Тақырып бойынша 11 материал табылды

Eyes open 4 бойынша қмж

Материал туралы қысқаша түсінік

Материалдың қысқаша нұсқасы

Akhmer secondary school
Short term plan

Entertainment and media

Module 3 Lesson 1
Teacher’s name:		Sailauova N.E.
Date:		03.11.2025
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Entertainment and media
Objectives according to the Curriculum		8.1.3.1 respect differing points of view 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.6.14.1 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics 8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;
Objectives of the lesson		All learners will be able to: learn vocabulary for entertainment and media. Most learners will be able to: listen to people talking about forms of entertainment. Some learners will be able to: talk about the types of entertainment that are most important to them.
Evaluation criteria		Analyze given feedback; Form opinion and give constructive answers to feedback 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/ min	Greetings (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 students what kind of entertainment they enjoy. Most students will probably say watching TV or listening to music. Ask: Where can we find entertainment? If students are struggling, guide them towards ideas such as theatres, public spaces and the Internet. Ask students to open their books at page 30. •Refer students to the photo and ask them to describe it. •Give students a couple of minutes to answer the three questions. Encourage students to speculate about the man in the photo. •Students can then compare answers in pairs before you check answers with the class. •Tell students that the themes of Unit 3 are entertainment and the media.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Speaking (5 min) •Books closed. Write entertainment and media on the board. •Put students into pairs. Give students 90 seconds to write a list of as many forms of entertainment as they can. •Make this competitive by telling students the pair that comes up with the most types of entertainment wins. •Alternatively, as a way of introducing the idea of describing events, put students into teams to describe types of entertainment (do not choose any of the ones on page 31) and ask students to put their hand up and say the word if they know it. Students win a point for each correct answer. The team with the most points at the end wins. Listening 1.21 (10 min) Ask students to open their books at page 31. •Put students into pairs to match the words with the photos. Point out that there is an element of guesswork in this exercise as only small parts of the activities are shown in the photos. Students may struggle in particular with photos b and c. •Play the recording for students to listen, check their answers and repeat the phrases. Pair work (5 min) •Put students into pairs. •Ask students to say why each of the forms of entertainment in Exercise 1 is important in our everyday lives. •Check answers. Tell students they are going to match the beginnings and the ends of the sentences. • Check answers. Listening (5 min) 1.22 Tell students they are going to listen to two people talking about three events that take place this weekend. • Play the recording. • Check answers. • To extend this exercise, play the recording again for students to note down the reasons Your turn (5 min) 5 • Refer students to the entertainment and media vocabulary from Exercise 1. • Put students into small groups. • Students should decide on whether the types of entertainment from Exercise 1 are popular with their class and then focus students’ attention on the questions. Practice (5 min) Ask students to use the phrases from Exercise 3 to write about three forms of entertainment from Exercise 1 that they consider to be the most popular in their area. • Make sure that students understand that popular in this context refers to how often they choose to do each form of entertainment. • Encourage stronger students to write as much as they can. Weaker students can just write one sentence for each form of entertainment they choose. • Put students into small groups to talk about popular entertainment and media in their area. • Ask some students to report back to the class on the forms of entertainment their group chose. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 124 and do the exercises for Entertainment and media.		Students work in pairs and write a list of forms of entertainment. They compare ideas in a class Students work in pairs to match the words with the photos. Then students listen and complete the sentences. Students work in pairs Students listen to the conversation and note the reasons. Students work in groups and decide on whether the types of entertainment from Exercise 1 are popular with their class and then focus students’ attention on the questions. stronger students write as much as they can	Students work in pairs and write a list of forms of entertainment. They compare ideas in a class Students work in pairs to match the words with the photos. Then students listen and complete the sentences. Students work in pairs Students listen to the conversation and note the reasons. Students work in groups and decide on whether the types of entertainment from Exercise 1 are popular with their class and then focus students’ attention on the questions. Weaker students can just write one sentence for each form of entertainment they choose.		Students evaluate each other 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	Dictionaries Book, audio Book Book, audio Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3 and 4 on page 23 of the Workbook for homework.

