Материалдар / Lesson plan "English plus 8"

Lesson plan "English plus 8"

Материал туралы қысқаша түсінік

3 тоқсанға арналған сабақтың қысқа мерзімді жоспары

ЖИ арқылы жасау

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

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 49
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Books and films: genres
Learning objectives	8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics 8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support;
Lesson objectives	Learners will be able to: - Learn vocabulary of film genres. - Do a questionnaire on books and films. - Learn verbs that are followed by -ing or to.
Value links	"Law and Order" Know the basics of the legal system and human rights
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students what films they have seen recently. Ask if they enjoyed the film and why, or why not. Encourage students to express their opinions.

Ask students what kinds of films and books they enjoy the most, and try to elicit some genres.

Ex: 1 p:56

Teacher explains the task focus students on the books and films pictured. Then, in pairs, students match them with the words.

While checking answers, model and drill the pronunciation if necessary.

Follow up by focusing on the genres which were not illustrated. Teacher asks students to think of films or stories which match these categories.

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

Students match the words in the boxes with the books and films in the pictures

ANSWERS :

1 a detective story

2 a romance

3 a horror story

4 a fantasy

5 a comedy

6 a musical

7 an adventure story / film

8 a science fiction story / film

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Descriptor:

- match the words in the boxes

P oint: 2

Ex: 2 p:56

Teacher explains Ss read the example with the class and elicit one or two more possible titles from the class before they write their titles individually.

Once students have guessed genres, ask them to report back on their partner’s titles and genres

Differentiation:

Less motivated learners will be given prompts to find the correct location

Ex: 4 p:56

Teacher explain the task introduce this point, refer students back to question 6 in the questionnaire. Ask some students to give an answer to this question. Ask students to translate the answer, I enjoy doing unusual things, into their own language.

Elicit some answers to question 5, focusing students on the third sentence. Ask students to translate I’d like to work with people into their own language.

Ex:5 p:46

Teacher gives students time to read through the words in the box, then play the CD. Students listen and decide which verbs are used with to, and which with -ing.

In a stronger class, you could ask students to write the sentences they hear.

Encourage students to record example sentences in their workbooks.

Students invent titles for books and films using the words and phrases in the boxes.

ANSWERS :

Students’ own answers.

Students complete the sentences from the questionnaire

ANSWERS:

1 being

2 reading

3 don’t

4 want

5 to work

6 wouldn’t

Negative form of would: wouldn’t Short forms of would: I’d, you’d, he’d, she’d, it’d, we’d, they’d

Students to read through the words in the box. Listen and decide which verbs

are used with to, and which with -ing

ANSWERS:

to: decide, ’d prefer, need -ing: prefer, love, finish

Descriptor:

- read the example

- use the words and phrases in the boxes.

Point: 2

Descriptor:

- complete the sentences from the questionnaire

Point: 2

Descriptor:

- read the words in the box

- listen and decide

Point: 2

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 50
School
Teacher name:
Date: 10.01.23
Grade: 8		Number present:	absent:
Lesson title	Movie technology.
Learning objectives	8. 2. 5. 1 identify the speaker's point in a long conversation on most general and academic topics with little support 8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics 8. 4. 4.1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics
Lesson objectives	Learners will be able to: - Read about the use of technology in the movies. - Read for general meaning and specific information. - Learn about the suffixes -er and -or.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students what they know about the history of cinema. Ask them when people made the first films, and if students have seen any very old films. Ask what the films were like. Elicit that very early films were silent, and were in black and white.

Ex: 1 p:58

Teacher explains the task to read through the words in the box with the class and elicit or explain the meaning.

Students guess the order of the words on the timeline in pairs.

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

Students look at the words in the box and guess the correct order on the timeline

ANSWERS :

1 colour

2 sound

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Students can check their answers by reading and listening to the text. When they have done this, ask round the class to find out if they guessed correctly.

Ex: 2 p:58

Teacher explains the task allow students time to read the study strategy carefully. In a weaker class, go through each point and check understanding. In a stronger class, ask students if this is something they do already.

Students read the text again and answer the questions. Encourage all students to follow the tip step-by-step, by underlining the key words in the questions then looking for these in the text.

Differentiation:

Less motivated learners will be given prompts to find the correct location

Ex: 3 p:58

Teacher give the task do the first item with the class by asking students to read the text, and to put their hand up when they find the correct word (viewer).

Check answers and spelling by asking students to come up and write the words on the board

Ex: 4 p:58

Teacher explains the task in a weaker class, ask students to identify the verb in each sentence, then do the first item with them as an example.

Students write the noun for each verb, then check their answers in a dictionary.

Check answers with the class and point out that there is no rule in English to say whether a noun will end in -er or -or, so students must learn the noun for each verb

3 3D 4 surround-sound

5 computer-generated images

6 digital projectors

Students find the answers to these questions

ANSWERS :

1 In 1902.

2 There were more than 4,000.

3 They listened to a pianist.

4 Some actors lost their jobs because they didn’t have good voices or because they could not act and speak at the same time.

5 Surround-sound became popular in the 1970s.

6 With future technology it is possible that we will be able to feel a character’s emotions by connecting our bodies to special cinema seats.

Students look at verbs and find corresponding nouns in the text.

ANSWERS:

1 viewer

2 producer

3 actor

4 projector

Students write a noun ending with the suffixes –er or –or for each definition. Check your answers in a dictionary.

ANSWERS:

1 director

2 speaker

3 conductor

4 inventor

5 painter

6 translator

Descriptor:

- look at the words in the box and guess the correct order on the timeline

Point: 2

Descriptor:

- read the study strategy

- find the answers

Point: 2

-Make CCQ questions

Yes / No

Descriptor:

- look at verbs

- find corresponding nouns in the text.

Point: 2

Descriptor:

- write a noun

- use suffixes –er or –o

Point: 2

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 51
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Could, can, will be able to
Learning objectives	8. 3. 3. 1 express opinions with reasoning within the framework of any general and educational topics; 8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;
Lesson objectives	Learners will be able to: - Learn the use of could, can and will be able to. - Practise using could, can and will be able to to talk about ability in the past, present and future.
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, check students’ understanding of the text. Ask the class, Can we create realistic special effects now? (Yes, we can.) Can we feel the same emotions as the characters on the screen now? (No, we can’t.)

Explain that this lesson introduces ways to talk about ability and possibility in the past, present and future.

Ex: 1 p:59

Teacher explains the task to write these questions on the board, and ask students to find the answers in the text about cinema: What was possible in the 1930s? What is possible now? What will be possible in the future?

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

Students complete the sentences from the text

ANSWERS :

1 could

2 can

3 be able to

1 Ability and possibility. 2 Film producers couldn’t include songs. They can’t create very realistic special effects. We won’t be able to feel the character’s emotions.

3 Yes, they do

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Elicit sentences from the text that give the answers and write them on the board (producers could include songs …, film makers can now create special effects …, we’ll be able to connect our bodies …). Underline can, could and will be able to and elicit that they refer to possibility or ability in the past, present and future.

Ex: 2 p:59

Teacher explains the task students complete the sentences individually, then compare their answers in pairs. Ask them to help each other correct any mistakes before you check with the class.

In a weaker class, when checking answers highlight the tense in each sentence so students understand why each form was used.

location

Ex: 3 p:59

Teacher explains the task to focus on the title and ask students to predict what the text will be about. If they find this difficult, translate senses and ask them to think about what senses were mentioned in the first reading text (sight, hearing, smell).

Students complete the text with the verbs and the correct forms of could, can and will be able to.

Ex: 4 p:59

Teacher gives students time to complete the questions, and prepare answers, before they ask and answer the questions with a partner.

Go round and listen as they are working, and help as necessary. Encourage students to give more than simple short answers

Students complete the sentences with could, can

ANSWERS :

1 can’t

2 can

3 won’t be able to

4 couldn’t

5 could

6 ’ll be able to

Students complete the text with the verbs in the box

ANSWERS:

1 could smell

4 can enjoy

2 couldn’t hear

5 ’ll be able to feel

3 couldn’t wear

6 ’ll be able to connect

Students complete the questions with can, could or will be able to. Then ask and answer with a partner.

ANSWERS:

1 could

2 will, be able to

3 will, be able to

4 Can

5 Could

Descriptor:

- complete the sentences from the text

Point: 2

Descriptor:

- complete the sentences with could, can

Point: 2

-Make CCQ questions

Yes / No

Descriptor:

- complete the text

- use verbs in the box

Point: 2

Descriptor:

- complete the questions

- use can, could or will be able to

Point: 2

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 52
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Books and films: features
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics; 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;
Lesson objectives	Learners will be able to: - Learn vocabulary of the features of books and films. - Listen to a radio interview about books. - Listen for general meaning and specific details.
Value links	"Law and Order" Know the basics of the legal system and human rights
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students what their favourite film is. Elicit some ideas and ask students to say what they like about the film in particular. Ask which part of the film they like best and which character. Ask students what their favourite book is and why. Ask who wrote the book, then ask where the story happens and who the characters are. Ask which part of the book they like best.

Ex: 1 p:60

Teacher explains the task students have checked the meaning of the words and completed the table, check answers with the class and check that

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

Efficiency: By telling the wishes they show their appreciations .

Students check the meaning of the words in the box and complete the table

ANSWERS :

Books only: novelist, best-seller, publisher

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Students understand the meaning of all the new vocabulary. Model and drill the pronunciation of special effects, blockbuster, theme, scene and character.

Ex: 2 p:60

Teacher explains the task in a weaker class, students match the definitions with the words in pairs. In a stronger class, students work individually, then check their answers in pairs

Ex: 3 p:60

Teacher explains the task to focus students’ attention on the topics in the box and refer back to the vocabulary on page 68 if necessary.

Students listen to the speakers and match the topics

Ex: 4 p:60

Teacher gives students time to read the notes. Explain that they are going to listen again, and this time they should pick out the specific information to complete the text.

