Unit: 1 Our World lesson 1

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Welcome; Adjectives

Learning objectives

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Review adjectives. .

• Do a quiz on The world around you.

• Ask and answer questions using adjectives.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask individual students questions such as What’s your favourite TV programme / animal / food? Ask them to describe the item they have chosen. Write any adjectives they use on the board and elicit that they are adjectives.

• Elicit and write up other adjectives that students know

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary to do with television.

Pictures

PPT

Student’s book

Main part

Ex: 1 p:4

• Read through the adjectives in the box with the class. In a weaker class, match the first two items as an example. In a stronger class, you could start this as a quick quiz. Call out an adjective from the box at random and ask students to put up their hands as soon as they know the answer.

• Students complete the activity individually or in pairs. After confirming their answers with the recording, you could play the audio again to drill the pronunciation of any new adjectives

Ex: 2 p:4

• Read the title of the quiz with the class and elicit a translation or definition. You may need to explain around: you could say that this quiz covers the things we see, hear and experience in the world.

• In a weaker class, check that students have chosen the correct words before they move on to think of answers.

• Students think of answers individually or in pairs.

• Ask the class for ideas for each question, then confirm with the recording

Ex: 1 p:5

• In a weaker class, allow students to find the comparative and superlative forms and write the rules in pairs.

Ex: 2 p:5

• Go through the example with the class. Encourage students to think about the adjective exciting in relation to all three activities.

Ex: 4 p:5

• Students complete the sentences in pairs. In a weaker class, write these answers on the board and highlight the third person singular changes to prompt the class.

• In a stronger class, elicit the rule as a class activity

Students match adjectives with their opposites in the box.

ANSWERS :

1 cheap 2 rare 3 weak

4 quiet 5 dangerous

6 unhealthy 7 clean

8 near 9 easy 10 heavy

11 useless 12 exciting

Students work in pairs. Choose the correct words in World around you quiz. Then think of an answer for each description.

ANSWERS :

1 near (Neptune)

2 noisy (Tokyo)

3 common (mosquito)

4 powerful (whale)

5 cheap (plastic)

6 expensive (platinum)

Students complete the tables with adjectives. Then answer the question.

ANSWERS:

1 rarer 2 expensive 3 further 4 nearest 5 hottest 6 common 7 furthest

Students write a comparative and superlative sentence for each group of words.

ANSWERS:

Students own answer

Students complete the sentences from the quiz.

ANSWERS:

1 make 2 don’t speak 3 loves 4 doesn’t live

Descriptor:

- match adjectives with their opposites

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- Choose the correct words

Total: 1 point

Descriptor:

- complete the tables with adjectives

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- complete the sentences from the quiz

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit: 1 Our World lesson 2

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Everyday objects

Learning objectives

8.2.1.1understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.6.2.1 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

8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn vocabulary of household goods.

• Learn how to say numbers.

• Do a quiz about human consumers.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

• Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

- Practise comparing opinions.

Pictures

PPT

Student’s book

Main part

Ex: 1 p:8

• After students have matched the words and photos, check answers, and drill pronunciation of new words.

Ex: 2 p:8

Discuss students’ ideas with the class.

Ex: 3 p: 9

• Read through the key phrases with the class before students write the numbers. In a weaker class, do the first item on the board as an example, then allow them to complete the activity in pairs. In a stronger class, invite volunteers up to the board to write the numbers, and encourage the rest of the class to correct any mistakes.

• Play the CD and pause for students to repeat the numbers.

• Students work individually to answer the quiz by choosing the numbers they think complete each gap. Don’t check answers at this stage.

Ex: 4 p: 9

• Ask students to compare their answers. If they have made different choices from their partner, ask them to explain their reasons for their answer, but don’t say who is correct.

• Play the CD twice for them to check.

Students match the words in the boxes with photos. The listen and check

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

Students work in pairs. Think of more containers and contents

ANSWERS:

Students of answer

Students study the key phrases and write the numbers. Listen and say the numbers.