Module 3 Lesson 2
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		A news article. Community partners
Objectives according to the Curriculum		8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.3.2.1 ask more complex questions to get information 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 community partners. Most learners will be able to: learn how to build compound adjectives. Some learners will be able to:talk about taking part in entertainment for other people.
Evaluation criteria		Discuss a problem in groups and suggest a solution for a problem Give feedback to others orally Demonstrate the ability to participate in a conversation 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/ min	Greetings (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: How can you help with something? This ‘something’ could refer to anything from helping around the house to helping with problems at school. • Elicit answers from the class, e.g. I can help the environment by recycling or I can help my classmates with their homework.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Introduction (5 min) Ask students to open their books at page 32. • Ask students to look at the headline and the photo. They should then describe what the older man and the teenager are doing. • Students can compare their descriptions with a partner. Practice (10 min) 2 • Write the phrase community partners on the board. Elicit or introduce the meaning of the phrase (volunteers who help people in need within a community or neighborhood). • Ask students to read the text to check their answers to Exercise 1. • Refer students to the information in the FACT! box. Ask students if they have ever helped someone use the internet. Reading (5 min) Put students into pairs and ask them to complete the exercise by scanning the magazine article for the words which they should use to complete the sentences. • Check answers. Explore compound adjectives (5 min) 4 • Write the words hard and working on the board. Elicit that hard is an adjective and working is a participle. Ask students if they combine the two words to turn them into an adjective (hard-working). • Refer students to the examples and explain that they are going to look at how one adjective can be built from two other words. • Put students into pairs and ask them to find four more compound adjectives in the text. • Check answers. Pair work (10 min) Check understanding of the compound adjectives listed. • Read out the example. • Ask students to work alone to write examples of their own about each category. • Students can compare their ideas in pairs before you ask some students to read their examples out to the class. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 124 and do the exercises for Compound adjectives.		Students describe the photos and compare their answers Students guess the meaning of the word and read the text Students read the text and complete the sentences Students work in pairs and find four more compound adjectives in the text Students work in pairs and complete the sentences	Students describe the photos and compare their answers Students guess the meaning of the word and read the text Students read the text and complete the sentences Students work in pairs and find four more compound adjectives in the text Students work in pairs and complete the sentences		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 Book, slide Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Your turn (5 min) 6 • Ask a student to read out the question. • Give students time to make notes in response to the question. 7 • Put students into pairs to ask and answer the questions from Exercise 6. • Encourage stronger students to develop conversations beyond the questions on the page by asking one another questions that arise in the course of their discussion. • Ask some students to report back to the class on what their partner said.		students make notes and response to the question. stronger students develop conversations beyond the questions on the page by asking one another questions that arise in the course of their discussion.	students make notes and response to the question.		Students evaluate each other	Book, slide