Tell students that it is a good idea to read the text and think about what kind of word will be needed in each gap. In a stronger class, they may be able to complete some of the gaps from memory, then use the listening to check answers.

Films only: special effects, film director, subtitles, blockbuster, scene, cast, script Both books and films: beginning, ending, theme, plot, character, biography, setting

Students match the definitions with words in exercise 1

ANSWERS :

1 cast

2 blockbuster

3 novelist

4 best-seller

5 biography

6 script

7 subtitles

8 setting

Students listen to a radio programme. Match the topics in the box with the speakers.

ANSWERS:

1 plot, characters

2 characters, ending

3 plot

4 crime, setting, characters

Students listen again and complete the notes.

ANSWERS:

1 school

2 theme

3 science fiction

4 author / writer

5 characters

6 fantasy fiction

7 Australian

8 character

Descriptor:

- check the meaning of the words in the box and complete the table

Point: 2

Descriptor:

- match the definitions

- words in exercise 1

Point: 2

Descriptor:

- listen to a radio programme.

-match the topics

Point: 2

Descriptor:

- listen again

- complete the notes

Point: 2

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 53
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Language focus Second conditional
Learning objectives	8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 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 the form and use of the second conditional. - Practise using the second conditional to talk about imaginary situations.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Ask students to think again about the interview with Joe. Ask: Where would he go if he had a time machine?

Write the question on the board and elicit the answer (he would go to the past), then focus on the question. Ask: Does it refer to a real or imaginary situation? (imaginary).

Tell students that this type of sentence is called the second conditional..

Ex: 1 p:61

Teacher explains the task to read the examples in the table with the class.

In a weaker class, once the rules have been completed and checked, demonstrate the structure of the second conditional example sentences with reference to the rules.

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

Students complete the second conditional sentences with the words in the box.

ANSWERS :

1 did

2 had

3 would

4 ’d

5 wouldn’t

Rules

2 past simple

3 would, wouldn’t

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Descriptor:

- complete the second conditional sentences with the words in the box.

Point: 2

In a stronger class, encourage students to identify the tenses used in the second conditional example sentences

Ex: 2 p:61

Teacher explains the task Ss to read the sentences carefully to ensure they understand the context before they choose which verb form to use in each gap.

Students complete the sentences with the correct form of the verbs. Tell students to use the table in exercise 1 to help them.

Let students compare answers in pairs, then check answers by asking students to read out their completed sentences

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

Ex: 3 p:61

Teacher gives the task do one or two examples with the whole class.

Students write the questions individually.

Check that students have formed the questions correctly.

Allow students time to prepare their answers individually, then put them into pairs to ask and answer the questions.

Ask some students to write their answers on the board. In a weaker class, correct mistakes as a class. In a stronger class, encourage students to correct the sentences individually first, then ask one or two students to correct the sentences on the board

Students complete the sentences with the second conditional form of the verbs in brackets

ANSWERS :

1 ’d enjoy; liked

4 would be; changed

2 had; wouldn’t believe

5 wouldn’t be; didn’t go

3 wouldn’t watch; hated 6 bought; ’d come

Students write questions using second conditional

ANSWERS:

1 What would you do if you became invisible?

2 If you had a time machine, where would you go?

3 If you went to the past, who would you meet?

4 If you had a special power, what would it be? 5 If you were a superhero, would you tell your friends?

6 Would you love a person if you discovered he or she was a vampire?

Students’ own answers.

Descriptor:

- complete the second conditional sentences

-use the words in the box.

Point: 2

Descriptor:

- write questions

- use second conditional

Point: 2

-Make CCQ questions

Yes / No

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 54
School
Teacher name:
Date: 19.01.23
Grade: 8		Number present:	absent:
Lesson title	Expressing preferences and recommending
Learning objectives	8. 2. 5. 1 identify the speaker's point in a long conversation on most general and academic topics with little support 8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics;
Lesson objectives	Learners will be able to: - Listen to a dialogue in which people express preferences and recommend. - Learn key phrases for expressing preferences and recommending. - Practise recommending films to a friend.
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students who has seen a good film recently. Elicit some titles. Ask: Would you recommend this film? Explain the meaning of the question if necessary.

Choose one of the titles, and ask who has not seen this film. Ask the class: Do you think … would enjoy this film?

Ex: 1 p:62

Teacher explains the task to refer students to the photo and ask them to discuss where Tom and Caitlin could be.

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

Students look at the photo where Tom and Caitlin

ANSWERS :

Tom and Caitlin are in the library. They are choosing a film.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Descriptor:

- listen to the dialogue what type of film does Tom choose?

Point: 2

Ex: 2 p:62

Teacher explains the task to read the task with the class and ensure students understand the information they should listen for. Clarify that this task only asks for the general meaning of the dialogue, and they should not worry about understanding every word at this stage.

Students read and listen, and answer the question in the instructions

Ex: 3 p:62

Teacher gives time for students to read the key phrases and identify which ones respond to recommendations.

Ask students if they can remember who said each phrase.

After students have listened to the key phrases, ask them to find the key phrases in the dialogue and translate them into their own language.

Students practise the dialogue in pairs.

Ex: 4 p:62

Teacher explains that students are going to hear three sentences, and they should choose the best response to each one.

Remind students that in this type of task, they need to read all the options carefully before they listen, and think about the kind of sentence they would hear for each one.

Students listen to the dialogue what type of film does Tom choose?

ANSWERS :

Tom chooses a comedy

Students study the key phrases

ANSWERS:

Respond to recommendations:

I don’t fancy that. I’m not a big fan of …

Tom: What about this one?, I don’t fancy that. I’m not a big fan of … Caitlin: I’d only recommend that if … , If they had (Avatar), I’d recommend that. You might like … , Try this one

Students listen to three sentences and choose the correct responses.

ANSWERS:

1 a 2 a 3 b.

Descriptor:

- listen to the dialogue what type of film does Tom choose?

Point: 2

Descriptor:

- study the key phrases

Point: 2

Descriptor:

- listen to three sentences

- choose the correct responses

Point: 2

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 55
School
Teacher name:
Date
Grade: 8		Number present:	absent:
Lesson title	A review of a book or a film
Learning objectives	8. 3. 3. 1 express opinions with reasoning within the framework of any general and educational topics; 8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics; 8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;
Lesson objectives	Learners will be able to: - Study a model book review. - Learn key phrases to express facts and opinions for a review of a book or film. - Learn about paragraphs and topic sentences.
Value links	"Law and Order" Know the basics of the legal system and human rights
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students how they decide which films they want to see or which books they want to read.

Elicit some ideas. If students mention reviews, write the word on the board. If they don’t mention reviews, ask What can you read to find information about a book or film? Elicit or teach the word review and write it on the board.

Explain to students that they are going to write a review of a book or film.

Ex: 1 p:63

Teacher explains the task to refer students to the title of the model text and the photo. Ask students if they have read the book and what they know about it.

Students compare their ideas in pairs before you check answers with the class

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

Students read the model text and answer the question

ANSWERS :

1 Paragraphs 1 and 2 express facts; paragraphs 3 and 4 express opinions.

2 Paragraph 2 describes the setting and characters.

3 Paragraph 3 describes the theme.

4 People who enjoy drama and realism would enjoy this novel.

5 The plot is simple because a child narrates the story

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read the model text and answer the question

Ex: 2 p:63

Teacher explains the task to ask students to find the key phrases in the model text and translate them into their own language before identifying what each phrase introduces

Ex: 3 p:63

Teacher explains the task to read the task with the class. In a weaker class, explain that a topic sentence is one which summarizes what each paragraph is going to be about. Do the first item as an example. Identify the topic sentence in the first paragraph. (I have recently read a book called …) Then ask students to read through each option and say which one could replace it (e).

In a stronger class, ask for a definition of a topic sentence by encouraging them to work out the function of sentences a–e. Check understanding, then let students complete the task individually.

Point out that sentences a–e provide alternative phrases to introduce opinions and facts

Students study the key phrases. Which phrases introduce an opinion

ANSWERS :

Phrases which introduce an opinion: I’d like to recommend … ,

I particularly enjoyed … , All in all, I (really enjoyed) … ,

I’d / I wouldn’t change it. Phrases which introduce a fact: I have recently read … ,

The main characters are … , The setting is … .

Students find the topic in each paragraph in the model text then replace the topic sentences.

ANSWERS:

a I particularly enjoyed the characters and the theme of friendship in the novel. (Paragraph 3)

b I’d like to recommend this book to people who enjoy drama and realism. (Paragraph 2)

c All in all, I really enjoyed the novel and I wouldn’t change the plot or characters. (Paragraph 4)

d Not used.

e I have recently read a book called The Boy in the Striped Pyjamas. (Paragraph 1)

Descriptor:

- study the key phrases. Which phrases introduce an opinion

Descriptor:

- find the topic in each paragraph

- replace the topic sentences

-Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 56
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	My country: Reading for pleasure
Learning objectives	8. 3. 2. 1 asking more complex questions to obtain information on general topics and a number of educational topics; 8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts; 8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;
Lesson objectives	Learners will be able to: - Understand a legend about a Kazakh hero. - Review how to form adjectives and adverbs. - Review use of comparatives and superlatives.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Ask students to look at the photo and guess who is on the photo.

Get students to say what they think the legend will be about.

Ex: 1 p:64

Teacher explains the task to put students into pairs. Ask students to read through the names in the box and discuss whether they know anything about the people.

If they have access to the internet they can search for more information about each character

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

Students work in pairs. Do you know any legends about these people.

ANSWERS :

Student’s own answer

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Descriptor:

- work in pairs. Do you know any legends about these people.

Point: 2

Ex: 2 p:64

Teacher explains that the story is divided into two parts, the first is a reading text and the second is a listening text that they will hear in exercise 5. Ask students to read the first part of the story and put the events in the correct order.