ANSWERS:

Students of answer

Students compare your answers to the quiz with a partner. Then listen and check

ANSWERS:

1) 628; 1,700

2) 4.8; 9.8

3) 198; 656

4) 4.5, 21; 1,201

5) 10,354; 854

6)120,000; 8

7) 24,000; 720,000

8) 276; 4,239

9) 74,802; 49,717; 38,320

Descriptor:

- match the words in the boxes with photos

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- work in pairs

Total: 1 point

Descriptor:

- study the key phrases and write the numbers

Total: 1 point

Descriptor:

- compare your answers to the quiz

Total: 1 point

-Make CCQ questions

Yes / No

Cards

Worksheets

End

Home task:

Ex: 1 P: 24 WB

Poster

KWL chart

Unit: 1 Our World lesson 3

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Grammar: much, many, a lot of

Learning objectives

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

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

8.6.2.1 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

Lesson objectives

Learners will be able to:

• Learn expressions of quantity and practise using them.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

• Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary to do with television.

Pictures

PPT

Student’s book

Main part

Ex: 5 p:9

• Make sure that students understand the terms countable and uncountable. In a weaker class, give examples, such as Apples – can you count them? (Yes.) Water – can you count it? (No.) In a stronger class, ask students to give you examples.

• Look at the sentences and ask students to identify the nouns. Ask students to work in pairs to decide whether the nouns are countable or uncountable and complete the table by putting the blue phrases in the correct columns.

Ex: 6 p:9

• Students choose the correct words individually

• In a stronger class, once you have checked answers, ask students to invent answers to the questions

Ex: 7 p:9

• Read through the task with the class, and make sure students understand what they have to do.

• Recap the phrases in exercise 5, and remind students to refer to the completed version in their notebooks.

• Go through the examples, then model the activity by asking one or two confident students the first few questions.

• Students work in pairs to ask and answer the questions.

• Ask some students to report back to the class on what they learnt about their partner

Students read the sentences. Are the nouns countable or uncountable? Complete the table with the words in blue.

ANSWERS :

1 uncountable

2 countable

3 countable

4 uncountable

5 uncountable

6uncountable, countable, uncountable .

7countable, uncountable

8countable, uncountable

Uncountable nouns:

2 much 3 a lot of 4 some

Countable nouns:

1 not many 5 not any

Students choose the correct words

ANSWERS :

1 much

2 many

3 some

4 much

5 any

6 any

Students work in pairs. Ask and answer with your own ideas. Use the phrases in the table in ex.5 and numbers.

ANSWERS:

1 Do you eat much pasta each week? How much?

2 Do you walk many kilometres every month? How many?

3 Are there many books in the school library? How many?

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 many? Students’ own answers

Descriptor:

- Complete the table with the words in blue

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- choose the correct words

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- work in pairs

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit: Our World lesson 4

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

The "no impact" family

Learning objectives

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics

8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics

8.3.3.1 give an opinion at discourse level on a range of general and curricular range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

• Learn how to predict before you read.

• Read about a family that wants to reduce its impact on the environment.

• Read for general meaning and specific information.

• Learn about compound nouns

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the words low impact and high impact on the board.

• Explain that your impact on the environment is the effect that you have, through things you do such as travelling and using energy.

• Ask students if they think they have a low impact or a high impact on the environment. Ask how they could reduce their impact.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

- Learn the negative and question forms of the past simple.

Pictures

PPT

Student’s book

Main part

Ex: 1 p:10

• Refer students to the pictures and the title of the text. Explain that trying to predict what the text is about before they read will help them to understand it better.

• Students decide which of the sentences they think are true and false. They can discuss their ideas in pairs. ,

• Encourage students to read the text quickly to check their ideas. Tell them not to worry about the gaps at this stage.

Ex: 2 p: 10

• Focus students on the sentences and explain that these complete the gaps in the text.

• Explain that students should read each paragraph carefully. When they reach the gap, they should read through all the options to see which one contains information which is correct and relevant.

• Students can work individually then compare their ideas in pairs

Ex: 3 p:10

• Read through the information and examples with the class. Students find four more compound nouns in the text. Ask them to read silently then put up their hands when they find one, for you to write on the board. There are several more examples in the text, so you can stop at four or carry on with more examples

• In a stronger class, ask students if they can think of any more examples that aren’t in the text.