Module 3 Lesson 3
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Language focus 1. Present perfect simple Present perfect continuous
Objectives according to the Curriculum		8.4.8.1 use familiar and some unfamiliar paper and digital reference 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 esources to check meaning and extend understanding 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Objectives of the lesson		All learners will be able to: revise the present perfect. Most learners will be able to: learn the present perfect continuous. Some learners will be able to: talk about something I have been learning to do recently.
Evaluation criteria		Demonstrate the ability to ask a variety of questions in different tenses Form simple perfect forms for recent, indefinite and unfinished past actions Consider different perspectives on the world orally or in a written form
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/ min	Greetings (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. Elicit the form of the present perfect: has/have +past participle. • Elicit the fact that it is used to describe experiences in the past and actions that started in the past and continue to the present.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Pair work (5 min) 1 • Ask students to open their books at page 33. • Tell students that the example sentences are from the listening on page 32. • Put students into pairs to answer the questions. • Check answers. • For further information and additional exercises, students can turn to page 116 of the Grammar reference section. Practice (10 min) Elicit the full question for the first item as an example. • Check answers. 3 Put students into pairs and ask them to ask and answer the questions from Exercise 2. Ask students to look at the table in Exercise 4. • Tell them that the sentences are from the listening on page 32. Listening (10 min) • Ask students to copy the sentences into their notebooks. Play the listening again for students to fill the gaps. • Check answers. • For further information and additional exercises, students can turn to page 116 of the Grammar reference section. Put students into pairs to order the sentences. • With weaker students, you could do this as a whole class activity. Grammar (10 min) Present perfect simple vs. present perfect continuous 6 • Ask students to write sentences in the present perfect simple or continuous based on the prompts. • Check answers. Note the alternative answers for item 6. 7 • Give students a few minutes to write notes about something they have been learning to do recently. • Put students into small groups to talk about the experience they made notes on.		Students work in pairs and answer the questions. Students work in pairs and ask and answer the questions from Exercise 2. Students do listening and fill in the gaps Students work on grammar and make notes according to the topic	Students work in pairs and answer the questions. Students work in pairs and ask and answer the questions from Exercise 2. Students do listening and fill in the gaps Students work on grammar and make notes according to the topic		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, audio Book, slide, audio
The end of the lesson – 5 min	Homework (5 min) Set Exercises for homework.

Module 3 Lesson 4
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		An interview. Adjectives and dependent prepositions
Objectives according to the Curriculum		8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
Objectives of the lesson		All learners will be able to: listen to a radio interview with an actor. Most learners will be able to: learn adjectives and dependent prepositions. Some learners will be able to:write sentences about my partner using adjectives and dependent prepositions.
Evaluation criteria		Identify facts and details in extended talks with little support Figure out the content of a conversation with some support in extended talk Consider classmates' advice and set personal learning objectives based on their feedback Demonstrate an ability to organize and express ideas clearly
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/ min	Greetings (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. Read out a list of some American films of the 1980s that were popular with young people, e.g. Ghostbusters, Gremlins, ET, Karate Kid, A Nightmare on Elm Street. • Find out if any students have heard of or seen any of these films. • Alternatively, you could simply put students into pairs and ask them to tell one another about the best film that they have seen recently. If you choose to do this alternative warm-up, make sure that you ask some students to report back to the class on what their partner said.		students respond to greeting and take their places. Students work in pairs to tell one another about the best film that they have seen recently	students respond to greeting and take their places. Students work in pairs to tell one another about the best film that they have seen recently		1 point for each correct sentence
The middle of the lesson – 35 min	Reading (5 min) Ask students to open their books at page 34. • Put students into pairs to answer the questions. • Do not check answers at this point. Students will do that in Exercise 2 by listening to the recording. Listening (10 min) 2 1.23 Tell students they are going to listen to an interview with an actor taking part in a stage version of Back to the Future. • Play the recording for students to check their answers to Exercise 1. 3 1.23 Play the recording again for students to listen and choose the correct answers. • Students can compare their answers in pairs before you check answers with the whole class. Optional activity (5 min) • Give students time to think of which period of history they would go back to if they had a time machine. • Put students into pairs and ask them to tell each other which period of history they have chosen and why, e.g. I would go back to the Middle Ages. • Ask some students to report back to the class on what their partner said. Adjectives and prepositions (5 min) 5 1.24 Tell students that some adjectives are used with particular prepositions, e.g. She’s good at playing chess. • Put students into pairs and ask them to complete the sentences by choosing the correct preposition in each case. • Play the recording for students to check their answers. Speaking (10 min) • Put students into pairs (A and B). • Students take it in turns to test each other on adjectives and dependent prepositions. • Student A closes their book. Student B says one of the adjectives from Exercise 5. Student A says what preposition is used with that adjective. • Students swap roles and continue in this way until all the adjectives in Exercise 5 have been used.		Students work in pairs and answer the questions. Students listen to the recording and chose the correct answer Students read the questions and answer them. Then they check answers with each other. students work in pairs and tell each other which period of history they have chosen and why, e.g. Students work in pairs and complete the sentences by choosing the correct preposition in each case. Students follow the instructions and make a dialogue	Students work in pairs and answer the questions Students listen to the recording and chose the correct answer Students read the questions and answer them. Then they check answers with each other. students work in pairs and tell each other which period of history they have chosen and why, e.g. Students work in pairs and complete the sentences by choosing the correct preposition in each case. Students follow the instructions and make a dialogue		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1point for each correct answer Students evaluate each other	Book, slide Book, slide, audio Book, audio Book, slide, Book, audio Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, you could also ask students to watch Back to the Future. They can then say what they think about the film with a partner in the next lesson.