Discuss with students what message from Gulbarshin says. They should use the information in the story so far to explain their answer. They will be able to check their answer when they listen to the second part of the story in exercise 5

Ex: 3 p:64

Teacher explains the task to write recent on the board and ask students what type of word it is (adjective).

Get students to scan the text to find the adverbial form of recent – recently on line 6.

Ask the students to scan the rest of the text to find the other adverbial forms and complete the table.

Ex: 4 p:64

Teacher explains to students that this exercise is a revision of the comparative and superlative.

Ask students to find the highlighted words and phrases in the text and match them to sentences 1–5.

Students read part 1 of the story and put the events in the correct order.

ANSWERS :

1 Bayburi’s wife gave birth to a boy, Alpamys. 2 Bayburi invited Baysari to a big feast.

3 Baysari and Bayburi played a game of kokpar.

4 Baysari went to live in the Kalmyk country.

5 Alpamys rode the horse Baychobar.

6 Alpamys found a message from Gulbarshin.

Students complete the table with the adverbs from the story.

ANSWERS:

recently,

gladly,

well,

unfairly,

far,

fearlessly,

fast,

finally, clearly The adverbs well, far and fast are irregular (they don’t end in -ly).

Students look at the words in blue in the text. Then complete the rules.

ANSWERS:

1 more

2 –est

3 far

4 as

5 less

Descriptor:

- read part 1 of the stor

- put the events in the correct order.

Point: 2

Descriptor:

- complete the table

- use adverbs from the story.

Point: 2

-Make CCQ questions

Yes / No

Descriptor:

- look at the words in blue

- complete the rules

Point: 2

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 57
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	CLIL Language and literature: Word building-nouns
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 3. 1 express opinions with reasoning within the framework of any general and educational topics; 8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics;
Lesson objectives	Learners will be able to: - Learn about forming nouns from verbs and adjectives. - Practise forming nouns from verbs and adjectives. - Read an extract from The Time Machine by H. G. Wells
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, remind students of the conversation they listened to about the book The Time Machine.

Ask students if they would like to travel in a time machine and why.

Ask if they would like to travel to the future, and ask what they think people would be like in the future. Elicit some ideas, and encourage students to join in and express their opinions

Lead - In

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

Efficiency: By telling the wishes they show their appreciations .

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!

Middle of the lesson

Presentation part.

35 min

Ex: 1 p:65

Teacher explains the task students use their dictionaries to check the meaning of the words. In a weaker class, accept translations. In a stronger class, encourage students to contextualize the words in example sentences.

Students read the text and complete it with the missing words. Tell students that they should read the text quickly and not worry if they do not understand every word.

Do not check answers at this stage.

Ex: 2 p:65

Teacher explains the task after they have checked their answers to exercise 1, ask students if they would like to read the rest of this book and ask them to give reasons.

Ex: 3 p:65

Teacher explains the task after they have completed the summary, check answers by asking individual students to read out one completed sentence each.

Ex: 4 p:65

Teacher gives the task to do one or two examples with the whole class, then put students into pairs to form the rest of the nouns.

Refer students back to the text to check their answers.

Encourage students to keep a record of words which can

Students check the meaning of the words in the box.

ANSWERS :

Student’s own answer

Students read and listen to the text.

ANSWERS :

1 wavy

4 pointed

2 chins

5 thunder

3 softly

6 fools

Students read the text again and choose the correct words to complete the summary.

ANSWERS:

1 forward

2 the same

3 attractive

4 friendly and cheerful

5 future

6 intelligent

Students make nouns using the suffixes in the box. Then read the text again and check your answers.

ANSWERS:

1 meaning

2 movement

3 conversation

4 feeling

5 prettiness

6 intelligence

7 sadness

8 difference

Descriptor:

- check the meaning of the words in the box.

Point: 2

Descriptor:

- read the rest of this book

Point: 2

Descriptor:

- read the text

- choose the correct words

Point: 2

Descriptor:

- make nouns using the suffixes

- read the text

Point: 2

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson 58
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Unit Review 5
Learning objectives	8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics; 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: - show control of their own learning - use 'I wish/if only' to express wishes related to the present or future
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students what films they have seen recently. Ask if they enjoyed the film and why, or why not. Encourage students to express their opinions.

Ask students what kinds of films and books they enjoy the most, and try to elicit some genres.

Lead - In

Ex: 1 p:66

Teacher explains the task to focus students on the books and films pictured. Then, in pairs, students match them with the words.

While checking answers, model and drill the pronunciation if necessary

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students match the sentences with words in the box

ANSWERS :

1 comedy

2 fantasy

3 horror

4 adventure

5 science fiction

6 musical

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!

Descriptor:

- match the sentences

- use words in the box

Point: 2

Ex: 2 p:66

Teacher explains the task students complete the text with the words in the box. students use the words about films and books features.

Ex: 3 p:66

Teacher explains the task students complete the text with could, couldn’t, van, can’t, will be able to and won’t be able to

Ex: 4 p:66

Teacher explains the task to ask Ss to complete the second conditional sentences with the correct form of the verbs in brackets.

Students complete the text with words in the box

ANSWERS :

1 novelist

2 best-seller

3 character

4 setting

5 beginning

6 themes

7 ending

8 reader

Students complete the text with could, couldn’t, van, can’t, will be able to and won’t be able to

ANSWERS:

1 can’t

4 won’t be able to

2 couldn’t

5 could

3 can

6 will be able to

Students complete the second conditional sentences with the correct form of the verbs in brackets

ANSWERS:

1 wouldn’t go, had

2 was / were, would make

3 had, would choose

4 wouldn’t like, had

5 met, wouldn’t know

Descriptor:

- complete the text

- use words in the box

Point: 2

Descriptor:

- complete the text

- use couldn’t, van, can’t, will be able to

Point: 2

-Make CCQ questions

Yes / No

Descriptor:

- complete the sentences

- use the second conditional

Point: 2

Cards

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 5 Reading for pleasure		Lesson
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Project: A film poster
Learning objectives	8.1.5.1 use feedback to set personal learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives	Learners will be able to: • Study a film poster to find out information. • Produce a film poster
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students to name the most successful films that have been released recently.

Lead - In

Rebirth of a nation. Not since Genghis Khan has anyone united the Kazakh tribes. Jungar tribesmen of Mongolia rule Kazakh land, but a prophecy has it that a descendant of Genghis will unite his people. Oraz the Wise travels the land looking for the child who will fulfill the prophecy. He finds that infant and protects him from the warriors of Galdan, the Jungar king. Oraz recruits one lad from each Kazakh tribe and teaches them the art of war, loyalty, and camaraderie. Two are the best: Mansur and Erali.

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

Efficiency: By telling the wishes they show their appreciations .

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

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!

Pictures

PPT

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 p:67

Teacher explains the task to look at the poster with the class and ask students to identify the film. Find out how many students have seen it.

Allow students time to read through the poster for Nomad the Warrior and find the information for the rubric task.

Ex: 2 p:67

Teacher explains the task students read and follow the steps in the project checklist.

Students can work individually for this task, so encourage them to think about the film they have chosen in as much detail as possible.

Alternatively, ask students to work in groups. First groups must decide on which film to illustrate. Encourage students to choose a film which they are all interested in. Suggest they cast votes if they find it difficult to agree on a film.

Encourage students to delegate work. The initial research should be shared equally, with one student finding out about the director, another about the special effects, etc.

Go round and help as students are working. Encourage them to answer the questions in the checklist to help them structure their work.

Students look at the film poster. Find out who directed the film and who wrote the music for it?

ANSWERS :

The film was directed by Sergei Bodrov, Ivan Passer and Talgat Temenov and the music was written by Carlo Siliotto.

Students make a poster for a film. Follow the steps in the projects checklist.

1 Choose a film you have seen or would you like to see.

2 Find information about it on the winternet

ANSWERS :

Student’s own answers.

Descriptor:

- look at the film poster. Find out who directed the film and who wrote the music for it?

Descriptor:

- make a poster for a film. Follow the steps in the projects checklist.

-Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 6 The natural world		Lesson 59
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Nouns: art
Learning objectives	8. 2. 7. 1 to determine the characteristic features of a number of oral genres at the word, sentence and text level; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 5. 8. 1 correctly write words that are generally familiar and frequently used in educational topics;
Lesson objectives	Learners will be able to: - Learn nouns related to art. - Do a quiz on art.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, put students into pairs and tell them they have two minutes to think of as many words as they can to do with art. Tell students they can use their dictionaries if they like.

When time is up, elicit words from the class and write them on the board. Ask students to explain any words they give that other students do not understand.

Lead - In

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

Efficiency: By telling the wishes they show their appreciations .

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!

Middle of the lesson

Presentation part.

35 min

Ex: 1 p:68

Teacher explains the task students have completed the table with the words in the box in pairs, check answers with the class, and check that students understand the new vocabulary.

In a weaker class, ask for translations. In a stronger class, encourage students to put the words into sentences to show understanding. Model and drill pronunciation of any words that you think students will find difficult, for example auction, museum and exhibition.

Ex: 2 p:68

Teacher explains the task to tell students that you will play the recording twice, and that they should listen carefully to check their answers.

When students have listened, find out how many answered correctly

Ex: 3 p:68

Teacher explains the task go through the example with the class. Ask two students to read out the exchange, then ask students to think of another example.

Students prepare their definitions individually before working in pairs to guess the words.

Ask some students to report back on how many words they guessed correctly.

Students complete the table with words in the box. Which word doesn’t go in any list?

ANSWERS :

Places: gallery, museum People: critic, collector Works of art: painting, sculpture, landscape, masterpiece, portrait Events: auction, exhibition Not in any list: art movement

Students listen and check your answers to the quiz. How many did you answer correctly?

ANSWERS :

1 a

2 b

3 c

4 a

5 b

6 b

Students write definitions of six of the words from exercise 1

ANSWERS:

Student’s own answers

Descriptor:

- complete the table

- use words in the box.