Ex: 4 p:10

• Explain that students are going to practise some more compound nouns.

• Students complete the sentences individually, then compare with a partner. In a weaker class, do the first item as an example.

Students look at the photos and the title of the text. Predict which of the sentences are true or false. Then read the text and check your answers.

ANSWERS :

1 True. 2 False. 3 True. 4 True. 5 False. 6 True.

Students complete the text with sentences. There is one sentence that you don’t need. Then listen and check your answer.

ANSWERS:

1 b 2 e 3 c 4 a

Students read the information and complete the examples. Then find four more compound nouns in the text.

ANSWERS :

1 shopping

2 bed

3 washes

More compound nouns in the text: toilet paper, dishwasher, light bulb, bathroom, shampoo bottles, toothpaste, secondhand things, plastic bags, takeaway food, plastic cup, plastic pots, lifestyle

Students complete the sentences with the words in the box.

ANSWERS :

1 strawberry

4 washing

2 Christmas

5 kitchen

3 shopping

6 chicken

Descriptor:

- read the text

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- complete the text with sentences

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- read the information and complete the examples

Total: 1 point

Descriptor:

- complete the sentences with the words in the box

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: 4 P: 25 WB

Poster

KWL chart

Unit: Our World lesson 5

School:

Date:

Teacher name: S

Grade: 8

Number present:

absent:

Lesson title

Language focus: Relative pronouns

Learning objectives

8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

Learners will be able to:

• Learn about relative pronouns.

• Practise using relative pronouns.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Refer students back to exercise 3 on page 20 and ask: What’s a shopping bag?

• Write the answer a bag which is for shopping on the board and underline the relative pronoun which.

• Ask the questions What’s a teacher? and What’s a school? Elicit the answers, e.g. a person who teaches and a place where you learn and write these on the board. If students use the correct relative pronouns, underline them; if students use incorrect relative pronouns, leave these as gaps on the board

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

- Learn vocabulary for television programmes

Pictures

PPT

Student’s book

Main part

Ex: 1 p:11

• Ask students to work in pairs to complete the sentences and the rules.

• Check answers with the class, then if the examples on the board are still gapped, ask students to complete them.

Ex: 2 p:11

• Read the title of the text with the class. In a weaker class, translate the title then discuss students’ opinion of the concept of buying locally, in L1 if necessary. In a stronger class, elicit an explanation of the title then ask students if this is something they think about when shopping.

• After students have completed the text with the correct relative pronouns, ask them to compare answers in pairs before you check answers with the class.

Ex: 3 p:11

• Students write their sentences individually then compare with a partner. Encourage them to correct any mistakes in their partner’s sentences.

• Ask individual students to read out some of their sentences to the class, and correct any errors.

Ex: 4 p:11

• Read through the task with the class. Ask two students to read out the example, and check students understand how to use the table. Then ask a confident student to think of another sentence, or give one yourself. Encourage another class member to guess the person, place or thing, and if they are not correct, encourage someone else to guess.

• Students continue the activity. Allow them time to write their sentences, and go round helping if necessary. In a weaker class, check students have formed the sentences correctly before they ask and answer. In a stronger class, you might find that students can think of items spontaneously without needing a long planning stage.

Students complete the sentences from the text. Then complete the rules with places, people, reasons and things

ANSWERS :

1 who

2 where

3 which

Rules

ANSWERS

1 people

2 places

3 things

Students complete the text with who, why, where and which

ANSWERS :

1 which

2 where

3 which

4 where

5 which

6 who

Students complete the sentences with your own ideas. Use who, where or which. Compare with a partner.

ANSWERS:

1 where …

2 which …

3 who …

4 which …

5 who …

6 which …

Students write six sentences with who, where, why and which.

ANSWERS:

Students own answer

Descriptor:

- complete the sentences

- complete the rules

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- complete the text with who, why, where and which

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- write six sentences with who, where, why and which

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit 1: Our World lesson 6

School

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Pollution and the environment

Learning objectives

8.1.6.1 organise and present information clearly to others

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn vocabulary relating to the environment.