Module 3 Lesson 5
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Language focus 2. Past perfect
Objectives according to the Curriculum		8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Objectives of the lesson		All learners will be able to: learn the past perfect. Most learners will be able to: talk about the first time I did or saw something special. Some learners will be able to: speak full sentences by using past perfects
Evaluation criteria		Demonstrate the ability to ask a variety of questions in different tenses Form simple perfect forms for recent, indefinite and unfinished past actions
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/ min	Greetings (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 sentences on the board: 1 Cristiano Ronaldo joined Real Madrid in 2009. 2 He had wanted to play for the Spanish club for years. • Focus on the underlined verbs in each sentence. Elicit the fact that the fi rst sentence is in the past simple. Explain that the second sentence is in the past perfect and that this is a different way of talking about events in the past. • Highlight the form of the past perfect: had + past participle.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Introduction (5 min) 1 • Ask students to open their books at page 35. • Tell students that the example sentences are from the listening on page 34. • Ask students to copy the sentences into their notebooks and complete them using the words in the box. Then, ask them to answer the questions. • Check answers. • For further information and additional exercises, students can turn to page 116 of the Grammar reference section. Grammar (5 min) The past perfect and the present perfect connect different points in time. The present perfect relates the past to the present moment, whereas the past perfect joins two past events. Compare the following: 1 She’s lived in that flat for years. She enjoys living there. 2 She’d lived in that flat for years. She enjoyed living there. Practice (5 min) 2 • Read out the example. Check students’ understanding of why the past simple is used in the first item. Explain that only one past action is referred to; there is no other context. • Put students into pairs and ask them to complete the remaining sentences with the correct form of the verbs. • Check answers. Speaking (5 min) Ask students to describe the pictures briefly. • Put students into pairs and ask them to tell the story the pictures show using the verbs in the box. Practice (5 min) 4 1.25 Complete the first gap with the class as an example. • Ask students to work alone to complete the remaining gaps in the text with the verbs in the box in Exercise 3. • Students can compare answers in pairs. • Play the recording for students to check their answers. Sentence stress in past perfect (5 min) 1 1.26 Remind students that certain words in a sentence are given particular stress if they carry a meaning the speaker wishes to convey and that the same sentence can be given different meanings according to which words are stressed. • Play the recording for students to listen to and repeat the sentences. 2 1.27 Play the recording for students to mark the main stress in the sentences. 3 1.27 Play the recording for students to check their answers to Exercise 2 and repeat the sentences. 4 Put students into pairs to practice saying the sentences in Exercise 2. Your turn (5 min) 5 • Read out the example note about the first time someone did something or saw something special. • Give students a few minutes to write notes about their own experiences. • You could encourage weaker students to write full sentences as these will help them with the next activity. 6 • Put students into pairs to talk about the experiences they made notes on in Exercise 5. Students can use questions 1–6 and any other they can think of. • Ask some students to report back to the class on their partner.		Student copy the sentences and complete them using vocabulary bank Students listen to the description and ask questions if needed Students work in pairs and complete the sentences with the correct form of the verbs Students work in pairs and tell the story the pictures show using the verbs in the box. Students complete the gaps. Students can compare answers in pairs. Students listen to the recording and repeat the sentences Students make notes and share ideas.	Student copy the sentences and complete them using vocabulary bank Students listen to the description and ask questions if needed Students work in pairs and complete the sentences with the correct form of the verbs Students work in pairs and tell the story the pictures show using the verbs in the box. Students complete the gaps. Students can compare answers in pairs. Students listen to the recording and repeat the sentences weaker students write full sentences as these will help them with the next activity.		1 point for each correct sentence 1 point for each correct answer Students evaluate each other 1 point for each correct answer Students evaluate each other	Book, vocabulary bank Book, grammar bank Book Book Book audio Audio Book
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3, 4 and 5 on page 26 of the Workbook for homework.