Descriptor:

- listen and check your answers

- find out how many answered correctly

Descriptor:

- write definitions of six of the words

- to guess the words

-Make CCQ questions

Yes / No

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan: term 3

Unit: 6 The natural world		Lesson 60
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Present Passive: affirmative and negative.
Learning objectives	8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: - Learn nouns related to art. - Learn and use the present passive affirmative and negative.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

With books closed, put students into pairs and tell them they have two minutes to think of as many words as they can to do with art. Tell students they can use their dictionaries if they like.

When time is up, elicit words from the class and write them on the board. Ask students to explain any words they give that other students do not understand.

Ex: 4 p:69

Teacher explains the task to refer students back to the quiz and ask them to look at the verbs.

Students complete the table. Ask students to translate the sentences into their own language. Accept suggestions, but do not confirm or reject ideas at this stage.

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

Students complete the sentences. Use the quiz to help you.

ANSWERS :

1 are exhibited

2 aren’t usually made

3 isn’t found

4 shows

5 don’t like

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!”

Descriptor:

- complete the sentences.

- use the quiz

Point: 2

Ex: 5 p:69

Teacher explains the task remind students that some verbs have irregular past participles, which they must learn.

Ask students why the passive is used. Elicit or explain that it is used to describe an action whose agent is obvious or not important. For example, It is painted on walls and buildings (by Banksy), His graffiti isn’t found in museums (by people). Note that sometimes the agent is included. This will be studied further on page 81

Ex: 6 p:69

Teacher explains the task in a weaker class, do the first item on the board as an example.

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

Ex: 7 p:69

Teacher explains that the sentences follow the model of the Art Quiz.

After students have completed the sentences, you could check answers before they answer the questions. Allow them to discuss their ideas in pairs, then agree on the correct answers as a class

Students study the passive sentences in ex 4 and complete the rules with the words in the box.

ANSWERS :

1 is

2 am not, aren’t, past participle

Students make sentences using the present passive.

ANSWERS:

1 is exhibited, is made

2 isn’t shown, is kept

3 aren’t owned, are sold

4 is painted, are included

5 is visited, is located

Students complete the quiz sentences with passive forms of the verbs in the box. Then write your answers to the quiz.

ANSWERS:

1 is spoken

2 is made

3 are mixed

4 is sung

5 are bought, sold (auctions)

6 are used (glasses)

Descriptor:

- study the passive sentences

- complete the rules

Point: 2

Descriptor:

- make sentences

- use the present passive.

Point: 2

Descriptor:

- complete the quiz sentences

- write your answers to the quiz.

Point: 2

-Make CCQ questions

Yes / No

Cards

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Short term plan : term 3

Unit: 6 The natural world		Lesson 61
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	The lost world
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 4. 1 to respond in sentences with some flexibility to unexpected comments within the framework of general and educational topics; 8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;
Lesson objectives	Learners will be able to: - Read a text about endangered and extinct species. - Read for general meaning and specific information. - Learn about synonyms. - Express opinions about endangered species
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead -in

students wish each other by holding a wishes lamp

Lead – In

The final days of the last isolated woolly mammoths on Earth were filled with genetic misfortune

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 70

Encourage students to scan the text quickly to find the blue words. Allow them time to look them up in a dictionary if there are any they do not know.

Check that students understand the new vocabulary. In a weaker class, accept translations. In a stronger class, encourage students to use the words in a sentence for context. Model and drill pronunciation of any words that you think students will find difficult.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:70

Read the questions with the class and ask students to guess the answers before they read and listen to the text.

Ex: 3 P:70

Students read the text again more carefully to decide if the sentences are true or false. Remind them to correct the false sentences

Ex: 4 P:70

Check that students understand the word synonym. In a weaker class, explain that it is a word with the same meaning as another word. In a stronger class, elicit this definition.

Ask students to read through the words, and as a class work to explain any that they do not understand.

Students then find the synonyms in the text individually

Students check the meaning of the words in blue in the text. Then look at the photos. What kind of animals of these? What do you think happened of them?

ANSWERS:

Woolly mammoths, they became extinct because they were hunted

Students read and listen to the text and check your answers in exercise 1.

ANSWERS:

1 c

2 b

Students read the text again. Write true or false. Correct the false sentences.

ANSWERS:

1 False. They are already extinct.

2 True.

3 False. They study the fossils of animals that lived a long time ago.

4 True.

5 False.

6 True.

Students find the synonyms in the text individually

ANSWERS:

1 wandered

2 evidence

3 very large

4 roughly

5 pictures

6 started

Descriptor:

- check the meaning of the words in blue in the text

Point: 2

Descriptor:

- read and listen to the text and check your answers

Point: 2

Descriptor:

- read and listen to the text and check your answer

Point: 2

Make CCQ questions

Yes / No

Descriptor:

- read through the words

- find the synonyms in the text

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 6 The natural world		Lesson 62
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Past Passive: affirmative and negative
Learning objectives	8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications; 8.6.1.10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
Lesson objectives	Learners will be able to: - Learn how to change sentences from active to passive. - Practise changing sentences from active to passive. - Practise forming affirmative and negative passive sentences
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up

Refer students back to the text on endangered animals and ask them to find examples of passive verbs. Elicit the passive verbs in the text. Ask students to try to change them so that they are active sentences. Elicit ideas, but do not accept or reject any at this stage.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 71

Read the first sentence with the class, and elicit the subject, the active verb and the object.

Ask the class to change the sentence to a passive sentence (Dada was started by a group of artists), and then give the negative past passive sentence (Dada wasn’t started by a group of artists). Elicit the answer to the question in the instructions.

In pairs, students complete the rules

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:71

Remind students to read the prompts carefully to choose the correct affirmative or negative form. Students complete the sentences individually, then compare their answers in pairs.

Correct any mistakes before you check with the class.

In a stronger class, ask students to transform the sentences to active examples

Ex: 3 P:71

Go through the example with the class. In a weaker class, do further examples if necessary.

Students work individually to choose a piece of art and make passive sentences, before guessing which pieces of art their partner’s sentences relate to.

Ask students to read some sentences for the whole class to guess

Students study the sentences in the tables. How do we form past passive sentences? Complete the rules.

ANSWERS:

The negative of past passive sentences has the same structure as the affirmative, but was / were is replaced by wasn’t / weren’t.

Rules:

1 subject

2 agent

3 active

4 by

Students complete the passive sentences with the verbs in brackets.

ANSWERS:

1 were influenced

4 was made

2 were created

5 wasn’t painted

3 was started

6 wasn’t shown

Students make passive sentences using the verbs in the box.

ANSWERS:

Students’ own answers

Descriptor:

- study the sentences in the tables. How do we form past passive sentences? Complete the rules.

Point 2

Descriptor:

- complete the passive sentences with the verbs in brackets.

Point 2

Make CCQ questions

Yes / No

Descriptor:

- make passive sentences

- use the verbs in the box.

Point 2

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

The exit ticket

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: 2 P: 53 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

Short term plan: term 3

Unit 6 The natural world		Lesson 63
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Adjectives: describing art
Learning objectives	8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support; 8. 3. 1. 1 the use of formal and informal registers when talking within the framework of general and educational topics; 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;
Lesson objectives	Learners will be able to: - Learn adjectives for describing art. - Learn how to mark word stress. - Listen to a podcast about the Turner Prize. - Listen for general meaning and specific details.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Refer students back to the photographs in the Art Quiz on page 78.

Elicit some adjectives that can be used to describe the paintings.

Ex: 1 P: 72

Students use their dictionaries to check the meaning of the words.

Model pronunciation of one or two of the words, and ask students to identify which syllables are stressed.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Students check the meaning of the words in the box. Then listen and underline the stressed syllable in each word.

ANSWERS:

beautiful, controversial, amusing, shocking, imaginative, ridiculous, traditional, dull, colourful, original, strange, provocative

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

“Good job!

Well done!”

Descriptor:

- check the meaning of the words

- listen and underline the stressed syllable

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex: 2 P:72

Students write their sentences individually, then compare their answers in pairs and say whether they agree with their partner’s sentences.

Ask some students to read their sentences to the class, and check that they are using the adjectives correctly.

In a weaker class, you could write students’ sentences on the board for the class to correct if necessary. Encourage students to copy the correct sentences into their notebooks

Ex: 3 P:72

Focus on the pictures. Before students listen and answer the questions in the instructions, ask them what they think each picture shows, and to try to predict what words they might hear to describe each one.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 4 P:72

Before they listen, allow students time to read the questions and options. Remind them that in a multiple choice task they should check all the options carefully before they listen and think about which answers might fit. They should also look carefully at the pictures for any clues.

Students choose six adjectives. Write sentences about things they can describe.

ANSWERS:

Students own answer.

Students look at the photos. Then listen to the podcast. Answer the question.

ANSWERS:

1 C

2 D

3 A

4 B

No, the Turner Prize isn’t always given to a painter

Students listen again and choose the correct answer

ANSWERS:

1 b

2 c

3 b

4 a

5 b

Descriptor:

- choose six adjectives

- write sentences

Total: 2 point

Descriptor:

- look at the photos.

- Answer the question.

Total: 2 point

Descriptor:

- listen again

- choose the correct answer

Total: 2 point

Make CCQ questions

Yes / No

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit 6 The natural world		Lesson 64
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Language Focus: Present and past passive affirmative, negative and questions
Learning objectives	8. 3. 1. 1 the use of formal and informal registers when talking within the framework of general and educational topics; 8.6.1.10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
Lesson objectives	Learners will be able to: - Learn the form of present and past passive questions. - Learn key phrases for doing a quiz. - Practise asking and answering quiz questions using the present and past passive.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems
Plan

Stages / Time

Teachers’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask: Do the questions use active or passive verbs? (passive).

Ask students to say which uses the present passive (4) and which uses the past passive (3).

