond to greeting and take their places. • Students work in pairs and take turns to show their photo and talk about national festival holidays	students respond to greeting • Students work in pairs and take turns to show their photo and talk about national festival holidays
The middle of the lesson – 35 min	Practice (10 min) 1 • Students open their books at page 15 and look at the two photographs. Ask students to describe the activity in each photograph and say whether they have ever worn traditional outfits. • Read out the questions and give students a minute or so to think about their answer. Encourage them to make notes. Allow weaker students to write out their answers in full sentences. Monitor and help as necessary. • In pairs, students take turns answering the questions. Encourage them to note down the important information while they listen to their partner. Reading (15 min) 2 • Explain that students are going to read about the festival of Nauryz. Put students in pairs or small groups and ask them to brainstorm five words or phrases they think they will encounter in the text. • Ask students to share their ideas in class and note down the words or phrases on the board. • Then, give students a minute to skim read the text and find out if they were right. Were their words and phrases included in the text? • Nominate students to read out a question. Then, give students four minutes or so to find the answers in the text.Encourage them to underline the relevant parts of the text. • Alternatively, ask stronger students to read the first three paragraphs (about celebrations in the past) and answer questions 1–3. Weaker students can read the last paragraph (about celebrations today) and answer questions 4–6. • Put students in pairs. They take turns to ask their partner a question and answer one using language from the text and their own ideas. Monitor and make a note of any language problems or good use of language to go over with the class. • Check answers with the whole class. Check students’ understanding of owe, pay back, rise, unity. Practice (10 min) 3 • Students make notes about their last Nauryz celebration, focusing on the areas listed. If they do not celebrate Nauryz, they can choose a different festival or celebration. Encourage students to think of as many details as they can, especially anything not mentioned in the text. 4 • Students use their notes to write a 100–150 word passage on their past celebration. Remind students that they will need to use past tenses, including the past simple. • If necessary, you could make a list of time and sequencing words on the board to help students organise their ideas: in the morning, in the afternoon, in the evening, first, then/ next, before, after, etc. • You could ask a few students to read their texts to the class.		Students describe the activity in each photo. Students read and complete the tasks in pairs. Stronger students read the first three paragraphs Students practice writing skills	Students describe the activity in each photo. weaker students can write out their answers in full sentences Students read and complete the tasks in pairs. Weaker students can read the last paragraph Students practice writing skills		1 point for each correct answer 1 point for each correct answer Teacher evaluates students and guide them if necessary	Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, students can choose a different Kazakh holiday or festival and write a similar text to the one on page 15. It can be shorter (around 100 words), but encourage students to write about both past and present celebrations. Prompt them to ask their family about how people used to celebrate this holiday or festival.

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