Module 3 Lesson 6
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Discovery culture
Objectives according to the Curriculum		8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
Objectives of the lesson		All learners will be able to: Most learners will be able to: • watch a video about how guitars are made. • talk about guitars and other musical instruments. Some learners will be able to:
Evaluation criteria		Identify facts and details in extended talks with little support Figure out the content of a conversation with some support in extended talk Provide a point of view in conversations and discussions Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility
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/ min	Greetings (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 names on the board: Fender, Gibson, Ibanez. • Ask: Do you know the connection between these names? (They are all makes of guitar, with Fender and Gibson being most famous in the world of rock.)		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Vocabulary (5 min) 1 Ask students to open their books at page 36 and look at the photos of the acoustic and electric guitars. • Drill the pronunciation of fret /fret/. Then check students’ understanding of: body: the central part of the guitar, which is attached to the neck; frets: ridges on the fingerboard on the neck of a guitar, which divide it into semitones; strings: wires on a guitar, which produce notes by vibration. • Put students into pairs to ask and answer the questions. • Check answers. Video (10 min) Put students into pairs to answer the two questions. 3 3.1 Refer students to the three options a–c. • Play the recording. • Refer students to the six questions. Give them a few minutes to answer them. • This exercise is a test of students’ memory and some will do better at it than others. 5 3.1 Play the recording again for students to check their answers to Exercise 4. Pair work (10 min) 6 • Read out the words and phrases on the picture and explain that they are all used in the video to describe how an electric guitar works. • Put students into pairs to write their own description of how a guitar works using the words and phrases. 7 3.1 Play the recording from 02.04 to 02.35 for students to check their answers. Your turn (10 min) 8 • Refer students to the questions about guitars and other musical instruments. • Put students into pairs to ask and answer the questions. • Students can read this story of the evolution of the electric guitar. http://www.sixstringtheories.com/wp-content/ ploads/2011/05/eguitar_infographic2.jpg • Students can then tell a partner which of the guitars pictured they would most like to play.		Students work on pronunciation and vocabulary Students watch the video and say which of the options best describes the main focus of the video. Students do the tasks and check the answers Students work in pairs to write their own description of how a guitar works using the words and phrases. Students work in pairs and ask and answer the questions	Students work on pronunciation and vocabulary Students watch the video and say which of the options best describes the main focus of the video. Students do the tasks and check the answers Students work in pairs to write their own description of how a guitar works using the words and phrases. Students work in pairs and ask and answer the questions		1 point for each correct answer Students do the tasks and check the answers 1 point for each correct answer 1 point for each correct answer	Audio, book, slide Video, slide, book Slide, book, audio Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, you could give students a list of some of the best guitarists of all time and ask them to watch some videos of them on YouTube, e.g. Django Reinhardt, Paco du Lucia or Jimi Hendrix. At the beginning of the next lesson, students could tell a partner whose playing they most enjoyed.