Ask students what they notice about the word order in the passive question. Do not confirm or reject any suggestions at this stage

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 73

In pairs, students complete a–f and then decide on the answers to questions 1–4.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:73

Encourage students to read through the dialogue quickly to get a general idea of the meaning before they start to complete it. They need to understand the context of each sentence before they can choose which tense to use.

Ex: 3 P:73

Read the task with the class and focus students’ attention on the photos and text at the bottom of the page. Discuss whether students know either of these buildings.

Allow students time to read the text through for general meaning before putting them into pairs to write questions about the information in blue in the text. Tell them that the questions should all use the present or past passive

Ex: 4 P:72

After students have written their own questions, ask some students to read their questions to the class, to check that they have formed the questions correctly.

Do not let other students answer the questions at this stage.

Students complete the passive sentences from the listening with the words in the box.

ANSWERS:

a was

b was

c Is

d nominated e were f Is

1 Sentences a, b and e are in the past.

2 Sentences c, d and f are in the present.

3 the past participle

4 Questions are formed by putting be in front of the subject of the passive sentence. A question word (What, Why, etc.) can also be used in front of be

Students complete the dialogue with the verbs in brackets. Use the present and past passive.

ANSWERS:

1 was painted

2 was bought

3 was put

4 was stolen

5 was found

6 is seen

7 are protected

Students write questions in the passive about the information in blue in the text.

ANSWERS:

1 What was the building used as in the past?

2 Where are bigger works of art exhibited?

3 How much are visitors charged to go into the gallery? 4 Who was the Guggenheim Museum in Bilbao designed by?

5 When was the Guggenheim Museum built?

6 What is the Guggenheim Museum used for

Students write six quiz questions using the words in the box.

ANSWERS:

Students own answer.

Descriptor:

- complete the passive sentences

-complete the task

Total: 2 point

Descriptor:

- complete the dialogue

- use the present and past passive.

Total: 2 point

Descriptor:

- write questions in the passive

- use the present or past passive

Total: 2 point

Descriptor:

- write six quiz questions

- use the words in the box

Total: 2 point

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit of a long term plan: Unit 6 The natural world		Lesson 65
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Expressing doubt
Learning objectives	8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;
Lesson objectives	Learners will be able to: - Listen to a dialogue in which people express opinions and doubts. - Learn key phrases for expressing opinions and doubts. - Practise expressing opinions and doubts
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Write the word opinion on the board. Elicit or explain the meaning. Ask students when they might try to persuade someone. Elicit ideas, but do not accept or reject any at this stage. With books closed, write the word doubt on the board. Elicit or explain the meaning. Ask students when they might express doubts. Again, elicit some ideas, but do not accept or reject any at this stage.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 74

Ask the class whether or not they like the painting in the photo. Ask students to give reasons for their opinions.

You could ask the class to vote on whether they like the painting or not.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:74

Students read, listen and answer the question

Ex: 3 P:74

After listening to the key phrases, ask students to find them in the dialogue. In a weaker class, students can translate them into their own language. In a stronger class, ask students to explain what the phrases mean and use them in example sentences.

Students practise the dialogue in pairs

Ex: 4 P:74

Refer students to the words in blue in the dialogue in exercise 2. Elicit translations of the phrases in L1.

Check the meanings with the class before students complete the mini-dialogue. Remind them to think about whether they need to transform the verb look in the third person.

Students look at the photo. What kind of art is the painting?

ANSWERS:

The painting is an example of abstract art. Students’ own answers.

Students listen to the dialogue. Why does Lucy dislike the painting?

ANSWERS:

Lucy dislikes the picture because she thinks the face is a bit mad, as if a child painted it.

Students study the key phrases then listen and check.

ANSWERS:

Lucy says all the phrases.

Students look at the words in blue in the dialogue in exercise 1.

ANSWERS:

look = see here

look like = resemble

looks = appears to be

looks as if = seems as though 1 Look

2 looks

3 looks like

4 looks like

Descriptor:

- study the sentences in the tables. How do we form past passive sentences? Complete the rules.

Total: 2 point

Descriptor:

- complete the passive sentences with the verbs in brackets.

Total: 2 point

Descriptor:

- complete the passive sentences with the ver

Make CCQ questions

Yes / No

Total: 2 point

Descriptor:

- look at the words in blue

- complete the mini-dialogue.

Total: 2 point

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world		Lesson 66
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	A description of a piece of art
Learning objectives	8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding 8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;
Lesson objectives	Learners will be able to: - Study a model text about a piece of art. - Learn key phrases for describing a painting. - Learn how to use synonyms. - Write about a piece of art.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Refer students back to the Art Quiz on pages 78–79. • Put students into pairs and tell them to take turns to describe one of the pictures to their partner. Tell them they should talk about what they can see and should also add any information they can about the artist and the style of the work of art.

Allow students a few minutes to describe some of the art, then ask some students to report back on how easy or difficult it was to talk about them.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Pictures

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 75

Look at the piece of art shown with the text and ask if any of the students recognize or can say who it was painted by. Ask students to read the title, and elicit guesses about what this refers to (It is the title of the painting, by Dalí).

Allow students time to read the model text and match the paragraphs and topics

Ex: 2 P:75

Students read the text again in more detail and answer the questions. Ask students to compare their answers in pairs before you check with the class

Ex: 3 P:75

Read through the key phrases with

the class.

Ask students to find the key phrases

in the model text and translate them

into their own language.

Students identify the phrases which

describe the painting.

Ex: 4 P:75

n pairs, students find the synonyms. In a weaker class, ask for translations of the words in blue before they begin.

In a stronger class, ask for definitions.

Check answers, then ask students to choose the correct synonyms for the words in the sentences. After checking answers, point out that it is important to

use synonyms in writing to avoid using the same word

more than once.

Students read the model text and match the paragraphs with the topics. There is one topic that you don’t need.

ANSWERS:

1 d

2 a

3 b

Students answer the questions.

ANSWERS:

1 In 1931.

2 Melting watches.

3 Unusual, intense, bizarre, imaginative.

4 In 1931.

5 In the Museum of Modern Art in New York.

Students study the key phrases. Which phrases describe the painting.

ANSWERS:

The scenery / composition includes …, … in the foreground / background …, (The Persistence of Memory) was first exhibited …

Students look at the model text again and find synonyms for the adjectives in blue. Then choose synonyms for the words in blue in the text.

ANSWERS:

a unusual scenery

b intense colours

c bizarre images

d imaginative landscapes

1 original

2 amusing

3 sombre

4 symbolize

Descriptor:

- read the model text and match the paragraphs with the topics.

Total: 2 point

Descriptor:

- read the text again

- answer the questions.

Total: 2 point

Make CCQ questions

Yes / No

Descriptor:

- study the key phrases.

- describe the painting

Total: 2 point

Descriptor:

- look at the model text

- find synonyms for the adjectives in blue

Total: 2 point

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 6 The natural world		Lesson 67
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	My country: Tamgaly petroglyphs: Rock art
Learning objectives	8. 2. 1. 1 understanding of general and main ideas of study topics with long conversations without practical support; 8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;
Lesson objectives	Learners will be able to: - Understand the history of rock art in Kazakhstan. - Review how to use much, many, most, a little, a few, less, fewer, none
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to look at the photo and guess where it is and what they can see on the rock on the left side of the photo.

Get students to guess who carved or painted these images

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Pictures

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 76

Check if students already know some of these words and, if they do, ask them to explain to the rest of the class.

Get students to use a dictionary to check the more difficult words.

Look at the photo together and get students to name all the things they can see

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:76

Play the CD while students read the text and answer the questions.

Give students time to check their answers in pairs.

Go through the answers making sure students have all found the right answers

Ex: 3 P:76

Write ‘much’ on the board and ask students what the comparative and superlative forms are (more and most).

Get students to add these to the table and use the highlighted words in the text to complete the rest of the table.

When they have completed the table, check their answers and then ask them to complete the rules.

Go through the rules with the whole class. When you have finished, ask a few checking questions, for example, ‘Do we use ‘few’ with countable nouns?’

Students check the meaning of these words in a dictionary. Which of the things can you see in the photo?

ANSWERS:

petroglyphs, bull, gorge, slope

Students read and listen to the text. Answer the questions.

ANSWERS:

1 In the south-east of Kazakhstan.

2 They were discovered in 1957.

3 There are more than 5,000 petroglyphs.

4 They used tools made of stone and metal.

5 Because for the people who lived in the Bronze Age, the bull was a symbol of power

Students study the words in blue in the text and complete the table

ANSWERS:

much / many – more – (the most)

(a) little – less – (the) least

(a) few – fewer – (the) fewest 1 quantity

2 before, after

3 uncountable, countable,

4 than

5 not an

Descriptor:

- check the meaning of these words

- use your dictionary

Total: 2 point

Descriptor:

- read the text

- answer the questions.

Total: 2 point

Make CCQ questions

Yes / No

Descriptor:

- study the words in blue

- complete the table

Total: 2 point

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 6 The natural world		Lesson 68
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	CLIL Natural environments: Tropical rainforests
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;
Lesson objectives	Learners will be able to: -Learn vocabulary of natural environments. - Read a text about tropical rainforests. - Write about coral reefs
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the word rainforest on the board. Ask students what they know about tropical rainforests.

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 77

Students use their dictionaries to check the meaning of the words. In a weaker class, accept translations, then encourage students to contextualize the words in examples sentences. In a stronger class, encourage them to contextualize the words directly.

Students read the text and complete it with the missing words. Tell students that they should read the text quickly and not worry if they do not understand every word.

Do not check answers at this stage.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:77

Ask students to listen and read the text, and check their answers to exercise 1.

Ex: 3 P:77

After students have labelled the diagram, check answers and ask what the layers of a rainforest are called in their language.

Students check the meaning of the words in the box. Then complete the text.

ANSWERS:

Student’s own answer

Students read and listen to the text. Check your answer in exercise 1.