• Listen to an account of someone who decided to make a difference to the environment.

• Listen for general meaning and specific details.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students what things they already do to help the environment.

• Write students’ ideas on the board. Ask what other things people can do to help the environment. Ask if they think that an individual can make a big difference. Encourage students to express their own opinions

Lead - In

How do we solve this problem?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary about pollution

Pictures

PPT

Student’s book

Main part

Ex: 1 p:11

• Students use their dictionaries to check the meaning of the words and choose the correct words in the text.

• Students listen to the complete text to check their answers. Encourage them to correct any mistakes.

• Check answers and model and drill pronunciation

Ex: 2 p:11

• Allow students time to read through the questions individually before they ask and answer in pairs.

• Elicit some answers from the class. If students are interested in the subject, you could conduct a short class discussion on some of the issues raised.

Ex: 3 p:11

• Focus on the pictures and ask students which problem they think Rebecca Hosking was concerned about.

• Explain that the sentences summarize different parts of the text, but that they are in the wrong sequence. Ask students to read the sentences carefully, and check vocabulary with them. Encourage students to think about the key words carrying meaning in each sentence, as this will help them when they listen.

• After students have put the information about Rebecca in order, allow them to listen to check their answers.

• Find out how many guessed the sequence correctly.

Ex: 4 p:11

• Allow students time to read the questions. Explain that in a true / false task, they should read the statements they are given very carefully. They may hear the opposite of these statements, so encourage them to think about relevant vocabulary first.

• In a stronger class, ask if students can answer any of these before they listen again

Students check the meaning of the words in blue. Choose the correct words. Then listen and check

ANSWERS :

1 throw away

2 reuse

3 recycle

4 destroy

5 burn

6 poisons

7 bury

Students work in pairs. Ask and answer the question

ANSWERS :

Students’ own answers

Students read the information about Rebecca Hosking Order sentences then listen and check

ANSWERS:

b, d, a, c

Students listen again and write true or false. Correct the false sentences.

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.

Descriptor:

- Choose the correct words

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- work in pairs

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- read the information about Rebecca Hosking Order

Total: 1 point

Descriptor:

- read the information about Rebecca Hosking Order

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: 1 P: 24 WB

Poster

KWL chart

Unit 1: Our World lesson 7

School

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Language focus: too, too much, too many, enough, not enough

Learning objectives

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives

Learners will be able to:

• Learn too, too much, too many, enough and not enough.

• Practise using too, too much, too many, enough and not enough.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Ask students if they can remember the missing words from the recording. If they can, fill in the gaps and ask why we say too much plastic but too many plastic bags (because much refers to the noun, plastic and many referes to the noun, bags).

• If students cannot remember the missing words, elicit the words in their own language meaning ‘more than we need’, which would fill the gaps

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary about pollution

Pictures

PPT

Student’s book

Main part

Ex: 1 p:13

• After studying the examples, students copy the rules and complete them. Encourage them to compare ideas in pairs before you check answers.

Ex: 2 p:13

• Students complete the sentences individually.

• Ask students to compare their answers in pairs and correct any mistakes before you check answers with the class

Ex: 3 p:13

• Read the example sentences and elicit the target word (enough). Look at the bold words and demonstrate that the relevant part of speech is shown in brackets.

• In a weaker class, students can discuss the rules in pairs before you check answers. In a stronger class, do this as a class discussion and write the answers on the board.

Ex: 4 p:13

• Students work individually to order the questions. Check these before students listen to the CD.

• After listening to the CD, ask students to write the answers and to compare in pairs before you check with the class

Ex: 5 p:13

• Look at the shopping list and the picture with the class. Go through the examples and ask students to point to the items shown. Ask: How much soap is there on the list? (One bar.) How much soap is there in the basket? (One bar.) Ask Is this enough, not enough or too much soap? (Enough.) Repeat with packets of crisps and show that there are too many packets of crisps.

• In a weaker class, quickly revise which items are countable and which are uncountable.