Module 3 Lesson 7
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Reading an article
Objectives according to the Curriculum		8.4.4.1- read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics
Objectives of the lesson		All learners will be able to: read an article about Facebook. Most learners will be able to: learn communication phrases and phrasal verbs. Some learners will be able to: talk about how they keep in touch with friends and family.
Evaluation criteria		Read the given fiction or non-fiction text and identify the general information Interact in a pair, group and a whole class work presenting Write about the events they participated in
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/ min	Greetings (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 popular social networks for teenagers in your experience? • Elicit the names of some sites and then ask students to explain the attractions of the sites they have mentioned.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Practice (5 min) 1 • Ask students to open their books at page 37. • Refer students to the photo, the title of the article and the three possibilities for the subject matter of the article. • Put students into pairs to choose one of the three. Remind students they should base their decision only on the photo and the title of the article. • Elicit the answer, but do not confirm or reject it as students will check their answers in Exercise 2. Reading (5 min) Ask students to read the article to check the answer they gave in Exercise 1. 3 • Refer students to sentences 1–6. • Ask students to read the article again. Help weaker students by guiding them to the part of the text which will help them complete the true/false exercise. • Check answers. • Read out the information in the FACT! box. You could then ask students what they think of Facebook. Pair work (5 min) • Put students into pairs. • Students can share websites they like on their smartphones with each other, explaining why they like the site (e.g. the look of it, how easy it is to use, what you can do on it, the users of it) and how often they use it. • Ask some students to report back to the class on their partner. Individual work (5 min) Ask students if they know of any phrases or phrasal verbs connected to the theme of communication. Students may produce phrases such as switch on, log on, sign up or turn off. • Refer students to the highlighted words and phrases in the text. • Ask students to work alone to match the words and phrases with the definitions. • Help weaker students by giving them a translation in their own language of the highlighted words and phrases in the text. • Check answers. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 124 and do the exercises for Explore communication phrases and phrasal verbs. Fast finishers (5 min) Students can write gapped sentences using the communication phrases and phrasal verbs from Exercise4. You can then put these on the board and ask the class to complete them. Pair work (10 min) • Put students into pairs (A and B). • Student A defines a communications phrase or phrasal verb from Exercise 4 for their partner to guess. • Students swap roles and continue in this way until all the new phrases have been defined.		Students work in pairs and answer the questions Students read the article and check the answers. Students work in pairs and complete the sentences Students work individually and work on the tasks. Students can write gapped sentences using the communication phrases and phrasal verbs from Exercise4 Students work in pairs and practice their vocabulary Students share opinions with each other	Students work in pairs and answer the questions Students read the article and check the answers. Students work in pairs and complete the sentences Students work individually and work on the tasks. Students can write gapped sentences using the communication phrases and phrasal verbs from Exercise4 Students work in pairs and practice their vocabulary Students share opinions with each other		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 Students evaluate each other	Book Book, slide Book, slide Book, slide Book, slide Book Book, slide
The end of the lesson – 5 min	Homework (5 min) You could also ask students to do a survey to find out whether the answer to the question of whether or not Facebook is uncool among their peer group is yes or no. Students can share their result of their survey at the beginning of the next lesson.

Module 3 Lesson 8
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Speaking Buying a gadget
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; 8.2.3.1- understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics 8.1.6.1- organize and present information clearly to others; 8.1.7.1- develop and sustain a consistent argument when speaking or writing
Objectives of the lesson		All learners will be able to: watch teenagers talking about their favorite gadget. Most learners will be able to: • listen to a teenager talk to a sales assistant. Some learners will be able to: practice asking and answering questions about gadgets.
Evaluation criteria		Identify facts and details in extended talks with little support Figure out the content of a conversation with some support in extended talk Demonstrate an ability to organize and express ideas clearly Make an argument and evolve reasoning while speaking
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/ min	Greetings (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. Explain the meaning of technophile (a person who enjoys using and is enthusiastic about technology) and technophobe (a person who fears, dislikes and avoids using technology). • Ask students which of the two categories they fi t into.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Speaking (10 min) 3.2 Ask students to open their books at page 38. • Tell students they are going to watch some teenagers answering the following question: What’s your favorite gadget? • Play the video for students to note down the gadget that each teenager most enjoys using as well as why they enjoy using it. • Check answers. 2 • Put students into pairs to ask and answer the question. • Encourage students to ask additional questions and to develop a conversation. Listening (5 min) 3 1.28 Tell students they are going to listen to Casey talking to a sales assistant. • Read out the question. • Play the recording. • Students listen and answer the question. • As the answer is only one word, encourage stronger students to give more information about what was said in the recording. Vocabulary (5 min) Refer students to the phrases in the Useful language box. • Students can in pairs to complete the conversation using the phrases in the Useful language box. • Ask stronger students to try to complete the gaps in the conversation without looking at the phrases in box. 5 1.28 Play the recording for students to check their answers. Speaking (10 min) 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. Pronunciation (5 min) 7 Remind students that WiFi is pronounced /ˈwaɪ.faɪ/. • Give students some time to plan what they want to say. • Students then act out their conversations. • Monitor while students are practicing their conversations. Check that they are using the phrases from the Useful language box.		Students practice their speaking skills by asking and answering the questions Students listen to the recording and answer the questions Students complete the task using proper vocabulary Students work in pairs and make conversations Students work on pronunciation	Students practice their speaking skills by asking and answering the questions Students listen to the recording and answer the questions Students complete the task using proper vocabulary Students work in pairs and make conversations Students work on pronunciation		Students evaluate each other 1 point for each correct answer 1 point for each correct answer Students evaluate each other 1 Point for each correct answer	Book Book, audio Book, vocabulary, audio Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, ask students to do a survey among their friends and family to find out which gadgets are the most popular.