ANSWERS:

1 vegetation

2 wildlife

3 layers

4 mammals

5 shrubs

6 natural

Students read paragraph 2 again. Label the diagram.

ANSWERS:

1 emergent layer

2 canopy

3 understorey

4 forest floor

Descriptor:

- check the meaning of the words in the box. Then complete the text.

Descriptor:

- read paragraph - check their answers

Make CCQ questions

Yes / No

Descriptor:

- read paragraph - check their answers

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world		Lesson 69
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Unit Review 6 Summative Assessment “The natural world” p78
Learning objectives	8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications; 8.6.1.10 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
Lesson objectives	Learners will be able to: - Use nouns related to art - Use adjectives for describing art. - Write the form of present and past passive form
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, put students into pairs and tell them they have two minutes to think of as many words as they can to do with art. Tell students they learned all these words.

When time is up, elicit words from the class and write them on the board.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 78

Once students have completed the sentences choose the words, check answers with the class, and check that students understand the vocabulary.

Ask students to do individually, then compare their answers with a partner and discuss any differences.

Do not confirm or deny their answers at this stage.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:78

Students use their dictionaries to check the meaning of the words.

Ask students match adjectives with the sentences, then compare their answers with a partner and discuss any differences.

Ex: 3 P:78

Ask students to write the sentences put the verbs in brackets into the present or past passive.

Check answers with the class, writing each correct verbs.

Students choose the correct words.

ANSWERS:

1 an auction

2 critics

3 portrait

4 an art movement

5 a gallery

6 sculptures

Students match adjectives with the sentences

ANSWERS:

1 original

2 dull

3 strange

4 colourful

5 traditional

6 shocking

7 amusing

8 ridiculous

9 provocative

Students complete the sentences with the present or past passive.

ANSWERS:

1 was painted

2 aren’t accepted

3 was opened

4 wasn’t bought

5 were hidden

6 wasn’t mentioned

7 are owned

8 is appreciated

Descriptor:

- choose the correct words

Descriptor:

- match adjectives with the sentences

Make CCQ questions

Yes / No

Descriptor:

- complete the sentences

- use present or past passive

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

The exit ticket

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: 5 P: 55 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

Short term plan : term 3

Unit 6 The natural world		Lesson 70
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Skills round-up: Welcome – Unit 6 Summative Assessment for the unit The natural world
Learning objectives	8.4.8.1 use familiar and some unfamiliar paper and digital reference resources 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
Lesson objectives	Learners will be able to: -Listen to a conversation - Prepare a conversation using questions
Value links	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

students wish each other by holding a wishes lamp

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

G ood job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 79

Focus students on the photos and discuss what each one shows. Elicit suggestions and ask students to give reasons for their answers.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:79

Explain that students are going to listen to two people talking and that the first time they listen, they should pick out where the people are

Ex: 3 P:79

Students listen again for more specific details. Allow students time to read through the sentences carefully first.

Students could try to complete some gaps from memory if possible.

Let students listen to the CD twice before checking answers.

Ex: 4 P:79

Read the task with the class and check understanding.

Encourage students to discuss their ideas in pairs, following the prompts.

Suggest students to refer back to the photos to give them ideas if they find this difficult.

Go round and listen as students are working. Check for correct use of past tenses and for a wide variety of adjectives

Summative Assessment for the unit The natural world

Students look at the photos and answer the questions

ANSWERS:

Students’ own answer

Students listen to a conversation. Where are Jenny and Joe?

ANSWERS:

Jenny and Joe are in the National Gallery.

Students listen again and complete the sentences

ANSWERS:

1 English

2 Jenny

3 conceptual

4 statue

5 1762

6 masterpiece

7 exhibition

8 colourful

9 boring

10 poster

Students work in pairs and prepare a conversation. Imagine you went to a nature reserve a zoo, a museum or a gallery in your country. Use the questions

ANSWERS:

Students’ own answer

Assessment criteria

- Listen to a conversation

Descriptor:

- listen to a conversation

- identify where are Jenny and Joe?

Assessment criteria:

- Prepare a

Conversation

using questions

Descriptor:

- work in pairs and prepare a conversation

- Use the questions

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

The exit ticket

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: 8 P: 55 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

Short term plan : term 3

Unit 7 Travel and transport		Lesson 70
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Transport: nouns
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: - Learn verbs to do with travelling and transport. - Do a questionnaire about famous explorers. - Learn the form of the past perfect. - Practise using the past perfect to talk about past events
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students to tell you about how they get around and the kind of transport they use, e.g. bicycles, trains, cars. Encourage students to join in and contribute ideas.

Ex: 1 P: 80

Students use their dictionaries to check the meaning of the words in the box and write the words in the correct part of the table. In a weaker class, explain the more difficult words such as submarine, helicopter, and spacecraft.

In a stronger class,

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

Students complete the table with the words in the box.

ANSWERS:

Land:

bus, camel, car, bicycle, train, horse, lorry, tram Water: boat

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

“Good job!

Well done!”

ask students to talk about the benefits and dangers of each type of transport.

Model and drill the pronunciation of longer words. Make sure students can pronounce the words with the correct word stress, for example, submarine.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:80

Students do the questionnaire. They can work in pairs or individually. Encourage students to guess if they do not know the answer. Do not give students the answers at this stage.

When the students have answered all the questions, play the CD for the students to listen and check their answers.

In a weaker class, play the CD twice so that students can also write the correct answers if they have made a mistake.

In a stronger class, students should check and correct at the same time.

Ex: 3 P:80

Allow students time to read the texts in detail and find the information they need to match the texts with the pictures.

Ask some students to report back to the class on their answers. Encourage them to explain how they chose their answers referring to details in the text (for example, Marco Polo travelled in the 13th century so his picture must be the oldest).

Discuss with the class which journey they think was the most difficult and make sure students give their reasons (for example, Roald Amundsen’s journey was the hardest because it was so cold)

, ship, submarine

Air: plane, helicopter, spacecraft, airship Marco Polo photo - camels; Amelia Earhart photo – plane;

Roald Amundsen photo - ship

Students do the Explorers quiz. Then listen and check your answers.

ANSWERS:

1 c

2 c

3 a

4 b

5 b

Students match the text with photos. Which explorer’s journey do you think was the most difficult?

ANWERS:

[TBC]

Descriptor:

- complete the table with the words in the box.

Descriptor:

- do the Explorers quiz

- listen and check your answers

Make CCQ questions

Yes / No

Descriptor:

- match the text with photos

- answer the question

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 7 Travel and transport		Lesson 71
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Youth travel.
Learning objectives	8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 4. 2. 1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts;
Lesson objectives	Learners will be able to: - Read about why young people travel, where they go, what they do. - Discuss your own ideas about travel and transport. - Learn vocabulary with prepositions by, off, in and on.
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the word nomad on the board and ask students what they think it means.

Ask students to say what they think the difference is between a traditional nomad and a modern nomad

Ex: 1 P: 82

Discuss the question with the whole class and get students to explain their answers using the pictures, the title and the sub-headings.

When you have elicited some students’ ideas, get them to read the text quickly (not in detail) and check their answers

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

Students look at the photos and the title of the text. Which of the topics do you think the text mentions? Read the text and check your answers.

ANSWERS:

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

“Good job!

Well done!”

Descriptor:

- look at the photos and the title of the text.

Ex: 2 P:82

Students read the text again this time more slowly so that they can find the details they need to answer the question.

In a weaker class, do the first question together and help students find the relevant sentence in the second paragraph.

In a stronger class, get students to make a note of or underline the relevant part of the text, for example, ‘… more than 50% of the participants in the survey said that they had travelled for educational purposes’ is the relevant part for question 1.

Ex: 3 P:82

Explain to the class that the phrases come from the text. Give them a few minutes to think about the answers before they read the text and find the relevant phrases.

When students have read the text, they can check their answers in pairs. Finally, go through the answers with the whole class

Ex: 4 P:82

Explain that we can use by, off, in and on in a wide variety of common phrases.

For further practice in a weaker class, ask students questions using some of the phrases, for example, ‘Do you prefer to study on your own or with friends? and ‘What sort of people are on the move all day?’

For further practice in a stronger class, ask students to work in pairs and think of their own questions or sentences using the prepositions. You could also ask them to brainstorm other phrases they know (or can find) using the prepositions

Students read the text. Who said these things?

ANSWERS:

1 more than 50% of the participants in the survey

2 Peter Jones

3 Peter Jones

4 Peter Jones

5 Maral Akhmadieva

6 Maral Akhmadieva

7 25% of the participants in the survey

Students complete the phrases with by, of, in or on. Then check your answers in the text.

ANWERS:

1 on

2 on

3 in

4 in

5 off

6 by

Students choose the correct words

ANWERS:

1 on

2 By

3 on

4 in

5 off

6 in

Descriptor:

- read the text

- answer the question

Make CCQ questions

Yes / No

Descriptor:

- complete the phrases with by, of, in or on.

- answers in the text

Descriptor:

- choose the correct words

- complete the task

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 7 Travel and transport		Lesson 72
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Reported speech: tense changes
Learning objectives	8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence; 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;
Lesson objectives	Learners will be able to: - Identify direct speech and reported speech. - Learn the tense changes we use in reported speech. - Practise changing direct speech into reported speech.
Value links	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to quickly read (scan) the text for examples of said and told.

Ask students what word often comes after said (that).

Ex: 1 P: 83

Tell students to look again at exercise 2 on the previous page. Ask them to find the reported speech in the text that relates to each item and get them to focus on the difference in tenses between the two.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

Students compare the direct speech in ex 2 and the reported speech in the text. Complete the table and rules.

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

“Good job!

Well done!”

Give students time to work individually to complete the table.

In a weaker class, walk round checking students’ progress and give help where needed.

In a stronger class, get students to write down examples of the tense changes.