• Put students into pairs to write sentences.

Students study these sentences from the listening. Then complete the rules with adjectives, countable nouns and uncountable nouns

ANSWERS :

1 uncountable nouns 2 countable nouns 3 adjective

Students complete the sentences with too, too much or too many.

ANSWERS :

1 too 2 too much 3 too many 4 too much 5 too many 6 too 7 too many, too much

Students study these sentences from the listening. Then complete the rules with before or after

ANSWERS:

1 after 2 after 3 before

Student order the words to make questions. Then listen to a conversation and answer the 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

Descriptor:

- complete the rules with adjectives

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- complete the sentences with too, too much or too many

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- make questions

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit 1: Our World lesson 8

School

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Offering and asking for help

Learning objectives

8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

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

Lesson objectives

Learners will be able to:

• Listen to a dialogue in which people offer and ask for help.

• Learn key phrases for offering and asking for help.

• Practise offering and asking for help.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students if they ever organize events with their friends.

• Ask them to imagine that they want to organize a party or barbecue with some friends. Ask what things they need to plan, and elicit some ideas.

• Ask if one person will do everything, and elicit that they will ask their friends for help.

• Tell students they are going to practise offering and asking for help.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary about pollution

Pictures

PPT

Student’s book

Main part

Ex: 1 p:14

• Look at the photo and elicit ideas. Tell students to look at clues in the photo such as the food and the outdoor setting.

Ex: 2 p:14

• Read the task and clarify that the first time students listen, they should just identify what it is that Adam needs. They do not need to understand every word at this stage.

Ex: 3 p:14

• Point out that covering the dialogue will help students to focus on the form of the key phrases.

• In a weaker class, if students can’t remember the exact phrasing, ask them to identify the type of word that is missing in each case (a verb). Clarify that these phrases are all polite ways to offer to do something, or ask someone to do something to help.

• Students listen and check or complete their answers.

Ex: 4 p:14

• Read out the first sentence and emphasize how the words ending in consonants are linked in speech to those beginning with vowels (A bag of ice).

Ex: 5 p:14

• In a weaker class, do an example with students. Look at the first sentence and identify the adjective dirty. Ask student to think of verbs that would offer help in this situation (clean / tidy). Help them transform this into a sentence (Shall I (help you) clean / tidy it?)

Students look at the photo. What are Lucy and Adam preparing?

ANSWERS :

Lucy and Adam are preparing a barbecue.

Students listen to the dialogue. What does Adam need?

ANSWERS :

Adam needs some more drinks, a bag of ice and some bags for the rubbish.

Students cover the dialogue and complete the key phrases.

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)

Student listen and repeat the sentences practise linking the words

ANSWERS:

1 clean it 2 help you 3 come with you 4 be quiet 5 buy some more 6 call him

Descriptor:

- look at the photo.

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- cover the dialogue

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- listen and repeat the sentences

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit 1: Our World lesson 9

School

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

An environmental problem 1

Learning objectives

8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

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

Lesson objectives

Learners will be able to:

• Study an email about an environmental problem.

• Learn key phrases for writing about a problem.

• Learn about so and because.

• Write an email about an environmental problem.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Ask students what environmental problems there are in their town or area. Elicit some ideas.

• Ask students what they can do if they notice an environmental problem in their area. Elicit that they can write to people in the area, encouraging them to help solve the problem. If students do not come up with this idea, prompt them by asking what Rebecca Hosking did when she noticed the problem with plastic bags

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary about pollution

Pictures

PPT

Student’s book

Main part

Ex: 1 p:15

• Focus students on the photo and ask for ideas about the topic of the text. Discuss these as a class, then read the title and confirm that it is about dirty beaches.

• After reading the model text and answering the questions, students can compare answers in pairs before you check with the class.

Ex: 2 p:15

• Read through the key phrases with the class and ask students to identify the phrases that are used in the text to start the paragraphs.

• Check answers, then allow students to complete each phrase with their own ideas.

• Ask students to find the key phrases in the model text.

Ex: 3 p:15

• Read the examples with the class and elicit the continuation from the text: I’m writing because I was at the beach … . There aren’t enough bins … , so I think we need more.