Module 3 Lesson 9
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		A biography
Objectives according to the Curriculum		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 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Objectives of the lesson		All learners will be able to: • read a biography of the pop group ABBA. Most learners will be able to: • learn about the use of sequencers and connectors .Some learners will be able to: write a biography of an artist or band from the past.
Evaluation criteria		Identify the attitude and opinion of the author Express their opinion about the visited events Use grammatical structures in the sentences 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/ min	Greetings (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 students if they know of any English-language bands or artists that were successful in the 1970s. • If students cannot name any, introduce them to some examples e.g. Queen, Led Zeppelin, Pink Floyd, David Bowie, Stevie Wonder.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Reading (5 min) 1 • Ask students to open their books at page 39. • Refer students to the photo and ask them the questions. • Students then read the biography to check their answers. 2 • Refer students to the fact file. • Put students into pairs and ask them to read the text again and complete the facts about ABBA. • Check answers. Practice (5 min) Ask students to identify the paragraphs in which the information in the Exercise 2 appears in the biography of ABBA. • Students can compare their answers in pairs before you check answers with the class. Grammar (5 min) 4 • Read out the information about sequencers and connectors in the Useful language box. • Explain that words and phrases such as although and as a result are used to make a piece of writing coherent. Drill the pronunciation of although /ɔːlˈðəʊ/. • Ask students to work alone to find three further examples of such words and phrases in the biography in Exercise 1. • Check answers. You could then elicit further example sentences using these words and phrases as a means of checking students’ understanding. If you do this, write the example sentences on the board and ask students to copy them into their notebooks. Pair work (5 min) Put students into pairs and ask them to complete the sentences about ABBA using the words and phrases in the box. • Check answers. • If students do not know ABBA’s music, you could introduce them to some of the band’s songs on YouTube. They could listen to the songs referred to in the biography or the band’s performance of Waterloo at the Eurovision Song Contest in 1974. • You would probably be advised to do this as a whole class activity. Otherwise the class may become a cacophony of competing songs. Get writing (15 min) PLAN 6 • 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 biography of a band or artist from the past. • You may want to brainstorm some bands or artists with the class as a whole to give the class some ideas. • Refer students back to the headings in Exercise 2 and then ask them to work alone to make notes. If you choose to do the writing in class, encourage students to use their smartphones to look up information online.		Students read the bibliography and answer the questions Students answer the questions and check with each other Students work on grammar and complete the tasks Students work in pairs and complete the sentences Students follow the plan and instructions and complete writing task	Students read the bibliography and answer the questions Students answer the questions and check with each other Students work on grammar and complete the tasks Students work in pairs and complete the sentences Students follow the plan and instructions and complete writing task		1 Point for each correct answer 1 point for each correct answer Teacher guides and evaluates students 1 point for each correct answer Teacher guides and evaluates students	Book, slide Book, slide Book, audio, slide Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, 3 and 4 on page 28 of the Workbook for homework.