When students have finished completing the table, ask them to complete the rules on the right side of the page

Ex: 2 P:83

Allow students time to complete the sentences. Walk round and remind students to refer to the RULES box if they are having difficulty.

Go through the answers with the whole class. Ask students to explain their answers. For example, the answer to question 1 is told because it is followed by reference to a person – i.e. a noun (see Rule 3).

Ex: 3 P:83

Check that students know what to do by going through the example and eliciting the changes that have been made: we to they, can’t to couldn’t, adding that.

In a weaker class, put students into pairs to do the exercise. Go round the class and check each pair can make the changes following the example.

In a stronger class, students can work individually then check their answers in pairs.

Go through the answers with the class and write the complete sentences on the board.

ANSWERS:

present simple

past simple

present continuous

past continuous

present perfect

past perfect

past simple

past perfect

will would

1 past 2 pronouns 3 say

Students complete the sentences with said or told.

ANSWERS:

1 told

2 said

3 told

4 said

5 said

Students rewrite the sentences using reported speech.

ANWERS:

1 Assel told us that she was writing a book about the travels of the Moroccan explorer Ibn Battuta.

2 Ilyas and Maxim said that they always read online reviews before they booked a holiday.

3 Jake said that he had never tried koumiss before.

4 The reporter said that about five million people had travelled to Kazakhstan in 2017.

5 The tourists said that they would buy some souvenirs from the bazaar.

6 Yerzhan told his sister that he had lost the guidebook that she had given to him.

Descriptor:

- compare the direct speech

- complete the table and rules.

Descriptor:

- complete the sentences with said or told.

Descriptor:

- rewrite the sentences using reported speech

Make CCQ questions

Yes / No

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan : term 3

Unit 7 Travel and transport		Lesson 73
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	The future of transport Summative Assessment “Travel and transport”
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 5. 6. 1 to logically combine the sentence into a paragraph on its own, using the main connecting conjunctions of generally familiar topics;
Lesson objectives	Learners will be able to: - Learn verbs describing movement. - Identify forms of transport discussed in a radio programme. - Listen for specific details. - Discuss various forms of transport and their benefits and drawbacks
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students to think of examples of recent examples of new forms of transport (for example, electric cars, drones, etc.).

Ask students what they think the advantages and disadvantages of these new forms of transport might be.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 84

Ask students to use their dictionaries or portable devices to check the meaning of the verbs in the box. Give students time to complete the sentences and check in pairs

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:84

Get students to describe what they can see in the pictures. Elicit flying bicycle, solar-powered car, and solar-powered plane, driverless car and space elevator. Explain that they are going to listen to a radio programme. Tell students to listen and identify the forms of transported discussed

Ex: 3 P:84

Tell students to read sentences 1–6.

Play the CD again so that the students can identify the correct phrases to complete the sentences.

In a weaker class, stop the CD after each sentence to give students time to choose the correct answers.

In a stronger class, play the CD without stopping.

Students check the meaning of the verbs in the box. Then complete the sentences with the correct form of six of the verbs.

ANSWERS:

1 stopped off

2 takes off / will take off / is going to take off

3 turn back

4 set off

5 pull off

6 went up

Students look at the photos and listen to the radio proggrame. Which forms of transport do the people mention?

ANSWERS:

a – solar-powered car

d – driverless car

e – space elevator

Students listen again and choose the correct answers

ANWERS:

1 a

2 b

3 a

4 b

5 b

6 b

Descriptor:

- look at the photos and listen to the radio proggrame. Which forms of transport do the people mention

Descriptor:

- look at the photos

- listen to the radio proggrame

Descriptor:

- listen again

- choose the correct answers

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

The exit ticket

Home task:

Ex: P: WB

Students use their stickers to show their knowledge according to the lesson.

Poster

Short term plan : term 3

Unit 7 Travel and transport		Lesson 74
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Reported questions, commands and requests
Learning objectives	8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks; 8. 5. 6. 1 to logically combine the sentence into a paragraph on its own, using the main connecting conjunctions of generally familiar topics; 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;
Lesson objectives	Learners will be able to: - Identify direct speech and reported speech. - Learn the tense changes we use in reported speech. - Practise changing direct speech into reported speech
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to quickly read (scan) the text for examples of said and told.

Ask students what word often comes after said (that).

Ex: 1 P: 85

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students complete the direct speech and the reported speech in the text. How does the tense change? Complete the table and rules.

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

“Good job!

Well done!”

Pictures

Give students time to work individually to complete the table.

In a weaker class, walk round checking students’ progress and give help where needed.

In a stronger class, get students to write down examples of the tense changes.

When students have finished completing the table, ask them to complete the rules on the right side of the page

Ex: 2 P:85

Allow students time to complete the sentences. Walk round and remind students to refer to the RULES box if they are having difficulty.

Ex: 3 P:85

Check that students know what to do by going through the example and eliciting the changes that have been made: we to they, can’t to couldn’t, adding that

In a weaker class, put students into pairs to do the exercise. Go round the class and check each pair can make the changes following the example.

In a stronger class, students can work individually then check their answers in pairs.

Go through the answers with the class and write the complete sentences on the board.

ANSWERS:

present simple - past simple

present continuous- past continuous

present perfect - past perfect

past simple - past perfect

will - would

1 past 2 pronouns 3 say

Students complete the sentences with said or told.

ANSWERS:

1 told

2 said

3 told

4 said

5 said

Students rewrite the sentences using reported speech.

ANWERS:

1 Assel told us that she was writing a book about the travels of the Moroccan explorer Ibn Battuta.

2 Ilyas and Maxim said that they always read online reviews before they booked a holiday.

3 Jake said that he had never tried koumiss before.

4 The reporter said that about five million people had travelled to Kazakhstan in 2017.

5 The tourists said that they would buy some souvenirs from the bazaar.

6 Yerzhan told his sister that he had lost the guidebook that she had given to him.

Descriptor:

- complete the direct speech and the reported speech in the text

Descriptor:

- complete the sentences

- use said or told.

Make CCQ questions

Yes / No

Descriptor:

- rewrite the sentences

- use reported speech.

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit 7 Travel and transport		Lesson 75
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Apologizing and explaining
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 5. 1 communicate with classmates to plan and create priorities, partner, discuss, and agree on educational tasks;
Lesson objectives	Learners will be able to: - Listen to a dialogue in which people apologize and explain. - Learn phrases for apologizing and explaining. - Practise apologizing and explaining.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the words apology and apologize on the board and elicit the difference between the two words (apology is the noun, and apologize is the verb). Check students’ pronunciation of both words.

Ask students to think of last time they apologized. Who did they apologize to and what did they apologize for?

Ex: 1 P: 86

Ask students to say what they can see in the photo. Encourage them to describe Jane’s and Mark’s face and body language and use this to guess the situation.

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students look at the photo. How do you think Jane is feeling?

ANSWERS:

Jane is not looking at Mark and her facial expression suggests she is not happy. Mark is looking sympathetic or apologetic with his hand on Jane’s arm.

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

“Good job!

Well done!”

Descriptor:

- look at the photo. How do you think Jane is feeling?\

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:86

• Tell students to listen to the conversation between Jane and Mark to understand the situation and find out why Mark didn’t call Jane.

• Play the CD without stopping and get students to discuss their answers before checking with the whole class.

Ex: 3 P:86

Draw students’ attention to KEY PHRASES box and point out the five gaps in the phrases. Ensure that students understand they need to use the words in the box in exercise 3 to complete the gaps. Give them a few a few minutes to complete the phrases and then play the CD again so that they can check their answers. Get individual students to say each phrase. Model and correct students’ pronunciation as necessary.

Students listen to the dialogue. Why didn’t Mark call Jane?

ANSWERS:

Mark couldn’t call Jane because he hadn’t charged his phone. He had lost the helmet Jane bought him and broke his skateboard.

Students complete the key phrases with the words in the box. Who says them? Listen and check.

ANSWERS:

1 mean (Mark)

2 don’t (Mark)

3 sorry (Mark)

4 worry (Mark)

5 happen (Mark

Descriptor:

- complete the key phrases with the words in the box. Who says them?

Make CCQ questions

Yes / No

Descriptor:

- complete the key phrases with the words in the box. Who says them?

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit 7 Travel and transport		Lesson 76
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	A memorable journey
Learning objectives	8. 4. 5. 1 to determine the main idea from the context of short and some long texts within the framework of various familiar general and educational topics; 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;
Lesson objectives	Learners will be able to: - Study a text that tells a story. - Learn time phrases with prepositions. - Practise time phrases in direct and reported speech.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write Bayanaul and Lake Zhasybay on the board and ask them what they know about these places – what there is to see and do, where it is, etc. Ask if these are good places to go to on a school trip.

Ex: 1 P: 87

Ask students the questions about school trips and encourage them to give details of places and times.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

Students answer the questions. Do you enjoy going on school trips? What trips have you been on recently?

ANSWERS:

Students own answers

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

“Good job!

Well done!”

Ex: 2 P:87

Read the title of the text and look at the picture with the class. Ask students to describe what they can see in photo.

Students then read the text and look for any sentences or phrases that suggest whether the reader enjoyed the trip or not.

Check answers as a class and ask students to read the relevant phrases out loud.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P:87

Focus students’ attention on the Key Phrases box.

In a stronger class, get students to complete the phrases before they check the text for the answers

Students read the story. Did the writer enjoy the trip?

ANSWERS:

Yes, the writer enjoyed the trip. Key sentences and phrases:

I was very excited, amazing, beautiful, I was tired but really happy, I learnt a lot, made some new friends.

Students complete the key phrases with the correct prepositions. Then read the model text.

ANSWERS:

1 from

2 to

3 by

4 on

5 By

6 A

Descriptor:

- answer the questions.

- complete the key phrases

Make CCQ questions

Yes / No

Descriptor:

- complete the key phrases

- read the model text.