• If necessary, explain the difference between so and because by transforming the second example so that it contains because: We need more bins because there aren’t enough bins. Ask students to translate the two sentences into their own language. • Students match and link the sentence halves.

Ex: 4 p:15

• Read the task with the class.

• Students think and plan their emails individually. In a weaker class, brainstorm some ideas and vocabulary first with the class.

• Students write their emails. This can be set for homework.

• Tell students to check their work, and check they have used so and because correctly, and that they have used too, too much, too many, enough, not enough, and possibly, perhaps, maybe, definitely. In a stronger class, encourage students to swap their emails with a partner for correction

Students read the model text and choose the correct answers

ANSWERS :

1 b

2 b

3 b

4 c

Students study the key phrases. Complete the key phrases with your own ideas

ANSWERS :

I’m writing because … I think there are possibly (two) reasons for this. We must do something about …

Students’ own answers.

Students complete the examples from the text. Then match with a-e. Use so or because

ANSWERS:

1 d; because

2 a; so

3 e; so

4 c; because

5 b; because

Student follow the steps in the writing guide.

ANSWERS:

Students’ own answers.

Descriptor:

- read the model text

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- Complete the key phrases

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- listen and repeat the sentences

Total: 1 point

Cards

Worksheets

End

Home task:

Ex: P:

Poster

KWL chart

Unit 1: Our World lesson 10

School

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

My county: Our world

Learning objectives

8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres

8.6.2.1 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

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives

Learners will be able to:

• Study a text about an environmental problem in Kazakhstan.

• Review phrases to talk about quantity with countable and uncountable nouns.

• Learn verbs connected with the environment.

• Participate in a discussion about local environmental problems.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Draw students’ attention to the photo of the stranded ships and ask them where they think it is and what has happened.

• Ask students to think of any other environmental problems and their causes

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

Students introduce themselves

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

-Learn vocabulary about pollution

Pictures

PPT

Student’s book

Main part

Ex: 1 p:16

• Ask students to use a dictionary to check the meanings of the words in the box

• Check the meaning of the words, either in translation or as definitions. Get students to think of synonyms, for example, litter / rubbish / trash, or similar phrases, for example, irrigate – move water to a place which has a small amount of water.

• Tell students to read the text and complete the gaps. Note that there are eight verbs in the box but only six are needed.

• Play the CD so that students can hear the complete text and check their answers.

Ex: 2 p:16

• Play the CD again so that students can answer the true / false questions.

• In a weaker class, play the CD twice so that students can correct the false sentences.

• In a stronger class, ask students to correct the false sentences as they listen the first time.

Ex: 3 p:16

• Ask students what the words in blue in the text have in common (they all refer to quantity).

• Get students to complete the rules and definitions using the examples in the text.

• Go through the rules and definitions with the class. Ask students to think of examples for each phrase, for example, a small amount of sugar / energy / water, plenty of milk / people information.

Ex: 4 p:16

• Tell students to use the rules to choose the correct words in the sentences.

• Give them a few minutes to complete the sentences. Go round the class and monitor, helping where necessary.

• Check answers as a class.

Students check the meaning of these verbs in a dictionary. Complete the text with six of the verbs. Then listen and check your answers

ANSWERS :

1 irrigate

2 shrink

3 split

4 restore

5 flow

6 increase

Students read and listen to the text. Write true or false. Correct the false sentences

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

Student study the words in blue in the text. Then choose the correct words to complete the rules and definitions

ANSWERS:

1 uncountable 2 two 3 two 4 countable 5 100 percent 6 more than enough

Students choose the correct words

ANSWERS:

1 amount

2 plenty

3 both

4 several

5 all

Descriptor:

- complete the text with six of the verbs

Total: 1 point

Differentiation: Modelling- teacher gives clear description of the task with examples

Descriptor:

- Write true or false.

Total: 1 point

-Make CCQ questions

Yes / No

Descriptor:

- choose the correct words to complete the rules and definitions

Total: 1 point

Descriptor:

- choose the correct words Total: 1 point

Cards