Module 3 Lesson 10
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		CLIL. ICT Copyright
Objectives according to the Curriculum		78.1.5.1 use feedback to set personal learning objectives 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics
Objectives of the lesson		All learners will be able to: learn about copyright law. Most learners will be able to: correct the false sentences about copyright law Some learners will be able to: talk about recording films in the cinema, copying and selling CDs and copying information from the Internet.
Evaluation criteria		Demonstrate an ability to organize and express ideas clearly Recognize factual details in a given argument related to the topic Figure out the content of a short text with some 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/ min	Greetings (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 question on the board: Who owns a piece of music, a book, an e-book, a fi lm or a video game? • Elicit students’ ideas, e.g. the person who created it, the production company responsible for the development and release of the product, nobody.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Pair work (5 min) Ask students to open their books at page 40. • Put students into pairs to ask and answer the questions. • Ask some students to report back to the class on what their partner said. Practice (10 min) 2 1.29 Draw the copyright symbol on the board: ©. • Ask students to read the first paragraph in the text as an introduction to the idea of copyright. • Read out the question in Exercise 2, then ask students to read the rest of the text to find the answer. • Check the answer. Refer students to sentences 1–5. • Tell students that some of the sentences are true and some false. • Ask students to read the text again for them to decide whether the sentences are true or false. Students should correct the false sentences. • Students can compare answers in pairs before you check answers with the whole class. Discussion (10 min) 4 • Put students into pairs to discuss the questions. • Ask some students to report back to the class on what their partner said. 3.3 True or false (10min) See page 145 for activities you can do with this video.		Students ask and answer the questions Students read the text and complete the sentences. Students can compare answers in pairs. Students work in pairs and discuss the questions Students listen to the task and work in groups. Students work on video and decide true/false	Students ask and answer the questions Students read the text and complete the sentences. Students can compare answers in pairs. Students work in pairs and discuss the questions Students listen to the task and work in groups. Students work on video and decide true/false		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	Book, slide Book, slide Book, slide Book, slide Book, video
The end of the lesson – 5 min	Homework (5 min) For homework ask students to do some research into the copy left movement and forms of licensing work such as Creative Commons. Students can discuss the ideas behind these responses to traditional forms of copyright in the next lesson either in pairs or in small groups.

Module 3 Lesson 11
Teacher’s name:
Date:
Grade: 8		Number of people present			Number of people absent
The Theme of the lesson		Extra reading Summative Assessment for the unit 3
Objectives according to the Curriculum		8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Objectives of the lesson		All learners will be able to: read an article about Kurmangazy Sagyrbayuly. Most learners will be able to: decide if information about the text is true or false. Some learners will be able to: talk about other important Kazakh musicians.
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/ min	Greetings (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) • Ask students to look at the pictures and read out the two Pre-reading questions. Give them a few minutes to discuss their ideas in small groups (without referring to the text). • Elicit ideas from the whole class and write key words and facts on the board.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Practice Reading (35 min) Ask students to skim read the article to find out what it says about Kurmangazy Sagyrbayuly. • Check students’ ideas on the board with the information in the text. 2 • Attract students’ attention to the pictures in their books. Ask them if they know what the instrument in the picture is (a dombra). Ask them what they think the statue shows about Kurmangazy Sagyrbayuly’s personality, and whether they know any kuis. • Then draw students’ attention to the statements. Ask them to read the text again and mark the statements true or false, correcting the false statements. Allow weaker students to work in pairs. Give for students SA for the unit 3.Explain how to do the tasks.		Students read the text and find the information Ss work with SA tasks	Students read the text and find the information Ss work with SA tasks with a help of teacher		1 point for each correct answer	Book
The end of the lesson – 5 min	Homework (5 min) For homework, ask students to write about the main life events of another important Kazakh musician, for example, Shamshi Kaldayakov or Marat Bisengaliev. Collect students’ texts and mark them.

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