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit 7 Travel and transport		Lesson 77
Teacher name:
School
Date:
Grade: 8		Number present:	absent:
Lesson title	My country: Almaty Metro: Going underground
Learning objectives	8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently; 8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics 8. 5. 3. 1 write various
Lesson objectives	Learners will be able to: - Study a text about the metro system in Astana. - Learn adjectives to describe a transport system. - Review the use of the present simple to talk about timetables and schedules. - Practise prepositions off, at, in.
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

Presentation part.

35 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Draw students’ attention to the photo and ask them where they think it is and what their opinion is – what do they like or dislike about it?

Ex: 1 P: 87

Ask students if they ever use the metro system or trains to other cities. Get them to think of adjectives to describe the trains and the system, for example, quiet or noisy, on time or late, etc

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

Students match adjectives in the box with their opposites. Which adjectives would you use to describe the transport system in your town or city?

ANSWERS:

1 convenient

2 safe

3 comfortable

4 cheap

5 fast

6 reliable

7 clean

8 modern

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

“Good job!

Well done!”

Descriptor:

- match adjectives in the box with their opposites.

Pictures

.When the students have matched the words with the opposite meaning, go through the answers making sure students can pronounce the words correctly. Drill the longer words if necessary.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:87

Tell students to follow the text as you play the CD. They should listen only to check whether the sentences are true or false.

In a stronger class, play the CD straight through.

Ex: 3 P:87

Read through the sentences with students and then give them a few minutes to complete the rules.

Ask students to think of other examples of using the present simple, for example, ‘This class ends at …’

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

ANSWERS:

1 true

2 false – In future, the Almaty Metro will have 45 kilometres of track.

3 false – Yeldos said that the trains were always on time.

4 true

5 false – Tolkyn said she liked all the stations

Students study the sentence below then choose the correct words to complete the rules.

ANSWERS:

1 present

2 time

Descriptor:

- read and listen to the text.

- write true or false

Descriptor:

- study the sentence

- choose the correct words

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and transport		Lesson
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	CLIL Language and literature: Adventure stories
Learning objectives	8. 4. 4. 1 read long texts in various fiction and non-fiction literature within the framework of familiar and some unfamiliar general and educational topics; 8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;
Lesson objectives	Learners will be able to: - Understand an extract from a classic work of literature. - Review the use of prepositions. \ - Discuss an adventure story and analyse the style and content
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to talk about books they have read recently, giving details of the author, the characters, and the story. Ask if the story was written in the first person (‘I was born in … I went to school …’ etc.) or the third person (‘Yeldos was born in … he went to school …’ etc.)

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:88

Ask students to describe what they can see in the photo and guess where and when the story is set and who the characters are.

Get students to read the summary and answer the question. Note that there are two parts to the answer, one for Huckleberry and one for Jim.

Ex: 2 P:88

Ask students to read the text again and put the prepositions from the box into the correct sentences. •Make it clear to students that each preposition can be used in two sentences.

Play the audio for students to check answers.

9 to 10 out 11 of 12 at 13 off 14 in)

Ex: 3 P:88

Ask students to read the text one more time to check their detailed understanding of the story.

Students look at the photo from a film adaptation of an American novel, then read the summary below. Why do Huckleberry Finn Jim decide to go on journey?

Answers:

Huckleberry is running away from his father and Jim is a runaway slave that people are looking for

Students complete the text with the prepositions in the box. Use each preposition twice. Then read and listen to the text.

Answers:

1 on

2 On

3 to

4 in

5 of

6 at

7 off

8 out

Students read the text again and write true, false or don’t know

Answers:

1 false

2 true

3 false

4 don’t know

5 don’t know

6 true

7 false

8 false

Descriptor:

- work in groups

- read the text

-discuss about text

Descriptor:

- complete the text with the prepositions

- read and listen to the text

Descriptor:

- read the text again

- write true, false or don’t know

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and transport		Lesson 79
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Summative Assessment for term 3
Learning objectives	8.1.8.1 develop intercultural awareness through reading and discussion 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 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
Lesson objectives	Learners will be able to:
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students to recall the previous lesson (Speaking, page 86) and elicit what they remember about the scenario.

• Ask: Where was the woman? (In a shop.) What was she doing? (Returning a record.) What did she want? (To change it.) Did she get what she wanted?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

LISTENING

Task. Listen to five people talking about different celebrations. Match the halves of the sentences (1-4) with the opinions (A-F) to make true sentences. ONE argument is extra. CD3 Tapescript3

Task. Choose and circle the correct answer A, B or C

READING

Task. Paraphrase the given sentences so it has similar meaning. Use the given beginnings of sentences. Example, No kitchen was needed to prepare popcorn. Preparation _________________________. Answer, Preparation of popcorn did not need any kitchen

Task. Answer the questions.

5. Why have cinemas sold popcorn since the 19th century?

6. Why cannot popcorn be dissapperead from cinemas?

WRITING

Choose ONE of the topics and write.

Topic 1. You are a blogger who shares with own experience. Write a story about a concert you have been to. Include the following information in your review:.

The concert; when? / where?

The band: people in the band/ kind of music/ songs played

The audience: how many people / their reaction

Problems: the music/ the sound quality/ the time

Suggestions: different place / different time / different kind of music

SPEAKING

Task. You are given questions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say.

Students Listen to five people talking about different celebrations then match

Descriptor:

- listen and match

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students

Descriptor:

- Paraphrase the given sentences so it has similar meaning

Differentiation by support

Less motivated learners will be given prompts to find the correct location of the text() paragraphs

Students choose ONE of the topics and write.

Descriptor:

- Write a story about a concert

Differentiation by support

Less motivated learners will be given prompts to find the correct location of the text() paragraphs

-can match the halves of the sentences

Total: 1 point

-can paraphrase the given sentences

Total: 1 point

-can write a story about a concert

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and transport		Lesson
School
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Review unit 7
Learning objectives	8.3.8.1 recount some extended stories and events on a range of general and curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
Lesson objectives	Learners will be able to: - Use verbs to do with travelling and transport -Use vocabulary with prepositions by, off, in and on. -Identify direct speech and reported speech.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Focus students’ attention on the picture. Ask them what sort of story they think the text is. (A folk tale)

• Ask them what sort of things usually happen in such stories. (There’s often romance, a search for something that involves a long journey, or a problem to be overcome. There is also often a sense of good versus bad.)

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:90

Students use their dictionaries to check the meaning of the words in the box and write the words in the correct part of the table. Encourage students to work individually, then compare answers in pairs.

Ex: 2 P:90

Ask students if they know the story of Kyz-Zhibek and what they know about it. Focus students’ attention on the questions and give them a minute to read them before you play the recording for them to listen to while they read.

Students work through the answers in pairs.

Check answers as a class. Ask students what they think about the story and whether they prefer stories with happy or sad endings.

Answers:

(1 It was first told in the 16th century. 2 Bararbai and his wife had 11 children. 3 Tulgen went on a long journey because he wanted to meet and marry Kyz-Zhibek. 4 When Tulgen met Kyz-Zhibek they fell in love. 5 He wanted to marry Kyz-Zhibek and challenged Tulgen to a fight. 6 She killed herself..)

Ex: 3 P:90

• Focus students on the blue words in the text. Ask a couple of students to read them out.

• Students complete the sentences in the exercise.

Answers:

1 north 2 war 3 son 4 thunder 5 goddess

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students work in pairs. Make a list of the folktale names and the main characters. Which folktales do you know?

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students read and listen to the story. Answer the question

Answers:

Students’ own answers

Students find the phrases in blue the story and complete the sentences. Then complete the rules.

Descriptor:

- find the phrases in blue

- complete the sentences.

Differentiation by support

Less motivated learners will be given prompts to find the correct location of the text() paragraphs

Descriptor:

- work in pairs

- make a list of the folktale names

Total: 1 point

Descriptor:

-listen the dialogue

-answer the question

Total: 1 point

-can find phrases in blue the story

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Short term plan: term 3

Unit 7 Travel and transport		Lesson 83
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	A travel brochure
Learning objectives	8.4.8.1 use familiar and some unfamiliar paper and digital reference resources 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
Lesson objectives	Learners will be able to: • Practise reading in a wider range of genres. • Consolidate the language of the units in a personalized context. • Writing an original text.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Lead – In

• Ask the class how many students went on holiday last year. Where did they go? • Ask those students who went on holiday whether they were involved in the planning of the trip? Did they make suggestions? Did their parents ask them where they wanted to go? • Ask students where they would look to find out information about holidays and write ideas on the board. • Explain that they are going to produce a travel brochure of their own

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:91

• Ask students to briefly read (skim) the texts and say if they have visited any of the locations.

• Encourage them to talk about their visits to these places and give details about when, how long, who with, what they did, etc.

Ex: 2 P:91

• Students can work in pairs or small groups.

• Ask the students to read the Project Checklist and follow the instructions. They will need access to a library and / or the internet and preferably a printer.

• Visit each pair or group as they are working and ask for updates on the project. Make sure they are following the stages.

• The end result should be one-page brochure with three short texts and three photos or illustrations following the model in exercise 1.

Ex: 3 P:91

• Students share their brochures with the class. They can either read them out, or you can display them on a wall.

• Encourage students to read/listen carefully then have a class vote on which holiday is the most popular.

Students look at the photos and read the travel brochure. Answer the question

ANSWER

Students own answer

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students make a travel brochure about another region in your country. Follow the steps in the project.

ANSWER

Students own answer

Students share your travel brochure with the rest of the class.

ANSWER

Students own answer

Descriptor:

- look at the photos

- read the travel brochure

Total: 1 point

Descriptor:

- make a travel brochure about another region

-follow the steps in the project

Total: 1 point

Descriptor:

- share your travel brochure

- read/listen carefully

Total: 1 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

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

Poster

ЖИ арқылы жасау

Жариялаған:

Ағылшын тілі пәні мұғалімі

09 Қаңтар 2025

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Lesson plan "English plus 8"

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру