My future

Материал туралы қысқаша түсінік

Мұғалімдерге

Туйебаева Жумай Магзамовна

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

15 Қараша 2018

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жүктеп алып көруге болады

Short term plan 1

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Everyday objects
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics.
Lesson objectives		All learners will be able to:
		Pronounce and name everyday objects, numbers. Recognize and use expressions of quantity.
		Most learners will be able to:
		Answer the questions about human consumers. Do exercises with expressions of quantity.
		Some learners will be able to:
		Speak fluently about quantities of things people use.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Previously learned vocabulary on the topic "Everyday objects".
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.8. Answering questions. 1. What items do you use every day? 2. How can people create less rubbish? (People can create less rubbish by recycling more and buying items with less packaging.) 3. Do you think it's important to protect the environment? Why? (Yes, so that future generations can enjoy the planet.)
Main Activities	Ex.1 p.8. Word and picture matching activity. Answers: 1) a can of fizzy drink 2) a bottle of shampoo 3) a roll of toilet paper 4) a box of washing powder 5) a packet of crisps 6) a bag of apples 7) a bar of chocolate 8) a jar of coffee 9) a tube of toothpaste 10) a carton of juice Ex.2 p.8. Brainstorming. Ex.3 p.8. Recognizing vocabulary. Completing questionnaire. Ex.4 p.8. Comparing answers. Answers: 1) 628; 1.700 2) 4.8; 9.8 3) 198; 656 4) Ex.5 p.8. Table completion. Answers: 1) uncountable 2) countable d) countable 4) uncountable 5) uncountable 6) uncountable, countable, uncountable 7) countable, uncountable 8) countable, uncountable Uncountable nouns: 2) much 3) a lot of 4) some Countable nouns: 1) not many 5) not any Ex.6 p.8. Ticking off items. Answers: 1) much 2) many 3) some 4) much 5) any 6) any Ex.7 p.8. Asking and answering questions. Answers: 1) Do you eat much pasta each week? How much? 2) Do you walk many konometers every month? How many? 3) Are there many books in the school library? How many?			CD CD CD
	4) Do you use a lot of toothpaste each year? How much? 5) Do you drink much milk every week? How much? 6) Do you say many words every day? How much? Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.8. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context. Descriptor: A learner: uses the topical vocabulary while talking about quantities of things people use; completes the task with proper quantifiers. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 2

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reading: The 'no impact' family.
Learning objectives(s) that this lesson is contributing to		8.C9 use imagination to express thoughts, ideas, experiences and feelings. 8.S3 give an opinion at discourse level on a wide range of general and curricular topics. 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.
Lesson objectives		All learners will be able to:
		Identify the meaning of the text about a family that wants to reduce its impact on the environment.
		Most learners will be able to:
		Synthesize information from the reading passage for a discussion.
		Some learners will be able to:
		Discuss and give their opinions about an alternative lifestyle using own words.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Everyday objects vocabulary, numbers, expression of quantity.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Perception of different global problems, such as impact on the environment, in learners' own country and around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.10. Prediction based on the title, pictures. True/false statements. Answers: 1) True 2) False 3) True 4) True 5) False 6) True
Main Activities	Ex.2 p.10. Text completion. Answers: 1) b 2) e 3) c 4) a Ex.3 p.10. Word formation activity. Answers: 1) shopping 2) bed 3) washes More compound nouns in the text: Toilet paper, dishwasher, light bulb, bathroom, shampoo bottles, toothpaste, second-hand things, plastic bags, takeaway food, plastic cub, plastic pots, lifestyle. Ex.4 p.10. Gap-filling. Answers: 1) ice 2) birthday 3) shopping 4) washing 5) kitchen 6) chicken Ex.5 p.10. Discussion task.			CD
Ending the lesson	Giving the hometask. WB p.12. Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Convey opinions, notion, experiences and feelings creatively. Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Descriptor: A learner: uses imagination to express thoughts, ideas, experiences and feelings. presents his/her information to the class. completes sentences with right phrases. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 3

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Language focus: Relative pronouns.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others. 8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics.
Lesson objectives		All learners will be able to:
		Identify the difference between the sentences with who, where, why and which.
		Most learners will be able to:
		Produce the sentences with who, where, why and which.
		Some learners will be able to:
		Apply the sentences with who, where, why and which fluently.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Learning some subject-specific vocabulary and reading about an alternative lifestyle.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Be aware of global problems as global citizens.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.11. Recognition exercise. Answers: 1) who 2) where 3) which 4) why Rules 1) people 2) places 3) things 4) reasons
Main Activities	Ex.2 p.11. Substitution drill (Blank-filling). Answers: 1) which 2) where 3) which 4) where 5) which 6) who 7) why Ex.3 p.11. Sentence completion task. Answers: 1) where 2) which 3) who 4) which 5) who 6) which Ex.4 p.11. Creative exercise. Extra task. Creative exercise.
Ending the lesson	Giving the hometask. WB p.9. Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Demonstrate an ability to organize and express ideas clearly. Differentiate between relative pronouns including who, which, where, why. Descriptor: A learner: presents information clearly. completes sentences with reflexive pronouns. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 4

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Pollution and the environment.
Learning objectives(s) that this lesson is contributing to		8.C2 use speaking and listening skills to provide sensitive feedback to peers. 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics. 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
Lesson objectives		All learners will be able to:
		Recognize and use vocabulary relating to the environment. Identify the meaning of the programme about an environmental problems.
		Most learners will be able to:
		Use speaking and listening skills to solve problems cooperatively.
		Some learners will be able to:
		Discuss and give their opinions using own words.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Relative pronouns.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Be aware of global problems as global citizens.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. What things do you already do to help the environment? What other things can people do to help the environment? Can the individual make a big difference?
Main Activities	Ex.1 p.12. Conveying the meaning of new words. Use of dictionaries. Answers: 1) throw away 2) reuse 3) recycle 4) destroy 5) burn 6) poisons 7) bury Ex.2 p.12. Pair work. Asking and answering questions. Ex.3 p.12. Identifying the topic. Using pictures related to the text for prediction. Sequencing events. Answers: b, d, a, c Ex.4 p.12. Answering true/false questions. Answers: 1) False. The speaker is the presenter of SOS Environment. 2) True. 3) False. She was shocked when she saw how many creatures, were dying because of all the plastic in the sea. 4) True. 5) False. None of the shops give plastic bags. 6) True. Ex.5 p.12. Listening for specific information. Ticking off items. Answers: Cardboard boxes, plastic bags, washing powder, paper bags, plastic sandwich boxes. Ex.6 p.12. Speaking in a form of discussion.			CD CD CD CD CD
Ending the lesson	Giving the hometask. WB p.10. Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Give feedback to others orally. Identify facts and details in extended talks with little support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor: A learner: gives constructive feedback to classmate. identifies sentences as True and False. uses appropriate subject-specific vocabulary while speaking. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 6

Term 1

Unit 1 "Our world"

School:

Date:______.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Language focus: Relative pronouns.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others.

8.UE12 use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

Differentiate the sentences with too, too much, too many, enough, not enough.

Most learners will be able to:

Produce the sentences with too, too much, too many, enough, not enough.

Some learners will be able to:

Apply the sentences with too, too much, too many, enough, not enough fluently.

Value links

Healthy lifestyle.

Cross curricular links

Medicine, Dietology.

Previous learning

Listening to a programme about environmental problems.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Development of the ability to understand different cultural contexts and viewpoints expressed while speaking.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.13. Recognition exercise.

Answers:

1) uncountable nouns

2) countable nouns

3) adjectives

Main Activities

Ex.2 p.13. Sentence completion task.

Answers:

1) too

2) too much

3) too many

4) too much

5) too many

6) too

7) too many, too much

Ex.3 p.13. Recognition exercise.

Ex.4 p.13. Asking and answering questions.

Answers:

1) Is this pizza big enough? Yes, it's big enough.

2) Are there enough apples? There are too many apples.

3) Have we got enough drinks? No, we haven't got enough drinks.

4) Is this soup hot enough? No, it's cold.

5) Have we got enough sandwiches? Yes, we've got a lot.

6) Is this coffee strong enough? Yes, the coffee's really strong.

Ex.5 p.13. Creative exercise.

Answers:

We've got enough soap.

We've got too many packets of crisps.

We haven't got enough apples.

We've got too many pizzas.

We've got enough bottles of water.

We've got too much juice.

We haven't got enough bread.

Ex.6 p.13. Speaking in a form of a dialogue.

Extra task. Creative exercise.

Ending the lesson

Giving the hometask. WB p.11.

Self-assessment.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Demonstrate an ability to organize and express ideas clearly.
Apply pre-verbal, post-verbal and end-position adverbs accurately.

Descriptor:

A learner:

presents information clearly.
applies the rule for pre-verbal, post-verbal and end-position adverbs and their usage.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 7

Term 1

Unit 1 "Our world"

School:

Date:______.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Offering and asking for help.

Learning objectives(s) that this lesson is contributing to

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

Lesson objectives

All learners will be able to:

Understand the main ideas of the dialogue in which people offer and ask for help while listening.
Recognize key phrases for offering and asking for help in dialogue.
Act situations offering and asking for help.

Most learners will be able to:

Understand details in listening extracts.
Use topic related vocabulary in their dialogues.
Create their own dialogues based on the given situations and act.

Some learners will be able to:

Understand detailed information from the dialogues while listening.
Apply topic related vocabulary in speech fluently.

Create their own dialogues on the topic without support and act.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular links

Ecology, Dietology.

Previous learning

Talking about eating habits.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to understand that people should respect each other.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Do you organize events with our friends?
Imagine you want to organize a party or barbecue with some friends. What things do you need to plan?
Will one person do everything or will you ask your friends for help?

Main Activities

Ex.1 p.14. Identifying the topic. Predicting based on the picture.

Answers:

Lucy and Adam are preparing a barbecue.

Ex.2 p.14. Gist listening.

Answers:

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

Ex.3 p.14. Sentence completion task. Role-play.

Answers:

1) help you with anything? (offering help)

2) get a few cartons of juice or something? (offering help)

3) get a bag of ice, too. (offering help)

4) get some? (asking for help)

5) see what they've got. (offering help)

Ex.4 p.14. Pronunciation practice.

Ex.5 p.14. Creative exercise.

Answers:

1) clean it

2) help you

3) come with you

4) be quite

5) buy some more

6) call him

Ex.6 p.14. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.14

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Identify the main idea in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

selects an appropriate answer.
completes the task.
uses appropriate subject-specific vocabulary while speaking.
discusses questions and answers the questions within the group.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 8

Term 1

Unit 1 "Our world"

School:

Date:______.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: An environmental problem.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics.

Lesson objectives

All learners will be able to:

Understand the general writing structure of an email about an environmental problem.
Recognize and use key phrases for writing about a problem.

Most learners will be able to:

Write an email to a newspaper in accordance with email structure.

Some learners will be able to:

Express their ideas in writing an email about an environmental problem.

Value links

Being environmentally conscious/friendly, actively providing solutions to global problems.

Cross curricular links

Ecology.

Previous learning

Practice offering and asking for help.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Perception of different global problems, such as dirty beaches, in their own country and around the world

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Discovery activity.

Ask students:

What environmental problems are there in your town?
What do you do if you notice an environmental problem in your area?
What Rebecca Hosking did when she noticed the problem with plastic bags (p.12)?

Main Activities

Ex.1 p.15. Using pictures related to the text for prediction.

Reading for gist. Answering multiple-choice questions.

Answers:

1) b

2) b

3) b

4) b

Ex.2 p.15. Recognition exercise.

Answers:

I'm writing because ...

I think there are possibly (two) reasons for this.

We must do something about ...

Ex.3 p.15. Matching activity.

Answers:

1) d: because

2) a: so

3) e: so

4) c; because

5) b: because

Ex.4 p.15. Writing guide.

Ending the lesson

Giving the hometask. WB p.13.

Self-assessment.

Rubric

Category	4	3	2	1
Ideas	All ideas were expressed in a clear and organized way. It was easy to figure out what the email was about.	Most ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the email was about.	The email seemed to be a collection of unrelated sentences. It was very difficult to figure out what the email was about.
Format	Complies with all the requirements for an email.	Complies with most of the requirements for an email.	Complies with several of the requirements for an email.	Complies with few of the requirements for an email.
Sentences and Paragraphs	Sentences and paragraphs are complete, well-constructed and of varied structure.	Most sentences are complete and well-constructed. Paragraphing is generally done well.	Some sentences are complete and well-constructed. Paragraphing needs some work.	Many sentence fragments or run-on sentences and paragraphing needs lots of work.
Grammar & spelling	Writer makes few or no errors in grammar or spelling.	Writer makes some errors in grammar and/or spelling but the errors do not impede understanding.	Writer makes quite a lot of errors in grammar and/or spelling	Writer makes very frequent errors in grammar and/or spelling.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Consider different perspectives on the world in a written form.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:

A learner:

uses appropriate subject-specific vocabulary.
writes an email with introduction, main body and conclusion.
includes examples and reasons where necessary.

Observation
Feedback on the work
Self-assessment (rubric)

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 9

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Our world.
Learning objectives(s) that this lesson is contributing to		8.C8 develop intercultural awareness through reading and discussion. 8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics. 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.
Lesson objectives		All learners will be able to:
		Recognize and use verbs connected with the environment, phrases to talk about quantity. Identify the meaning of the text about an environmental problem in Kazakhstan.
		Most learners will be able to:
		Use speaking and listening skills to solve problems cooperatively.
		Some learners will be able to:
		Discuss and give their opinions about local environmental problems using own words.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Writing an email about an environmental problem.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare environmental problems in Kazakhstan and other countries.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion. Where do you think it is? Do you know of any problems associated with Aral sea? Think of any other environmental problems and their causes.
Main Activities	Ex.1 p.16. Conveying the meaning of new words. Use of dictionaries. Reading for detailed comprehension. Gap filling activity. Answers: 1) irrigate 2) shrink 3) split 4) restore 5) flow 6) increase Ex.2 p.16. Justifying true/false statements with reference to the text. Answers: 1) F - It was one of the largest lakes in the world. 2) F - It's in Kazakhstan. 3) T 4) F - A small number of freshwater fish species have returned. 5) T Ex.3 p.16. Recognition exercise. Answers: 1) uncountable 2) two 3) two 4) countable 5) 100 percent 6) more than enough Ex.4 p.16. Ticking off items. Answers: 1) amount 2) plenty 3) Both 4) several 5) all Ex.5 p.16. Speaking about local environmental problems in a form of discussion.			CD CD
Ending the lesson	Giving the hometask. Poster "An environmental problem in my country" “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Raise awareness about cultural diversity through reading and discussion. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context. Demonstrate the ability to participate in a conversation. Descriptor: A learner: recalls some events based on his/her own experience. completes the task with proper quantifiers. discusses questions and answers the questions within the group. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 10

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: Geography. An environmental problem.
Learning objectives(s) that this lesson is contributing to		8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use vocabulary to do with sustainable development. Identify the meaning of the text about sustainable development. Understand the general writing structure.
		Most learners will be able to:
		Write a letter about an environmental problem in accordance with the structure.
		Some learners will be able to:
		Express their ideas about environmental problems and solutions in writing task.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Reading an article about an environmental problem in Kazakhstan.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Be aware of global problems as global citizens.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Cluster - Sustainable development.
Main Activities	Ex.1 p.17. Conveying the meaning of new words. Use of dictionaries. Ex.2 p.17. Skimming. Text completion. Answers: 1) environment 2) solutions 3) recycles 4) community 5) facilities 6) save Ex.3 p.17. Justifying true/false statements with reference to the text. Answers: 1) False. The leaders of more than 100 countries met at the Earth Summit. 2) True. 3) True. 4) False. It is easy for individuals to do something small every day to contribute to Local Agenda 21. 5) True. 6) False. People need their local councils to provide good facilities, such as recycling and public transport. Ex.4 p.17. Problem-solving task. Ex.5 p.17. Writing practice.			CD
Ending the lesson	Giving the hometask. SB ex.5 p.17 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider different perspectives on the world in a written form. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics Evolve arguments, reasons, and evidence for a limited range of written genres. Descriptor: A learner: uses appropriate subject-specific vocabulary. chooses the right answer. writes a letter with introduction, main body and conclusion. includes examples and reasons where necessary. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 12

Term 1 Unit 1 "Our world"			School:
Date:______.09.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 1. Project: A blog.
Learning objectives(s) that this lesson is contributing to		8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives		All learners will be able to:
		Revise taught material. Analyze the elements of a blog structure with support. Plan, write and edit a blog about making your city a better place with support.
		Most learners will be able to:
		Demonstrate learned vocabulary about environmental problems with sure. Analyze the elements of a blog structure with minimal support. Plan, write and edit a blog about making your city a better place with minimal support.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy. Analyze the elements of a blog structure without support. Plan, write and edit a blog about making your city a better place without support.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Ecology.
Previous learning		Reading an article about an environmental problem in Kazakhstan.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Be aware of global problems as global citizens.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.18. Substitution drill. Answers: 1) a bottle 2) a roll 3) a tube 4) a bar 5) a tin/ a can 6) a jar 7) a packet 8) a can Ex.2 p.19. Blank-filling. Answers: 1) throw away, recycle 2) save 3) pollute 4) poisons 5) burn 6) bury 7) waste Ex.3 p.19. Ticking off items. Answers: 1) many 2) too many 3) many 4) a lot of 5) any 6) enough 7) many 8) too many 9) fast enough 10) enough Ex.4 p.19. Matching task. Answers: 1) who e 2) which c 3) where a 4) why f 5) who d 6) which b Ex.5 p.19. Sentence completion task. Answers: 1) How much 2) a lot 3) if you want 4) that's fine 5) some Ex.6 p.19. Gist listening. Answering true/false questions. Answers: 1) False. She is interviewing Joe, who read Colin Beavan's book. 2) True. 3) False. He buys bananas. 4) False. He buys fruit and vegetables from farmers' markets. He still gets some things from the supermarket. 5) True. 6) False. He walks and travels by bus. Ex.1 p.19. Identifying the topic. What a blog is? Why do people write them? Using pictures related to the text for discussion. Skimming. Taking notes. Answers: Walking to school instead of going by car; donated books to local library; planted tulips; put up a bird feeder; cleaned park with friends. Ex.2 p.19. Brainstorming. Writing practice. Ex.3 p.19. Feedback on the project.			CD
Ending the lesson	Giving the hometask. WB p.14-15 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Make a clear plan of writing; Create a blog; Check the written draft. Descriptor: A learner: writes an appropriate information; writes and edits the work. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 13

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			The Internet.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to:
		Apply nouns and verbs to do with the internet in speech. Recognize the theme about daily life online. Use the affirmative and negative forms of the present perfect in simple sentences.
		Most learners will be able to:
		Discuss and give opinions about internet usage. Demonstrate the ability to write grammatically correct sentences on the affirmative and negative forms of the present perfect.
		Some learners will be able to:
		Express ideas about own experiences building extended sentences.
Value links		Technology literacy.
Cross curricular links		Information technology.
Previous learning		A blog about making the city a better place.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare internet usage in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.20. Answering questions. 1. How often do you use the internet? What do you use it for? 2. Do you know any internet addicts? (Real addicts spend long hours on the internet and often feel tired, depressed and isolated) 3. What are the advantages and disadvantages of online shopping? (Advantages: more choice, cheaper prices. Disadvantages: you can't touch or feel the product, credit card fraud.)
Main Activities	Ex.1 p.20. Word formation activity. Table completion. Use of dictionaries. Answers: 1) download 2) share 3) message 4) blog 5) chat 6) play 7) search 8) use 10) attachment Ex.2 p.21. Discussing questionnaire. Ex.3 p.21. Asking and answering questions. Ex.4 p.21. Grammar presentation. Recognition exercise. Answers: 1) have 2) -ed 3) experiences Ex.5 p.21. Opening the brackets. Answers: 1) We've created a webpage for our school. 2) I haven't posted any messages this week. 3) She hasn't looked at my blog. 4) My friend had changed his email address. 5) I haven't chatted a lot today. 6) We haven't downloaded that programme. 7) The internet has changed the way we communicate. 8) I've ordered a look from an online shop. Ex.6 p.21. Creative exercise. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.16. Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Form simple perfect forms for recent, indefinite and unfinished past actions. 3. Write sentences about recent, indefinite and unfinished past actions connecting them into paragraphs. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. uses the simple perfect forms accurately. writes about recent, indefinite and unfinished past activities. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 14

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Internet addiction
Learning objectives(s) that this lesson is contributing to		8.S3 give an opinion at discourse level on a wide range of general and curricular topics. 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.
Lesson objectives		All learners will be able to:
		identify the meaning of the text about a virtual world and online computer games. practice verb and noun collocations by doing exercises and discussion.
		Most learners will be able to:
		provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility.
		Some learners will be able to:
		discuss a problem in groups about a virtual world and online computer games and suggest a solution for a problem.
Value links		Technology literacy.
Cross curricular links		Information technology.
Previous learning		Daily life online.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Perception of the risk of internet addiction among adolescents in learners' own country and around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.22. Predicting based on the title.
Main Activities	Ex.2 p.22. Matching headings with paragraphs. Answers: 1 d 2 a 3 e 4 b Online gamer: virtual world, Habbo, created avatars, bought clothes / furniture, fighting battle, ogres, play, World of Warcraft, play games online Do something about it: time to come back to real life, find some help, clinics, advice and cures A new identity: got another life, avatar, virtual world, Habbo, bought clothes / furniture, her avatar moves from place to place chatting, fighting battles with ogres, World of Warcraft Serious symptoms: spends all night on the net, time- consuming, obsessive, hasn't slept, hasn't eaten, on the internet for 48 hours non-stop or more than 100 hours a week, your idea of reality changes, tired, depressed, isolated, spent more time online than offline Ex.3 p.22. Text completion. Answers: 1) internet 2) virtual 3) plays games 4) сhat rooms 5) real 6) psychologists Ex.4 p.22. Vocabulary matching task. Answers: fight-battles recognize-a problem make-a sandwich feel-tired/depressed/isolated play-games spend-time Ex.5 p.22. Sentence completion. Answers: 1) recognize 2) feel 3) spend 4) plays 5) make 6) fight New collocations: turn on, feel angry, spend money, play the piano, make noise, recognize a person, fight enemies. Ex.6 p.22. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.20. Self-assessment. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt What they found easy What they found difficult Something they would like to learn in the future.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Descriptor: A learner: presents his/her information to the class. completes sentences with right phrases. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 15

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Present perfect: regular and irregular verbs

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others.

8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

recognize regular and irregular past participles.

Most learners will be able to:

identify use of the present perfect in a conversation.

Some learners will be able to:

apply the present perfect in a discussion.

Value links

Technology literacy.

Cross curricular links

Information technology.

Previous learning

Virtual world, online computer games and Internet addiction.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare internet usage in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.23. Brainstorming.

At the beginning of a topic learners create a grid with three columns – what they know; what they want to know; what they have learned. They start by brainstorming and filling in the first two columns and then return to the third at the end of the unit.

Answers:

Regular: join-joined, ruin-ruined.

Irregular: buy-bought, sleep-slept, eat-eaten, be-been, spend-spent.

Main Activities

Ex.2 p.23. Classifying verbs.

Answers:

Regular: stay-stayed, design-designed, play-played, visit-visited.

Irregular: have-had, find-found, sell-sold, write-written, speak-spoken, put-put, go-been/gone, make-made.

Ex.3 p.23. Ticking off items.

Answers:

	Mark	Mary	Paul
online war games	٧	X	٧
clothes online	X	٧	X
virtual world	X	٧	X
an avatar	X	٧	X
friends online	X	X	٧
DVDs and books	X	X	٧
all night	٧	X	٧

Ex.4 p.23. Creative exercise.

Ex.5 p.23. Speaking in a form of interview.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.17.

Self-assessment.

KWL

Know	Want to know	Learnt

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Demonstrate an ability to organize and express ideas clearly.
Form simple perfect forms for recent, indefinite and unfinished past actions.

Descriptor:

A learner:

selects useful information and plans the answer.
uses the simple perfect forms accurately.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 16

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Cybercrime.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
Lesson objectives		All learners will be able to:
		recognize and use vocabulary relating to cybercrime.
		Most learners will be able to:
		identify major concepts and ideas in a radio programme about cybercrime.
		Some learners will be able to:
		discuss problems with internet use.
Value links		Technology literacy.
Cross curricular links		Information technology.
Previous learning		Present perfect: regular and irregular verbs, internet usage.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Perception of the risk of cybercrime in learners' own country and around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk on the topic.
Main Activities	Ex.1 p.24. Conveying the meaning of new items. Use of dictionaries. Sentence completion. Answers: 1) inbox 2) spam filter 3) virus 4) firewall 5) phishing 6) password Ex.2 p.24. Skimming. Gist listening. Identifying the topic. Answers: 3 Ex.3 p.24. Answering multiple-choice questions. Answers: 1) a 2) c 3) b 4) a 5) a 6) c Ex.4 p.24. Discussion questions.			CD CD
Ending the lesson	Giving the hometask. WB p.18. Self-assessment. Summary sentence Ask learners to write one sentence to summarise what they know about the topic.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. chooses the right answers. discusses questions and answers the questions within the group. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 17

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Present perfect: questions
Learning objectives(s) that this lesson is contributing to		8.S2 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		recognize the question form of the present perfect.
		Most learners will be able to:
		ask and answer questions about experiences.
		Some learners will be able to:
		apply present perfect in speech fluently.
Value links		Technology literacy.
Cross curricular links		Information technology.
Previous learning		Talking about cybercrime, discussing problems with internet use.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare internet usage in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer students to text 2 in exercise 2 on page 24. Ask students to find verbs in the present perfect (Has ... ever had, Have ... received). Ask students what they notice about the word order in the present perfect questions (the auxiliary verb have usually come before the subject).
Main Activities	Ex.1 p.25. Sentence completion task. Answers: 1) attacked 2) Has 3) have 4) 's Ex.2 p.25. Information transfer (interrogative order). Answering questions. Answers: 1) What websites have you visited recently? 2) Have your friends downloaded any music recently? 3) Why have you put that photo on the internet? 4) Have you ever lost a computer file? 5) Has she ever visited a chat room? 6) What have they written on the message board? Ex.3 p.25. Asking and answering questions. Answers: 1) Have you read 2) Has a virus attached 3) Has you friend made 4) Have your grandparent used 5) Have you emailed 6) Has your teacher used Ex.4 p.25. Completion drill. Answers: 1) Have you made 2) Have you won 3) Have you created 4) have visited 5) Have you met 6) Have you stolen Ex.5 p.25. Making sentences. Answers: a) 3 b) 5 c) 1 d) 4 e) 2 Ex.6 p.25. Asking and answering questions. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.19. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Make up complex interrogative sentences to get information about the topic. Form simple perfect forms for recent, indefinite and unfinished past actions. Descriptor: A learner: asks a variety of questions. answers peer’s questions. uses the simple perfect forms accurately. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 18

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Online shopping.

Learning objectives(s) that this lesson is contributing to

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand the main ideas of the dialogue in which people talk about shopping online.
Recognize key phrases about online shopping.
Use can, could, may to talk about permission and make requests.

Most learners will be able to:

Understand details in listening extracts.
Use topic related vocabulary in their dialogues.
Create their own dialogues based on the given situations and act.

Some learners will be able to:

Understand detailed information from the dialogues while listening.
Apply topic related vocabulary in speech fluently.

Create their own dialogues on the topic without support and act.

Value links

Technology literacy.

Cross curricular links

Information technology.

Previous learning

Asking and answering questions about experiences using the present perfect.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare internet usage in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

What are the advantages and disadvantages of online shopping.

Main Activities

Ex.1 p.26. Picture description.

What's on Lucy's desk?
What has Lucy been doing on the computer?
What are Lucy and her mum talking about?
What's her mum's facial expression?
What's Lucy hand gesture?
How long has Lucy been using the computer?

Answers:

Lucy says she hasn't been on the computer for a long time.

Ex.2 p.26. Listening for specific information.

Answers:

Lucy want to buy an e-reader.

Ex.3 p.26. Gap-filling. Role-play.

Answers:

1) blowing

2) bargain

3) sold

4) reviews

5) include

6) payment

Ex.4 p.26. Recognition exercise.

Answers:

Could you ask me next time? (request)

May I order it? (request)

Can you order it today? (permission)

Ex.5 p.26. Making sentences.

Answers:

1) Can I ask you a questions?

2) Yes, of course you may.

3) Could you open the window, please?

4) No, you can't borrow my headphones.

5) May I use your phone?

Ex.6 p.26. Improvising a dialogue.

Ending the lesson

Giving the hometask. Essay "Advantages and disadvantages of online shopping"

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Identify the main idea in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Apply modal verbs for different purposes.

Descriptor:

A learner:

selects an appropriate answer
completes the task
uses appropriate subject-specific vocabulary
completes sentences using modal verbs.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 19

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A comment on a website.

Learning objectives(s) that this lesson is contributing to

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W6 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a comment on an internet forum.
Recognize and use key phrases for expressing opinions on an internet forum.

Most learners will be able to:

Write a comment for an internet forum using writing guide.

Some learners will be able to:

Express their ideas in writing a comment for an internet forum.

Value links

Technology literacy.

Cross curricular links

Information technology.

Previous learning

Talking about shopping online.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare internet usage in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Cluster "Internet forum". (Subjects people discuss on internet forums).

Main Activities

Ex.1 p.27. Reading for general understanding. Comprehension questions.

Answers:

1) The write is 15-year-old boy called Arystan.

2) The readers are other young people who use the internet.

3) The writer goes online every day.

4) Some of his friends are internet addicts.

5) The real problem is with the person, not with the activity they are addicted to.

Ex.2 p.27. Sentence completion.

Answers:

1) my

2) seen

3) problem

4) reason

Ex.3 p.27. Classifying words.

Answers:

Adding ideas: also, too

Contact: but, Although, However

Ex.4 p.27. Sentence completion.

Answers:

1) but

2) too

3) also

4) However

5) Although

6) but

Ex.5 p.27. Writing guide.

Ending the lesson

Giving the hometask. WB p.21.

Self-assessment.

How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why not?	3	2	1
I answered all parts of the question	3	2	1
I used paragraphs	3	2	1
I used linking words	3	2	1
I used a range of vocabulary and phrases	3	2	1
I checked my spelling and punctuation	3	2	1
I used the correct verb tenses	3	2	1
What I did well:
Something I think I need to work on next time:

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Connect sentences into paragraphs with basic connectors and linking words with some support.
Make a clear plan of writing; Write a comment; Check the written draft.

Descriptor:

A learner:

uses appropriate subject-specific vocabulary
illustrates the ability to link words into sentences and paragraphs.
writes an appropriate information.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 20

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Daily life and shopping.
Learning objectives(s) that this lesson is contributing to		8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE6 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use verbs connected with the environment, phrases to talk about quantity. Identify the meaning of the text about an environmental problem in Kazakhstan.
		Most learners will be able to:
		Use speaking and listening skills to solve problems cooperatively.
		Some learners will be able to:
		Discuss and give their opinions about local environmental problems using own words.
Value links		Global Citizenship.
Cross curricular links		Geography.
Previous learning		An opinion comment on a website.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare different types of shops in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Types of shops.
Main Activities	Ex.1 p.28. Conveying the meaning of new words. Use of dictionaries. Cluster. Answers: People: seller, customer Places: bazaar, flea market, mall, stall, bakery Things: sample, product Activities: buy, haggle, pay, offer, order. Ex.2 p.28. Listening for specific information. Answers: The shops in malls are open until late. You can often get discounts in the sales. There are a lot of cafes, bakeries and restaurants where you can order both local and international food. There are entertainment facilities. Ex.3 p.28. Recognition exercise. Answers: 1) everything 2) something 3) anywhere 4) no one Ex.4 p.28. Odd one out. Answers: 1) no one 2) anything 3) everywhere 4) anyone 5) somewhere Ex.5 p.28. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. SB ex.5 p.28. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Raise awareness about cultural diversity through reading and discussion. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate indefinite pronouns. Descriptor: A learner: recalls some events based on his/her own experience. uses the topical vocabulary. chooses indefinite pronouns correctly. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 21

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

CLIL: Technology: The internet - wikis.

Learning objectives(s) that this lesson is contributing to

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Recognize and use vocabulary about the internet and wikis.
Identify the meaning of the text about wikis and Wikipedia.
Understand the general writing structure.

Most learners will be able to:

Create a wiki with minimal support.

Some learners will be able to:

Create a wiki without support.

Value links

Technology literacy.

Cross curricular links

Information technology.

Previous learning

Shopping in Kazakhstan.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare internet usage in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Where do you look if you want to find information?
What types of website do you go to for information?
Do you use Wikipedia?
Do you believe all the information you find on Wikipedia?

Main Activities

Ex.1 p.29. Conveying the meaning of new words. Use of dictionaries.

Ex.2 p.29. Skimming.

Matching headings with paragraphs.

Answers:

Paragraph A - 4

Paragraph B - 1

Paragraph C - 3

Ex.3 p.29. Detailed reading. Comprehension questions.

Answers:

'Wiki' is the Hawaiian word for 'quick'.
Making changes that are wrong or offensive.
Nupedia is written by experts, but Wikipedia is written by ordinary people.
Wikipedia became an independent website.
There are no limits to the topics it covers. It contains information about the very latest things such as recent news events or advances in technology.
Because anyone can write and edit it.

Ex.4 p.29. Writing practice.

Ending the lesson

Giving the hometask. Create a wiki.

Peer-assessment.


Your text is interesting to read
Your text is well structured
Your English sounds fluent. You vary your sentences in length and structure
You know a lot of words
You spell the words right
Your text is grammatically correct and your sentences make sense

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Identify the main idea of text on unfamiliar and curricular topics.
Make a clear plan of writing; Create a wiki; Check the written draft.

Descriptor:

A learner:

chooses the right answer.

writes an appropriate information;

writes and edits the work.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 23

Term 1 Unit 2 "Daily life and shopping"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 2.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives
Lesson objectives		All learners will be able to:
		revise taught material.
		Most learners will be able to:
		demonstrate learned vocabulary about internet usage with sure. apply present perfect in writing.
		Some learners will be able to:
		use taught vocabulary and grammar with accuracy.
Value links		Technology literacy.
Cross curricular links		Information technology.
Previous learning		Wikis and Wikipedia.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare different types of shops in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.30. Gap-filling. Answers: email download message blog online games posted engines website Ex.2 p.30. Odd one out. Answers: hacker anti-virus software spam password virus a firewall Ex.3 p.30. Putting the words into context (writing sentences). Answers: My mum has created a blog. My friend has sent me a lot of emails. We haven't downloaded videos. I've played an online game once. My grandparents haven't used the internet. My friends have made money on the internet a few times. Ex.4 p.30. Asking and answering questions. Answers: 1) Has your mum ever created a blog? Yes, she has. 2) Has your friend ever sent you a lot of emails? Yes, he / she has. 3) Have you ever downloaded videos? No, we haven't. 4) Have you ever played an online game? Yes, I have. 5) Have your grandparents ever used the internet? No, they haven't. 6) Have your friends ever made money on the internet? Yes, they have. Ex.5 p.30. Matching task. Answers: 1) d 2) a 3) f 4) b 5) e 6) c Ex.6 p.30. Listening for global information. Gap-filling. Answers: 1) Canada 2) eighteen 3) two 4) customers 5) clean 6) polite 7) reviews 8) online 9) (very) careful 10) spam			CD
Ending the lesson	Giving the hometask. WB p.22 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner: makes evaluation of classmates’ answers. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 24

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Skills round-up 2.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand details in listening extract.
Use topic related vocabulary in their dialogues.

Most learners will be able to:

Create their own dialogues based on the given situations using some support and act.
Express their ideas in writing a comment on a festival website with some support.

Some learners will be able to:

Create their own dialogues on the topic without support and act.
Express their ideas in writing a comment on a festival website without support.

Value links

Technology literacy.

Cross curricular links

Information technology, Arts.

Previous learning

Review.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare different types of social events in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.31. Using pictures related to the text for discussion.

Answers:

1) A music festival

Main Activities

Ex.2 p.31. Listening for global information.

Answers:

Dilnaz went to the FourE festival last year.

Ex.3 p.31. Listening for specific information. Sentence completion.

Answers:

1) Almaty

2) art

3) online

4) tent

5) expensive

6) bread

7) bus

8) white

Ex.4-5 p.31. Speaking in a form of debate role-play.

Ex.6 p.31. Writing practice.

Ending the lesson

Giving the hometask. WB p.23

Self-assessment.

How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why not?	3	2	1
I answered all parts of the question	3	2	1
I used paragraphs	3	2	1
I used linking words	3	2	1
I used a range of vocabulary and phrases	3	2	1
I checked my spelling and punctuation	3	2	1
I used the correct verb tenses	3	2	1
What I did well:
Something I think I need to work on next time:

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
writes a comment including examples and reasons where necessary.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 25

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Television.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.S2 ask more complex questions to get information about a growing range of general topics and some curricular topics
Lesson objectives		All learners will be able to:
		Apply vocabulary to do with television and key phrases for comparing opinions. Use was/were, there was/there were.
		Most learners will be able to:
		Do a quiz on TV. Discuss and give opinions about TV.
		Some learners will be able to:
		Express opinions about TV building extended sentences. Create a TV quiz.
Value links		Information and media literacy.
Cross curricular links		Arts.
Previous learning		A music festival.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare popular TV programs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.32. Answering questions. 1. What's a reality show? (A reality show is a TV show which uses real people instead of actors). 2. How much TV do you watch? 3. What are the most popular TV programmes in your country? Free talk. What did you watch on TV last night? What are your favourite programmes?
Main Activities	Ex.1 p.32. Classifying words. Answers: 1) camera 2) remote control 3) character 4) participant 5) viewer 6) presenter 7) programme 8) show 9) channel 10) broadcast 11) advert 12) series Ex.2 p.32. Discussing questionnaire. Answers: 1) a 2) c 3) b 4) b 5) c 6) c 7) a 8) c Ex.3 p.32. Substitution drill. Answers: 1) my 2) with 3) don't 4) think 5) sure 6) so Ex.4 p.33. Expressing opinion. Ex.5 p.33. Sentence completion task. Answers: 1) was 2) wasn't 3) weren't 4) Was 5) was 6) were 7) was Ex.6 p.33. Blank-filling. Answers: 1) was 2) was 3) was 4) Was 5) wasn't 6) was 7) Were 8) weren't 9) were 10) weren't 11) wasn't 12) was Ex.7 p.33. Filling in gaps. Asking and answering questions. Answers: 1) What was 2) What were 3) Who were 4) How was 5) Were there Ex.8 p.33. Creating a TV quiz. Extra task. Writing practice.			CD CD
Ending the lesson	Giving the hometask. WB p.24. Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Make up complex interrogative sentences to get information about the topic. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. asks a variety of questions in order to get useful information. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 26

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reality TV
Learning objectives(s) that this lesson is contributing to		8.C7 develop and sustain a consistent argument when speaking or writing 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		identify the meaning of the text about reality TV. apply regular and irregular verbs.
		Most learners will be able to:
		discuss and give opinions about reality TV.
		Some learners will be able to:
		express ideas about reality TV building extended sentences.
Value links		Information and media literacy.
Cross curricular links		Social studies.
Previous learning		Exchanging opinions about TV.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare popular reality shows in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What does it mean "reality show"? What reality shows do you watch? Do you know any reality shows that are about teenagers? Would you like to go on a reality show?
Main Activities	Ex.1 p.34. Prediction based on the title, pictures. Skimming. Answers: C Ex.2 p.34. Detailed reading. Answering multiple-choice questions. Answers: 1) b 2) c 3) b 4) c 5) a Ex.3 p.34. Word formation activity. Classifying words. Answers: Regular verbs: live-lived, show-showed, love-loved, try-tried, attract-attracted, solve-solved, receive-received, follow-followed Irregular verbs: make-made, choose-chose, leave-left, win-won, broadcast-broadcast, become-became, do-did, try-tried Ex.4 p.34. Quiz. Ex.5 p.34. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.28. Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Make an argument and evolve reasoning while speaking. Identify particular information and details in reading passage. Descriptor: A learner: concludes ideas and arguments based on own experience. completes sentences with right phrases. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 27

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Past simple.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics
Lesson objectives		All learners will be able to:
		recognize the negative and questions forms of the past simple.
		Most learners will be able to:
		practice use of the past simple in a conversation.
		Some learners will be able to:
		apply the past simple in a discussion.
Value links		Information and media literacy.
Cross curricular links		Social studies.
Previous learning		Reality TV and reality shows.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of Past simple sentences in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Were the first reality shows popular? (Yes, they were.) Were there any adults in Kid Nation? (No, there weren't). Were some participants unhappy in Kid Nation? (Yes, they were).
Main Activities	Ex.1 p.35. Recognition exercise. Answers: 1) followed 2) attracted 3) didn't make 4) Did, enjoy More past simple sentences from the text: Participants did amusing, but fun, tasks within a time limit. The young people tried to organize their life without adults. The youngsters all received $5,000 for taking part in the show. The group chose this person. Ex.2 p.35. Opening the brackets. Answers: 1) took 2) didn't see 3) won 4) didn't like 5) made Ex.3 p.35. Gap-filling. Answers: 1) appeared 2) broadcast 3) won 4) sang 5) loved 6) didn't speak 7) composed 8) finished Ex.4 p.35. Writing practice. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.25. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Demonstrate an ability to organize and express ideas clearly. Write sentences about real and imaginary past events connecting them into paragraphs. Descriptor: A learner: selects useful information and plans the answer. writes about past activities. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 28

Term 2

Unit 3 "Entertainment and media"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Vocabulary and listening: On TV.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

recognize and use vocabulary for television programmes.

Most learners will be able to:

identify major concepts and ideas from TV programmes.

Some learners will be able to:

prepare a news story and present it to a partner.

Value links

Information and media literacy.

Cross curricular links

Arts, Social studies.

Previous learning

Past simple.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare news in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Cluster. Types of programmes.

Main Activities

Ex.1 p.36. Classifying words. Asking and answering questions.

Ex.2 p.36. Listening for specific information.

Answers:

Medical drama, chat show, the news, talent show, documentary, sports programme.

Ex.3 p.36. Prediction content. Listening for global information.

Answers:

A) Queen has opened a new hospital.

B) Snow has disrupted traffic.

C) A lion has escaped from a zoo and has been returned.

D) The woman stopped a bank robber escaping with some money.

Ex.4 p.36. Scanning for specific information. Underlining.

Answers:

1) Who was wearing a green hat?

2) People were driving home when it started snowing.

3) Were the police doing anything?

4) The robber was running to the door when Mrs Banks stopped him.

5) What was the man doing in the park?

Ex.5 p.36. Answering multiple-choice questions.

Ex.6 p.36. Interpreting photos.

Ending the lesson

Giving the hometask. WB p.26.

Self-reflection.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Identify facts and details in extended talks with little support.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
uses the topical vocabulary while talking about a news story.
chooses the right answers.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 29

Term 2

Unit 3 "Entertainment and media"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Past tenses.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.W2 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

Lesson objectives

All learners will be able to:

recognize the form and use of the past continuous.

Most learners will be able to:

understand the difference between the past simple and the past continuous.

Some learners will be able to:

apply the past simple and past continuous fluently.

Value links

Information and media literacy.

Cross curricular links

Social studies.

Previous learning

Television programmes, new story.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Comparison of Past Continuous sentences in English and Kazakh languages.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

KWL

Know	Want to know	Learnt

Main Activities

Ex.1 p.37. Filling in gaps.

Answers:

1) were

2) was

3) Were

4) weren't

5) doing

Rule: action in progress

Ex.2 p.37. Describing pictures. Use of cues.

Answers:

1) Grandma wasn't listening to music. She was chatting on the phone.

2) Mary was watching a film on TV.

3) The dog was eating under the table.

4) Tom and Jen were fighting for the remote control.

5) Mum wasn't reading the newspaper. Dad was reading the newspaper.

6) Grandad and the cat were sleeping.

Ex.3 p.37. Listening for specific information. Asking and answering questions.

Answers:

Was Dave joking? No, he wasn't.
Where was Jane going? She was going to Mexico.
What was she carrying? She was carrying a bag.
How much money was she carrying in it? She was carrying 10,000 dollars.
How many people were working in the gang? Three people were working in the gang.
Where was Pete standing? Pete was standing behind Dave.

Ex.4 p.37. Matching task.

Answers:

1) с - past continuous, past simple

2) a - past continuous

3) b - past simple

Ex.5 p.37. Putting the words into context (writing sentences).

Answers:

My friend arrived while I was doing my homework.
The teacher was talking to us when the bell rang.
Dad turned off the TV while we were watching House.
Our friends were playing chess when we arrived.
I was listening to music when my brother phoned.

Ex.6 p.37. Picture describing.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.25.

Self-assessment.

KWL

Know	Want to know	Learnt

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Demonstrate an ability to organize and express ideas clearly.
Write sentences about real and imaginary past events connecting them into paragraphs.

Descriptor:

A learner:

selects useful information and plans the answer.
writes about past activities.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 30

Term 2

Unit 3 "Entertainment and media"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: My news.

Learning objectives(s) that this lesson is contributing to

8.C9 use imagination to express thoughts, ideas, experiences and feelings

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand the main ideas of the dialogue in which someone talks about their news.
Apply key phrases for talking about their news.

Most learners will be able to:

Understand details in listening extracts.
Act situations talking about their news.

Some learners will be able to:

Apply topic related vocabulary in speech fluently.

Create their own dialogues on the topic without support and act.

Value links

Information literacy.

Cross curricular links

Social studies.

Previous learning

Past tenses.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare news in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Imagine you meet a friend that you haven't seen for a few weeks.

What would you say?
What would you talk about?

Main Activities

Ex.1 p.38. Identifying the topic. Predicting based on the picture.

Answers:

Caitlin's carrying a guitar, so it is probably about music.

Ex.2 p.38. Gist listening.

Answers:

Caitlin is happy because she sent a CD of her songs to a TV channel and they asked her in to audition.

Ex.3 p.38. Blank-filling. “Who said what?” questions. Role-play.

Answers:

1) look (Tom)

2) 've got (Caitlin)

3) all about (Tom)

4) kidding (Tom)

5) go (Tom)

6) news (Tom)

7) your (Caitlin)

Ex.4 p.38. Answering multiple-choice questions.

Answers:

1) c 2) b 3) a 4) a 5) a

Ex.5 p.38. Role-play.

Ex.6 p.38. Creative exercise. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.38

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Convey opinions, notion, experiences and feelings creatively.
Identify the main idea in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

uses imagination to express thoughts, ideas, experiences and feelings.
selects an appropriate answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 31

Term 2

Unit 3 "Entertainment and media"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A news article.

Learning objectives(s) that this lesson is contributing to

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W6 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a news item.
Recognize and use time connectors, key phrases for writing a news item.

Most learners will be able to:

Write a news item using writing guide.

Some learners will be able to:

Write a news item without support.

Value links

Information literacy.

Cross curricular links

Social studies.

Previous learning

Talking about news.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare news in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Do you read newspapers?
How do you prefer to find out the news? From websites, the TV news, or other sources.
What's the most popular method?

Main Activities

Ex.1 p.39. Reading for general understanding. Comprehension questions.

Answers:

1) c

2) The incident happened late yesterday afternoon/ last night on a t rain in the Channel Tunnel between France and England.

3) The conditions on the train were bad. There was no food or water and there weren't enough toilets.

4) The rescue services transferred people onto another train as soon as they could.

5) At first, the passengers reached calmly, but after several hours the situation became difficult. People were sleeping on the floor and children were crying.

Ex.2 p.39. Arranging events in the correct sequence.

Answers:

a) 2 b) 5 c) 3 d) 1 e) 4

Ex.3 p.39. Odd one out.

Answers:

1) later 2) as soon as 3) finally 4) then 5) When 6) After

Ex.4 p.39. Writing guide.

Ending the lesson

Giving the hometask. WB p.29.

Peer-assessment. Rubric.

Category	4	3	2	1
Headline	Article has a headline that captures the reader's attention and accurately describes the content.	Article has a headline that accurately describes the content.	Article has a headline that does not describe the content.	Article is missing a headline.
Who, What, When, Where and How	Article includes all of five W's (who, what, when, where and how).	The article is missing one of the five W's.	The article is missing two of the 5 W's.	The article is missing three or more of the five W's.
Supporting Details	The details in the article are clear and supportive of the topic.	The details in the article are clear but need to be developed more. Some details may not fit in with the topic.	Most details in the article are clear. Article does not focus on the topic well.	The details article are neither clear nor related to the topic.
Spelling & Grammar	No spelling or grammatical errors.	No more than two minor spelling or grammatical errors.	No more than three spelling or grammatical errors.	Multiple spelling or grammatical errors.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences
Connect sentences into paragraphs with basic connectors and linking words with some support.
Make a clear plan of writing; Write a comment; Check the written draft.

Descriptor:

A learner:

uses appropriate subject-specific vocabulary
illustrates the ability to link words into sentences and paragraphs.
writes an appropriate information.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 32

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Entertainment and media.
Learning objectives(s) that this lesson is contributing to		8.C3 respect differing points of view 8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.UE14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Apply "used to" to talk about the past and verb phrases with prepositions. Identify the meaning of the text about young people's opinions of TV programmes.
		Most learners will be able to:
		Discuss and give opinions about TV programmes.
		Some learners will be able to:
		Express ideas about TV programmes building extended sentences.
Value links		Information and media literacy.
Cross curricular links		Social studies.
Previous learning		A news article.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners share and compare TV programmes and films in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Matching task. Names of TV programmes. Types of programmes.
Main Activities	Ex.1 p.40. Skimming. Multiple choice. Use of dictionaries. Answers: off 2) off 3) on 4) across 5) up 6) over 7) up Ex.2 p.40. Listening for specific information. Matching people and opinions. Answers: 1) D 2) G 3) K 4) D 5) G Ex.3 p.40. Recognition exercise. Answers: 1) past 2) didn't Ex.4 p.40. Sentence completion task. Answers: 1) didn't use to have 2) Did you use to watch 3) used to play 4) didn't use to like 5) used to be Ex.5 p.40. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. Essay "My favourite TV programme.". Peer-assessment. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt What they found easy What they found difficult Something they would like to learn in the future.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Demonstrate respect to people’s opinions using lexical units of topic vocabulary. Interpret the information to identify the author’s attitude and opinions. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor: A learner: completes the gaps with appropriate phrases. finds the details in short texts and fills the table with proper information from the texts. completes the sentences with appropriate prepositions. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 33

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: Technology: Television.
Learning objectives(s) that this lesson is contributing to		8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Recognize and use vocabulary to do with television. Identify the meaning of the text about television broadcasting in the past and present.
		Most learners will be able to:
		Discuss and give opinions about television technology in the past and present.
		Some learners will be able to:
		Express ideas about television technology in the past and present building extended sentences.
Value links		Information and media literacy.
Cross curricular links		Information technology, Social studies.
Previous learning		TV programmes and films in Kazakhstan.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners can talk about television technology in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What type of television do you have at home? (digital, satellite) Do you know how television works?
Main Activities	Ex.1 p.41. Conveying the meaning of new words. Use of dictionaries. Vocabulary matching task. Answers: A) satellite dish B) interference C) aerial D) decoder E) radio waves F) binary code Ex.2 p.41. Skimming. Answers: 1) A 2) D 3) D 4) A 5) A 6) D Ex.3 p.41. Detailed reading. Comprehension questions. Answers: 1) Analogue broadcasting uses radio waves. 2) The problems with this system were that it could not transmit many channels and the picture quality was sometimes poor because of interference. 3) Binary code is a computer language which only consists of zeros and ones and broadcasters can use it to send a lot of information very quickly. 4) TVs can receive digital information via an aerial, a cable, a satellite dish or broadband. 5) No, a decoder can either be inside a TV or computer, or in a separate box which is connected to it. 6) A high definition TV (HDTV) has better picture quality than a standard TV. Ex.4 p.41. Speaking in a form of discussion. Ex.5 p.41. Asking and answering questions.			CD
Ending the lesson	Giving the hometask. Presentation "Television broadcasting in the past and present". Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider different perspectives on the world orally or in a written form. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics. Descriptor: A learner: gives evaluation to the problem. uses appropriate subject-specific vocabulary chooses the right answer. Observation Feedback on the work Self-assessment		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 35

Term 2 Unit 3 "Entertainment and media"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 3.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives
Lesson objectives		All learners will be able to:
		revise taught material.
		Most learners will be able to:
		demonstrate learned vocabulary about TV programmes with sure. apply past tenses in writing.
		Some learners will be able to:
		use taught vocabulary and grammar with accuracy.
Value links		Information and media literacy.
Cross curricular links		Information technology, Social studies.
Previous learning		Television technology in Kazakhstan.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learners can talk about television technology in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.42. Gap-filling. Answers: channels adverts programme show participants episode remote control Ex.2 p.42. Solving anagrams. Answers: documentary talent show cartoon drama series the news sitcom film sports programme Ex.3 p.42. Opening the brackets. Answers: was weren't didn't watch met took didn't complain, changed Ex.4 p.19. Asking and answering questions. Answers: In the 1980s, were TV programmes in black and white? No, they weren't. Did we watch TV yesterday? No, we didn't. Did I meet my friends after school? Yes, I did. Did my mother take part in a reality show? Yes, she did. Did he complain when I changed channels? No, he didn't. Ex.5 p.42. Opening the brackets. Answers: was watching, arrived wasn't wearing, met didn't go Did you see broke, were arguing changed, was watching Ex.6 p.42. Answering multiple-choice questions. Answers: 1b 2c 3b 4a 5c 6b Ex.7 p.42. Listening for specific information. Matching people and opinions. Answers: Speaker 1с Speaker 2b Speaker 3a Speaker 4d			CD
Ending the lesson	Giving the hometask. WB p.30 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner: makes evaluation of classmates’ answers. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 36

Term 2

Unit 3 "Entertainment and media"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Project: A TV programme.

Learning objectives(s) that this lesson is contributing to

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Analyze the elements of a TV programme.

Plan, write and edit a short TV programme with support.

Most learners will be able to:

Demonstrate learned vocabulary about TV programmes with sure.

Plan, write and edit a short TV programme with minimal support.

Some learners will be able to:

Use taught vocabulary and grammar with accuracy.

Plan, write and edit a short TV programme without support.

Value links

Information and media literacy.

Cross curricular links

Information technology, Social studies.

Previous learning

Review. Unit 3.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare TV programmes and films in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Main Activities

Ex.1 p.43. Skimming. Matching task.

Answers:

A) cooking show

B) chat show

C) weather forecast

Ex.2 p.43. Brainstorming. Writing practice.

Ex.3 p.43. Speaking in a form of presentation. Feedback on the project.

Ending the lesson

Giving the hometask. WB p.31

Peer-assessment. Rubric.

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Fluency	Fully “off script”.	Very little reference to notes required.	Mostly read from presentation notes. No corrections or mistakes.	Reads directly from notes. Making corrections mid-presentation.
Pronunciation	Pronunciation and intonation are almost always very clear / accurate	Pronunciation and intonation are usually clear /accurate with a few problems.	Pronunciation and intonation errors sometimes make it difficult to understand the student.	Frequent problems with pronunciation and intonation (Mumbling, very quiet, poor pronunciation, monotone, too fast).
Accuracy	Uses a variety of grammatical structures and sentences patterns.	Minor errors in the use of grammatical structures and sentence patterns.	The use of grammatical structures and sentence patterns makes communication difficult.	Is not able to use proper grammatical structures and sentences.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Time-Limit	Presentation is 5 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 5 minutes.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Make a clear plan of writing; Create a blog; Check the written draft.

Descriptor:

A learner:

writes an appropriate information;

writes and edits the work.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 37

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Adjectives: personality.

Learning objectives(s) that this lesson is contributing to

8.C2 use speaking and listening skills to provide sensitive feedback to peers

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs.

use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Apply vocabulary to describing personalities.
Use adverbs of degree.

Most learners will be able to:

Describe people's personalities using some support.

Some learners will be able to:

Describe people's personalities building extended sentences.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Project: A TV programme

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Start thinking p.44. Answering questions.

1. Who are the most famous sportspeople in Kazakhstan? (Aidar Kumisbekov (football), Alexander Vinokurov (cycling), Yaroslava Shvedova (tennis).

2. What is your favourite sport?

3. What personal qualities do you need to become a successful sportsperson? (determination, talent, dedication, confidence).

Cluster "Personality adjectives".

Main Activities

Ex.1 p.44. Conveying the meaning of new words. Word and meaning matching.

Answers:

1) curious

2) active

2) shy

4) ambitious

5) innocent

6) mean

7) intolerant

8) sensitive

Ex.2 p.44. Recognizing vocabulary.

Ex.3 p.44. Picture description.

Answers:

1) friendly

2) sensitive

3) intelligent

4) generous

5) determined

6) confident

7) serious

8) active

9) ambitious

Ex.4 p.45. Odd one out.

Answers:

1) incredibly

2) not very

3) was really

4) very

5) is a bit

6) is incredibly

Ex.5 p.45. Putting the words into context.

Answers:

1) One euro! That's a bit mean!

2) It's a fantastic place. I'm really happy that we're here.

3) That new skateboard is quite expensive.

4) They get up at 6 a.m. That's incredibly early.

5) He's a big fan of FC ordabasy. He things that they're really good.

Ex.6 p.45. Sentence completion.

Ex.7 p.45. Guessing game.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.32.

Self-assessment.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Give feedback to others orally.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Apply regular and irregular adverbs and comparative degree structures accurately.

Descriptor:

A learner:

evaluates the peers’ answers.
uses appropriate subject-specific vocabulary while speaking.
applies the rule for comparative degree adverbs and their usage.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 38

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Sports superstars.

Learning objectives(s) that this lesson is contributing to

8.C7 develop and sustain a consistent argument when speaking or writing

8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

All learners will be able to:

identify the meaning of the text about a famous Kazakh boxer.
apply phrases connected with fame and sport.
use prefixes and suffixes to develop vocabulary.

Most learners will be able to:

discuss and give opinions about sports fame.

Some learners will be able to:

express ideas about sports fame building extended sentences.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

People's personalities.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Brainstorming.

Think of as many Kazakh sports people as you can.
What are the positive side and the challenges of the life for sports people?

Main Activities

Ex.1 p.46. Prediction based on the title, pictures.

Answers:

In the public eye means that a person's personal life and actions are described and illustrated in newspapers, online, on television, etc.

Ex.2 p.46. Detailed reading.

Answers:

There are examples of what being in the public eye means in paragraph three of the text - 'In the weeks before an event, newspapers and magazines publish countless stories about his life, his achievements and his family'.

Ex.3 p.46. Answering multiple-choice questions.

Answers:

1) c 2) c 3) b 4) a 5) c

Ex.4 p.46. Word and meaning matching.

Answers:

1) without a point

2) not defeated

3) across the whole world

4) with success

5) You can dispose of it.

6) You can't forget it.

Ex.5 p.46. Word formation activity.

Answers:

1) useful

2) sleepless

3) predictable

4) unexpected

5) nationwide

Ex.6 p.46. Speaking in a form of discussion.

Ending the lesson

Giving the hometask. WB p.36.

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Make an argument and evolve reasoning while speaking.
Identify particular information and details in reading passage.

Descriptor:

A learner:

concludes ideas and arguments based on own experience.
completes sentences with right phrases.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 39

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Present perfect + still, yet, just and already

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

recognize the present perfect with still, yet, just and already.

Most learners will be able to:

apply the present perfect with still, yet, just and already.

Some learners will be able to:

use the present perfect with still, yet, just and already fluently.

Value links

Functional literately.

Cross curricular links

Social studies.

Previous learning

People's personalities.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Comparison of present perfect sentences in English, Russian and Kazakh languages.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

KWL

Know	Want to know	Learnt

Main Activities

Ex.1 p.47. Blank-filling. Matching task.

Answers:

1) just - B

2) already - B

3) still - A

4) yet - A

Ex.2 p.47. Filling in gaps.

Answers:

1) still

2) just, already

3) yet

Ex.3 p.47. Putting the words in the right order.

Answers:

1) The match still hasn't started.

2) We have already played this game.

3) Berik has just gone to the gym.

4) Has Dana bought a new bike yet?

5) They have already had a break.

6) Gani still hasn't learned to swim.

7) I haven't booked tickets for the match yet.

Ex.4 p.47. Putting the words into context.

Ex.5 p.47. Gist listening. Writing sentences using clues.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.33.

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Demonstrate an ability to organize and express ideas clearly.
Form simple perfect forms for recent, indefinite and unfinished past actions.

Descriptor:

A learner:

selects useful information and plans the answer.
uses the simple perfect forms accurately.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 40

Term 2 Unit 4 "Sport, health and exercise"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Nouns and adjectives: personal qualities.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		recognize and use vocabulary relating to personal qualities.
		Most learners will be able to:
		identify major concepts and ideas from an interview with two students at a youth sports academy in Barcelona.
		Some learners will be able to:
		talk about qualities building extended sentences.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		Present perfect + still, yet, just and already.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. To be a star, you must be ...
Main Activities	Ex.1 p.48. Conveying the meaning of new words. Odd one out. Answers: 1) creative 2) talent 3) fame 4) skillful 5) independent 6) egos 7) lucky Ex.2 p.48. Completing table. Answers: 1) talent 2) style 3) creative 4) good looks 5) intelligent 6) fame 7) lucky 8) egotistical 9) skillful 10) independent 11) strength 12) courageous Ex.3 p.48. Gist listening. Answers: C. Ex.4 p.48. Listening for specific information. True/false statements. Answers: 1) True 2) True 3) False 4) False 5) True 6) True Ex.5 p.48. Blank-filling. Questioning. Answers: 1) adjective 2) noun 3) noun 4) noun 5) adjective 6) adjective Ex.6 p.48. Guessing game.			CD CD CD
Ending the lesson	Giving the hometask. WB p.34. Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify facts and details in extended talks with little support. Descriptor: A learner: uses the topical vocabulary while talking about a news story. chooses the right answers. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 41

Term 2 Unit 4 "Sport, health and exercise"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Present perfect and past simple
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		recognize and understand for and since with the present perfect.
		Most learners will be able to:
		apply for and since with the present perfect. defferentiate between the present perfect and past simple.
		Some learners will be able to:
		produce extended sentences using the present perfect and past simple.
Value links		Functional literately.
Cross curricular links		Social studies.
Previous learning		Nouns and adjectives: personal qualities.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of present perfect and past simple sentences in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.49. Recognition exercise. Answers: 1) since - a 2) since - a 3) for - b
Main Activities	Ex.2 p.49. Sorting exercise. Answers: for: two years, an hour, a long time, a month, two days. Since: last Saturday, March, Christmas, I met him, 2015. Ex.3 p.49. Sentence completion task. Answers: 1) haven't seen, for 2) has been, since 3) has had, since 4) haven't played, for 5) haven't won, for 6) 've had, for Ex.4 p.49. Cued sentences. Asking and answering questions. Ex.5 p.49. Recognition exercise. Answers: 1) Sentences a, c and e are in the present perfect. Sentences b, d and f are in the past simple. 2) Sentences b, d and f. 3) Sentences a, c and e. Ex.6 p.49. Opening the brackets. Answers: 1) have had 2) met 3) played 4) was 5) got 6) have had 7) 've been 8) met Ex.7 p.49. Speaking in a form of interview. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.35. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Demonstrate an ability to organize and express ideas clearly. Form simple perfect forms for recent, indefinite and unfinished past actions. Descriptor: A learner: selects useful information and plans the answer. uses the simple perfect forms accurately. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 42

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Identifying and describing people.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a conversation about identifying people.
Recognize key phrases for identifying people.

Most learners will be able to:

Apply topic related vocabulary in speech.

Some learners will be able to:

Create and act out their own dialogues on the topic.

Value links

Cooperation, functional literately.

Cross curricular links

Sociology.

Previous learning

Present perfect and past simple.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.50. Picture description.

Main Activities

Ex.2 p.50. Gist listening.

Answers:

Adam is looking at Joanna Mills.

Ex.3 p.50. Blank-filling. “Who said what?” questions. Role-play.

Answers:

1) over (Adam)

2) before (Adam)

3) long hair (Lucy)

4) about (Lucy)

5) know (Adam)

6) like (Adam)

7) an interesting face (Adam)

Ex.4 p.50. Sentence completion task.

Answers:

1) blue T-shirt

2) fair

3) smiling

4) interesting

5) seen

6) hair

7) shy

Ex.5 p.40. Asking and answering questions.

Ex.6 p.40. Creative exercise. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB p.50 Picture description.

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Identify the main idea in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
selects an appropriate answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 43

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A biography.

Learning objectives(s) that this lesson is contributing to

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a biography of a sports star.
Use key phrases for writing a biography, identify the right order of adjectives.

Most learners will be able to:

Write a biography of a famous sports star using writing guide.

Some learners will be able to:

Write a biography of a famous sports star without support.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Identifying and describing people.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Who is your favourite sports star?
What do you know about your favourite star?
Where was he/she born?
Where does he/she live?
How did his/her career starter?

KWL "Elizabet Tursynbayeva"

Know	Want to know	Learnt

Main Activities

Ex.1 p.51. Reading for general understanding. Comprehension questions.

Answers:

1) Paragraph 1 describes Elizabet's family.

2) She studied in Moscow and Canada.

3) Her big break was when she won a silver medal in 2013.

4) She didn't have a coach.

5) In 2017, she came third in the Asian Winter Games.

Ex.2 p.51. Arranging events in a logical order.

Answers:

1) ... was born in ...

2) She's got ... and ...

3) She's been involved in ... since ...

4) Her big break came in ...

5) In the years that followed, ...

6) Since then, she has ...

Ex.3 p.51. Blank-filling. Sorting exercise

Answers:

1) long 2) dark 3) lovely 4) big 5) brown

1) she little child

2) big new flat

3) long blonde hair

4) beautiful big blue eyes

5) warm-hearted young girl

6) lovely long red dress

Ex.4 p.51. Writing guide.

Ending the lesson

Giving the hometask. WB p.37.

Peer-assessment. Rubric.

Criteria	4-Excellent	3– Capable	2– Developing	1– Needs Improvement
Content	Demonstrates excellent understanding of person’s life and contributions. Includes information that “tells” the person’s life story	Demonstrates good understanding of important ideas and events in person’s life. Discusses why the person is important.	Some gaps in understanding and includes some factual errors and misconceptions. Attempts to discuss why the person is important.	Demonstrates little knowledge or understanding of the person. Does not discuss importance of person. Written work is merely a rewriting of facts.
Organization	Introduction and conclusion are strong and engaging. Information is presented in a logical and interesting order. Ideas flow well.	Good introduction and conclusion. Information is presented in a logical order.	An organizational plan is evident, but some ideas are presented out of order.	No organizational plan evident and ideas seem jumbled and disconnected
Supporting Details	Develops ideas fully using appropriate and relevant examples, reasons, details, and explanations	Develops ideas using some examples, details, and explanations.	Uses some examples and explanations to express ideas. Include some examples that are not relevant to the topic.	Does not use relevant examples or explanations to elaborate on the topic.
Mechanics	Contains 1-3 grammatical or spelling errors that do not interfere with the meaning of the essay.	Contains 4-6 grammatical or spelling errors. Mild interference with meaning.	Contains 7-9 grammatical or spelling errors. Strong interference with meaning.	More than 10 errors which makes comprehension difficult or impossible.
Word Usage	Excellent word choice.	Good word choice.	Poor word choice for some parts.	Word choice makes Comprehension difficult or impossible.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
Make a clear plan of writing; Create a biography; Check the written draft.
Apply the rule for compound adjectives and adjectives as participles in practice.

Descriptor:

A learner:

uses appropriate subject-specific vocabulary while speaking;
writes an appropriate information;
writes and edits the work;
uses the learned rule and divides adjectives into the right columns.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 44

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

My country: Sport, health, exercise.

Learning objectives(s) that this lesson is contributing to

8.C8 develop intercultural awareness through reading and discussion

8.W7 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics

Lesson objectives

All learners will be able to:

Identify the meaning of the text about national sports in Kazakhstan.
Recall how to use compound adjectives.
Name different types of sports.

Most learners will be able to:

Discuss and give opinions about a favourite sport.

Some learners will be able to:

Express ideas about a favourite sport building extended sentences.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Writing a biography.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Name as many sports as you can.
Which sports do you play?
Which sports do you watch or both?

Main Activities

Ex.1 p.52. Brainstorming.

Ex.2 p.52. Detailed reading. Comprehension questions.

Answers:

The people from the Botai settlements in the Akmola Province of Kazakhstan.
Because they helped to train people for war and hunting.
You have to be between seven and fourteen years old.
Both men and women can take part in kyzkuu.
It was in Astana in 2017.

Ex.3 p.52. Recognition exercise.

Answers:

deep-rooted, well-known, well-trained
fast-running
high-speed, long-distance
world-famous

Ex.4 p.52. Sentence completion task.

Answers:

world-famous/well-known
ten-minute
man-made
long-distance
sugar-free

Ex.5 p.52. Writing practice.

Ending the lesson

Giving the hometask. SB ex.5 p.52

Self-assessment.

How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why not?	3	2	1
I answered all parts of the question	3	2	1
I used paragraphs	3	2	1
I used linking words	3	2	1
I used a range of vocabulary and phrases	3	2	1
I checked my spelling and punctuation	3	2	1
I used the correct verb tenses	3	2	1
What I did well:
Something I think I need to work on next time:

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Raise awareness about cultural diversity through reading and discussion.
Apply the rule for compound adjectives and adjectives as participles in practice.
Write a text keeping the layout and format of a given genre with a little support.

Descriptor:

A learner:

recalls some stories based on his/her own experience.
uses the learned rule and divides adjectives into the right columns.

uses appropriate structure that makes reader understand a piece of writing.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 45

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

CLIL: Language and literature: Newspapers.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

All learners will be able to:

Recognize and use vocabulary to do with newspapers.
Identify the meaning of the text about different types of newspapers.

Most learners will be able to:

Discuss different types of newspapers in their country.

Some learners will be able to:

Express ideas about different types of newspapers in their country building extended sentences.

Value links

Information and media literacy.

Cross curricular links

Information technology, Social studies.

Previous learning

My country: Sport, health, exercise.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners can talk about newspapers in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Do you read any newspapers? What are they?
What newspapers have you heard of?
What are the differences between the newspapers you have mentioned?
What types of information would you find in each?

Main Activities

Ex.1 p.53. Conveying the meaning of new words. Matching task.

Answers:

Photo A: 2, 5, 6, 7, 9

Photo B: 1, 3, 4, 8, 9, 10

9 appears in both types of newspapers.

Ex.2 p.53. Reading for detailed comprehension.

Ex.3 p.53. True/false statements.

Answers:

1) False. A lot of people still prefer to get the news in a more traditional way, by reading a newspaper.

2) Don't know.

3) True. Quality newspapers use a formal style of language with longer sentences and technical vocabulary.

Sensationalist newspapers use shorter words and sentences, with colloquial words and expressions.

5) True.

6) False. Both types of newspaper contain articles about sport.

Ex.4 p.53. Questioning.

Ex.5 p.53. Problem-solving task.

Ending the lesson

Giving the hometask. Essay "Are newspapers necessary today?"

Self-assessment.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Consider different perspectives on the world orally or in a written form.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Identify the main idea of text on unfamiliar and curricular topics.

Descriptor:

A learner:

gives evaluation to the problem.
uses appropriate subject-specific vocabulary
chooses the right answer.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 47

Term 2 Unit 4 "Sport, health and exercise"			School:
Date: ___. ___.2018			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 4.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives
Lesson objectives		All learners will be able to:
		recall taught material.
		Most learners will be able to:
		demonstrate learned vocabulary about sport, health and exercise with sure. apply present perfect, past simple and compound adjectives in writing.
		Some learners will be able to:
		use taught vocabulary and grammar with accuracy.
Value links		Healthy lifestyle
Cross curricular links		Physical education.
Previous learning		Writing a biography.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.54. Matching task. Answers: generous ambitious serious mean sensitive cheerful tolerant curious Ex.2 p.54. Word formation activity. Answers: stylish skilful lucky talented famous creative independent strong Ex.3 p.54. Gap-filling. Answers: yet since still yet just/already still already/just for Ex.4 p.54. Sorting exercise. Answers: How long have you studied English? I haven't visited the USA yet. He has just given an interview. They have lived in Canada since 2015. I still haven't met your brother. They have lived here for twenty years. Ex.5 p.54. Opening the brackets. Answers: have been met sang didn't win have become have had had was have appeared Ex.6 p.54. Blank-filling. Gap-filling. Answers: a bit guy short looks incredibly tends good-looking pity Ex.7 p.54. Listening for specific information. Odd one out. Answers: patients Rome 160 Swimmer silver			CD
Ending the lesson	Giving the hometask. WB p.38 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner: makes evaluation of classmates’ answers. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 48

Term 2

Unit 4 "Sport, health and exercise"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Skills round-up 4.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand details in listening extract.
Use topic related vocabulary in their dialogues.

Most learners will be able to:

Create their own dialogues based on the given situations using some support and act.
Express their ideas in writing a description of a sports star.

Some learners will be able to:

Create their own dialogues on the topic without support and act.
Express their ideas in writing a description of a sports star without support.

Value links

Healthy lifestyle

Cross curricular links

Physical education.

Previous learning

Writing a biography.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be aware of the significance of healthy lifestyle in the Kazakhstani culture and the global world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.55. Using pictures related to the text for discussion.

Answers:

1) Cycling, skiing, snowboarding.

2) For cycling you need a bike, for skiing you need the right clothes, a helmet, skis and poles and ski boots.

Main Activities

Ex.2 p.55. Listening for global information.

Answers:

Leila is good at cycling and snowboarding. Ruslan is good at running.

Ex.3 p.55. Listening for specific information. Sentence completion.

Answers:

1) expensive

2) trainers

3) marathon

4) cycling

5) 2014

6) Ruslan

Ex.4-5 p.55. Speaking in a form of debate role-play.

Ex.6 p.55. Writing practice.

Ending the lesson

Giving the hometask. WB p.39

Self-assessment.

How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why not?	3	2	1
I answered all parts of the question	3	2	1
I used paragraphs	3	2	1
I used linking words	3	2	1
I used a range of vocabulary and phrases	3	2	1
I checked my spelling and punctuation	3	2	1
I used the correct verb tenses	3	2	1
What I did well:
Something I think I need to work on next time:

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Make a clear plan of writing; Create a description; Check the written draft.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.

writes an appropriate information;

writes and edits the work.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 49

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Books and films: genres.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and understand vocabulary of film genres, key phrases about likes and dislikes. Do a questionnaire on books and films. Identify verbs that are followed by -ing or to.
		Most learners will be able to:
		talk about likes and dislikes using verbs followed by -ing and to.
		Some learners will be able to:
		produce extended sentences talking about likes and dislikes.
Value links		Appreciation the art of literature.
Cross curricular links		Literature.
Previous learning		Skills round-up 4.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing the world literature to Kazakh literature.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.56. Answering questions. 1. What is the title of the last books you read? 2. Who is your favourite book character? 3. Why is reading a book better than watching a movie?
Main Activities	Ex.1 p.56. Matching task. Answers: 1) a detective story 2) a romance 3) a horror story 4) a fantasy 5) a comedy 6) a musical 7) an adventure story/film 8) a science fiction story/film Ex.2 p.57. Sorting exercise. Ex.3 p.57. Discussing questionnaire. Ex.4 p.57. Table completion. Answers: to: decide, 'd prefer, need -ing: prefer, love, finish Ex.5 p.57. Classifying words. Ex.6 p.57. Cued sentences. Ex.7 p.57. Speaking in a form of discussion. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.40. Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. completes sentences using the rules of gerunds and infinitive. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 50

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Movie technology.
Learning objectives(s) that this lesson is contributing to		8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		identify the meaning of the text about the history of cinema. use suffixes -er and -or.
		Most learners will be able to:
		discuss and give opinions about the use of technology in the movies.
		Some learners will be able to:
		express ideas about the history of cinema building extended sentences.
Value links		Technology literacy.
Cross curricular links		Literature, Art.
Previous learning		Books and films: genres.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing Hollywood films, British films to Kazakh films.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What do you know about the history of cinema? When did people make the first films? Have seen any very old films? What were the films like? (silent, in black and white). How are films continuing to improve now?
Main Activities	Ex.1 p.58. Predicting and guessing. Answers: 1) colour 2) sound 3) 3D 4) surround-sound 5) computer-generated images 6) digital projectors Ex.2 p.58. Detailed reading. Answering questions. Answers: 1) In 1902. 2) There were more than 4.000. 3) They listened to a pianist. 4) Some actors lost their jobs because they didn't have good voices or because they could not act and speak at the same time. 5) Surround-sound became popular in the 1970s. 6) With future technology it is possible that we will be able to feel a character's emotions by connecting our bodies to special cinema seats. Ex.3 p.58. Word formation activity. Answers: 1) viewer 2) producer 3) actor 4) projector Ex.4 p.58. Word formation activity. Answers: 1) director 2) speaker 3) conductor 4) inventor 5) painter 6) translator Ex.6 p.58. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.44 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Descriptor: A learner: expresses his/her opinion while answering the questions.. completes sentences with right phrases. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 51

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Could, can, will be able to
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		recognize the present perfect with still, yet, just and already.
		Most learners will be able to:
		apply the present perfect with still, yet, just and already.
		Some learners will be able to:
		use the present perfect with still, yet, just and already fluently.
Value links		Appreciation the art of literature.
Cross curricular links		Literature.
Previous learning		Movie technology.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of modal verbs in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. 1) Can we create realistic special effects now? (Yes, we can). 2) Can we feel the same emotions as the characters on the screen now? (No, we can't). 3) What was possible in the 1930s? (producers could include songs, ...) 4) What is possible now? (film makers can now create special effects, ...) 5) What will be possible in the future? (we'll be able to connect our bodies ...)
Main Activities	Ex.1 p.59. Recognition exercise. Answers: 1) could 2) can 3) be able to 1. Ability and possibility. 2. Film producers couldn't include songs. They can't create very realistic special effects. We won't be able to feel the character's emotions. 3. Yes, they do. Ex.2 p.59. Sentence completion task. Answers: 1) can't 2) can 3) won't be able to 4) couldn't 5) could 6) 'll be able to Ex.3 p.59. Filling in gaps. Answers: 1) could smell 2) couldn't hear 3) couldn't wear 4) can enjoy 5) 'll be able to feel 6) 'll be able to connect Ex.4 p.59. Completion drill. Asking and answering questions. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.41 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. Descriptor: A learner: selects an appropriate topical vocabulary. completes sentences using modal verbs. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 52

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Books and films: features
Learning objectives(s) that this lesson is contributing to		8.C7 develop and sustain a consistent argument when speaking or writing 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives		All learners will be able to:
		recognize and use vocabulary of the features of books and films.
		Most learners will be able to:
		identify major concepts and ideas from an interview about books.
		Some learners will be able to:
		talk about films and books building extended sentences.
Value links		Appreciation the art of literature.
Cross curricular links		Literature, Art.
Previous learning		Could, can, will be able to
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What is your favourite film? What do you like about the film? Which part of the film do you like best and which character?
Main Activities	Ex.1 p.60. Conveying the meaning of new words. Classifying words. Answers: Books only: novelist, best-seller, publisher Films only: special effects, film director, subtitles, blockbuster, scene, cast, script Both books and films: beginning, ending, theme, plot, character, biography, setting Ex.2 p.60. Word and meaning matching. Answers: 1) cast 2) blockbuster 3) novelist 4) best-seller 5) biography 6) script 7) subtitles 8) setting Ex.3 p.60. Gist listening. Matching task. Answers: 1) plot, characters 2) characters, ending 3) plot 4) crime, setting, characters Ex.4 p.60. Listening for specific information. Blank-filling. Answers: 1) school 2) theme 3) science fiction 4) author/writer 5) characters 6) fantasy fiction 7) Australian 8) character Ex.5 p.60. Speaking in a form of discussion.			CD CD
Ending the lesson	Giving the hometask. WB p.42 Self-reflection. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt What they found easy What they found difficult Something they would like to learn in the future.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Make an argument and evolve reasoning while speaking. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify facts and details in extended talks with little support. Descriptor: A learner: gives reasonable arguments. uses the topical vocabulary while talking about a news story. chooses the right answers. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 53

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Second conditional
Learning objectives(s) that this lesson is contributing to		8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		recognize and understand the form and use of the second conditional.
		Most learners will be able to:
		apply the second conditional to talk about imaginary situations.
		Some learners will be able to:
		produce extended sentences using the second conditional.
Value links		Appreciation the art of literature.
Cross curricular links		Literature.
Previous learning		Books and films: features
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of conditional sentences in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.61. Recognition exercise. Answers: 1) did 2) had 3) would 4) 'd 5) wouldn't Rules 2. past simple 3. would, wouldn't
Main Activities	Ex.2 p.61. Opening the brackets. Answers: 1) 'd enjoy; liked 2) had; wouldn't believe 3) wouldn't watch; hated 4) would be; changed 5) wouldn't be; didn't go 6) bought; 'd come Ex.3 p.61. Asking and answering questions. Answers: 1) What would you do if you became invisible? 2) If you travel back in time and meet Abai Qunanbaiuly, what would you ask him? 3) If you had a special power, what would it be? 4) If you were a superhero, would you tell your friends? 5) Would you love a person if you discovered he or she was a vampire? Ex.4 p.61. Speaking in a form of interview. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.43. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Convey fantasy ideas. Differentiate between if/unless in second conditional clauses. Descriptor: A learner: uses imagination to express thoughts, ideas, experiences and feelings. make up sentences with the second conditional. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 54

Term 3

Unit 5 "Reading for pleasure"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Expressing preferences and recommending.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a dialogue in which people express preferences and recommend.
Recognize key phrases for expressing preferences and recommending.

Most learners will be able to:

Recommend films to a friend.

Some learners will be able to:

Create and act out their own dialogues on the topic.

Value links

Appreciation the art of literature.

Cross curricular links

Literature, Art.

Previous learning

Second conditional.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Who has seen a good film recently?
Would you recommend this film?
Do you think ... would enjoy this film?
What do you say to someone if you want to recommend a film?

Main Activities

Ex.1 p.62. Picture description.

Answers:

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

Ex.2 p.62. Gist listening.

Answers:

Tom chooses a comedy..

Ex.3 p.62. Classifying phrases. “Who said what?” questions. Role-play.

Answers:

Respond to recommendations: I don't fancy that. I'm not a big fan of ...

Tom: What about this one?, I don't fancy that. I'm not a big fan of ...

Caitlin: I'd only recommend that if ..., if they had (Avatar), I'd recommend that. You might like ..., Try this one.

Ex.4 p.62. Answering multiple-choice questions.

Answers:

1) a

2) a

3) b

Ex.5 p.62. Table completion. Asking and answering questions.

Ex.6 p.62. Creative exercise. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.62.

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Identify the position of speakers in an extended talk with some support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
identifies the author’s point of view and circles the correct answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 55

Term 3

Unit 5 "Reading for pleasure"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A review of a book.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a book review.
Use key phrases to express facts and opinions for a review of a book or film.

Most learners will be able to:

Write a book review using writing guide.

Some learners will be able to:

Write a book review without support.

Value links

Appreciation the art of literature.

Cross curricular links

Literature.

Previous learning

Expressing preferences and recommending.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing the world literature to Kazakh literature.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

How do you decide which films you want to see or which books you want to read?
What can you read to find information about a book or film?

Main Activities

Ex.1 p.63. Reading for general understanding. Comprehension questions.

Answers:

1) Paragraph 1

2) Paragraph 3, 4

3) Paragraph 2 describes the setting.

4) Paragraph 3 mentions the theme.

5) People who enjoy historical fiction, drama and realism would enjoy this book.

Ex.2 p.63. Classifying phrases.

Answers:

Phrases which introduce an opinion: I'd like to recommend ..., I particularly enjoyed ..., All in all, I (really enjoyed) ..., I'd'/ wouldn't change it.

Phrases which introduce a fact: I have recently read..., The main characters are ..., The setting is ...

Ex.3 p.63. Paraphrasing.

Answers:

1) I particularly enjoyed the characters and the theme. (§ 3)

2) I'd like to recommend this book to people who like history, drama and realism. (§ 2)

3) All in all, I really enjoyed the novel and I wouldn't change the plot or characters. (§ 4)

4) Not used.

5) I have recently read a novel called Ulpan is Her Name. (§ 1).

6) lovely long red dress

Ex.4 p.63. Writing guide.

Ending the lesson

Giving the hometask. WB p.45.

Peer-assessment. Rubric.

	Excellent 20 pts	Acceptable 15 pts	Needs Work 10 pts	Poor 5 pts
Title/Author Sentence	First sentence listing title and author is attention-getting and provides information in addition to title and author. Includes genre and how it fits.	Title and author are both listed immediately, but no other information is provided in that sentence.	Title and author are not immediately mentioned but are eventually provided in a sentence or two.	Title and/or author are not mentioned, or they are written on a separate line instead of in a sentence.
Characters	The most important characters are mentioned in the review and described. Relationships between characters are clear.	The most important characters are mentioned and described. Relationships between characters may not be clear.	Characters are mentioned. Description of characters is minimal and/or confusing.	The review does not mention essential characters to the story. No elaboration if a main character is mentioned.
Plot	The plot description is brief, does not seem to give away too much, and is clear and easy to follow. After reading the description, the reader feels curious about the plot.	The plot description is brief and easy to follow. A bit more information should have been given or too much has been provided. The description lacks interest.	The plot description is overly complicated, overly simple, or overly boring. Events may also be disorganized.	The plot description is very minimal, way too detailed, or confusing due to disorganization.
Recommendation	The review provides a clear recommendation statement with strong reasons/support. The book is recommended to specific types of readers.	The review provides a clear recommendation statement but without sufficient rationale. It is assumed that every reader would feel the same about the book.	The review provides a recommendation statement. However, it is general such as, "This is a good book."	The review does not include a recommendation statement.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Consider different perspectives on the world orally or in a written form.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
Make a clear plan of writing; Write a text; Check the written draft

Descriptor:

A learner:

gives evaluation to the problem.
uses appropriate subject-specific vocabulary while speaking.
writes an appropriate information.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 56

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Reading for pleasure. Word-building nouns.
Learning objectives(s) that this lesson is contributing to		8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.UE12 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Identify the meaning of a legend about a Kazakh hero. Recall how to use adjectives and adverbs, comparatives and superlatives. Form nouns from verbs and adjectives.
		Most learners will be able to:
		Discuss a Kazakh legend.
		Some learners will be able to:
		Understand details in reading extracts.
Value links		Appreciation the art of literature.
Cross curricular links		Literature.
Previous learning		A review of a book.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing the world literature to Kazakh literature.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.64. Brainstorming.
Main Activities	Ex.2 p.64. Detailed reading. Re-ordering of events according to their occurrence in the text. Answers: 1) Bayburi's wife gave birth to a boy, Alpamys. 2) Bayburi invited Baysari to a big feast. 3) Baysari and Bayburi played a game of kokpar. 4) Baysari went to live in the Kalmyk country. 5) Alpamys ride the horse Baychobar. 6) Alpamys found a message from Gulbarshin. Ex.3 p.64. Table completion. Answers: recently, gladly, well, unfairly, far, fearlessly, fast, finally, clearly. The adverbs well, far and fast are irregular (they don't end in -ly). Ex.4 p.64. Blank-filling. Answers: 1) more 2) -est 3) far 4) as 5) less Ex.5 p.64. Listening for global information. Odd one out. Ex.6 p.64. Writing practice.			CD
Ending the lesson	Giving the hometask. SB p.65. Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Skim the extended fiction or non-fiction texts to identify the general information. Apply some abstract nouns and complex noun phrases in the context. Apply the rule for different type of adjectives. Apply regular and irregular adverbs and comparative degree structures accurately. Descriptor: A learner: reads the text. illustrates basic rules for abstract nouns and completes the task. chooses the right form of adjectives. applies the rule for comparative degree adverbs and their usage. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 58

Term 3 Unit 5 "Reading for pleasure"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 5. Project: A film poster.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives 8.C9 use imagination to express thoughts, ideas, experiences and feelings
Lesson objectives		All learners will be able to:
		Revise taught material. Analyze the film poster to find out information.
		Most learners will be able to:
		Demonstrate learned grammar and vocabulary with sure.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy. Produce a film poster.
Value links		Appreciation the art of literature.
Cross curricular links		Literature, Art.
Previous learning		My country: Reading for pleasure. Word-building nouns.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing the world literature, cinema to Kazakh literature, cinema.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.66. Matching task. Answers: 1) comedy 2) fantasy 3) horror 4) adventure 5) science fiction 6) musical Ex.2 p.66. Blank-filling. Answers: 1) novelist 2) best-seller 3) character 4) setting 5) beginning 6) themes 7) ending 8) reader Ex.3 p.66. Sentence completion task. Answers: 1) can't 2) couldn't 3) can 4) wouldn't be able to 5) could 6) will be able to Ex.4 p.66. Opening the brackets. Answers: 1) wouldn't go, had 2) was/were, would make 3) had, would choose 4) wouldn't like, had 5) met, wouldn't know Ex.5 p.66. Putting questions. Answers: 1) Would you go to see a film if it had bad reviews? If a film had bad reviews, would you go to see it? 2) If you were a film director, would you make war films? Would you make war films if you were a film director? 3) If the director had more money, would he choose better actors? Would the director choose better actors if he had more money? 4) Would you like the story if it had a happy ending? If the story had a happy ending, would you like it? 5) If you met Liam Hemsworth, would you know what to say to him? Would you know what to say to Liam Hemsworth if you met him? Ex.6 p.66. Matching task. Answers: 1) f 2) b 3) d 4) e 5) c 6) g 7) a Ex.7 p.66. Listening for global information. Odd one out. Answers: 1) detective 2) hates 3) has 4) didn't write 5) book 6) would			CD
Ending the lesson	Giving the hometask. SB. p.67. Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Convey opinions, notion, experiences and feelings creatively. Descriptor: A learner: makes evaluation of classmates’ answers. uses imagination to express thoughts, ideas, experiences and feelings. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 59

Term 3 Unit 6 "The natural world"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Nouns: art.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Pronounce and name nouns related to art. Recognize and use the present passive affirmative and negative.
		Most learners will be able to:
		Do a quiz on art.
		Some learners will be able to:
		Speak fluently about nature in works of art.
Value links		Appreciating the magnificence of the world around you.
Cross curricular links		Natural environment, Art.
Previous learning		Review 5. Project: A film poster.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing world-wide and Kazakh works of art.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.68. Answering questions. 1. Do you know any artists or paintings? 2. Are there any endangered species in your country? 3. What are the most important museums in your town or country? Creating a cluster "Art".
Main Activities	Ex.1 p.68. Classifying words. Answers: Places: gallery, museum People: critic, collector Works of art: painting, sculpture, landscape, masterpiece, portrait Events: auction, exhibition Not in any list: art movement Completing questionnaire. Ex.2 p.68. Gist listening. Comparing answers. Answers: 1) a 2) b 3) c 4) a 5) b 6) b Ex.3 p.68. Guessing words through definitions. Ex.4 p.68. Sentence completion task. Answers: 1) are exhibited 2) aren't usually made d) isn't found 4) shows 5) don't like Ex.5 p.68. Recognition exercise. Answers: 1) is 2) are not, aren't past participle Ex.6 p.68. Opening the brackets. Answers: 1) is exhibited, is made 2) isn't shown, is kept 3) aren't owned, are sold 4) is painted, are included 5) is visited, is located Ex.7 p.68. Blank filling. Answering questions. Answers: 1) is spoken 2) is made 3) are mixed 4) is sung 5) are bought, sold (auctions) 6) are used (glasses) Ex.8 p.68. Putting the words into context. Guessing game. Answers: Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.48 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Descriptor: A learner: uses the topical vocabulary while talking about quantities of things people use; writes a short paragraph using correctly grammar structure. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 60

Term 3 Unit 6 "The natural world"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reading: The lost world.
Learning objectives(s) that this lesson is contributing to		8.C7 develop and sustain a consistent argument when speaking or writing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Identify the meaning of the text about endangered and extinct species.
		Most learners will be able to:
		Discuss and give opinions about endangered species.
		Some learners will be able to:
		Discuss and give their opinions about endangered species building extended sentences.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Natural environment.
Previous learning		Nouns: art.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Perception of different global problems in learners' own country and around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.70. Conveying the meaning of new words. Prediction based on the title, pictures. Answers: Wolly mammoths, they became extinct because they were hunted.
Main Activities	Ex.2 p.70. Reading for general understanding. Ex.3 p.70. Detailed reading. True/false statements. Answers: 1) False. They are already extinct. 2) True. 3) False. They study the fossils of animals that lived a long time ago. 4) True. 5) False. 6) True. Ex.4 p.70. Showing lexical relations (synonyms). Answers: 1) wandered 2) evidence 3) very large 4) roughly 5) pictures 6) started 7) discovered 8) numerous Ex.5 p.70. Showing lexical relations. create = make danger = peril weapon = arm intelligent = clever global = worldwide exist = live paint = decorate Ex.6 p.70. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.44 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Make an argument and evolve reasoning while speaking. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify particular information and details in reading passage. Descriptor: A learner: concludes ideas and arguments based on own experience. uses appropriate subject-specific vocabulary while speaking. completes sentences with right phrases. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 61

Term 3 Unit 6 "The natural world"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Past passive: affirmative and negative.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		recognize how to change sentences from active to passive.
		Most learners will be able to:
		understand forming affirmative and negative passive sentences.
		Some learners will be able to:
		use past passive: affirmative and negative fluently.
Value links		Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links		Natural environment.
Previous learning		The lost world.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of past passive in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.71. Recognition exercise. Answers: Rules 1) subject 2) agent 3) active 4) by
Main Activities	Ex.2 p.71. Opening the brackets. Answers: 1) was found 2) were discovered 3) was built 4) were domesticated 5) weren't painted 6) were decorated Ex.3 p.71. Putting the words into context (writing sentences). Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.49 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Descriptor: A learner: selects useful information and plans the answer; writes a short paragraph using correctly grammar structure. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 62

Term 3

Unit 6 "The natural world"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Vocabulary and listening: Adjectives: describing art.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

recognize and use adjectives for describing art.

Most learners will be able to:

identify major concepts and ideas from a podcast about a photography exhibition.

Some learners will be able to:

talk about art building extended sentences.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Natural environment, Art.

Previous learning

Past passive: affirmative and negative.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing world-wide and Kazakh exhibitions.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.72. Conveying the meaning of new words.

Main Activities

Ex.2 p.72. Putting the words into context (writing sentences).

Ex.3 p.72. Gist listening. Re-ordering of photos. Checking comprehension.

Answers:

1) Sunrise, Sunset

2) Who has seen the wind?

3) Game Over

4) Underwater Forest

Tamsin's favourite image is 'Underwater Forest'.

Ex.4 p.72. Listening for specific information. Answering multiple-choice questions.

Answers:

1) b

2) a

3) b

4) a

5) c

Ex.5 p.72. Putting the words into context (writing sentences).

Ending the lesson

Giving the hometask. WB p.50

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Demonstrate an ability to organize and express ideas clearly.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Apply modal verbs for different purposes.

Descriptor:

A learner:

selects useful information and plans the answer.
uses the topical vocabulary while talking about a news story.
completes sentences using modal verbs.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 63

Term 3

Unit 6 "The natural world"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Present and Past passive: affirmative, negative and questions.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

recognize the form of present and past passive questions.

Most learners will be able to:

apply asking and answering quiz questions using the present and past passive.

Some learners will be able to:

use present and past passive: affirmative, negative and questions fluently.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Art.

Previous learning

Adjectives: describing art.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing world-wide and Kazakh galleries.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.73. Recognition exercise.

Answers:

a) are b) created c) is d) What e) Were f) was

1) Sentences a, c and d are in the past.

2) Sentences b, e and f are in the present.

3) the past participle.

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

Main Activities

Ex.2 p.73. Opening the brackets.

Answers:

1) was named

2) was shown

3) was criticized

4) are called

5) were painted

6) were kept

7) were bought

8) were damaged

9) was sold

10) are owned

11) are seen

Ex.3 p.73. Asking and answering questions.

Answers:

1) What was the building used as in the past?

2) Where are bigger works of art exhibited?

3) How much are visitors charged to go into the gallery?

4) Who was the Guggenheim Museum built?

5) When was the Guggenheim Museum built?

6) What is the Guggenheim Museum used for?

Ex.4 p.73. Putting the words into context (writing questions).

Ex.4 p.73. Speaking in a form of role-play.

Extra task. Writing practice.

Ending the lesson

Giving the hometask. WB p.51

Self-assessment.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they

didn’t like or were bored during some part of the lesson, they can use the column “minus”, the

section “interesting” is for those activities which were interesting during the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly;

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;

3. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context

Descriptor:

A learner:

selects useful information and plans the answer;

uses appropriate subject-specific vocabulary while speaking;
writes a short paragraph using correctly grammar structure.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 64

Term 3

Unit 6 "The natural world"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Expressing doubt.

Learning objectives(s) that this lesson is contributing to

8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a dialogue in which people express preferences and recommend.
Recognize key phrases for expressing preferences and recommending.

Most learners will be able to:

Recommend films to a friend.

Some learners will be able to:

Create and act out their own dialogues on the topic.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Art.

Previous learning

Present and Past passive: affirmative, negative and questions.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing world-wide and Kazakh works of art.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.74. Picture description.

Answers:

The painting is an example of abstract art.

Main Activities

Ex.2 p.74. Gist listening. Checking comprehension.

Answers:

Lucy dislikes the picture because she things the face is a bit strange, as of a child painted it.

Ex.3 p.74. Classifying phrases. “Who said what?” questions. Role-play.

Answers:

Lucy says all the phrases.

Ex.4 p.74. Conveying the meaning of new items. Blank-filling.

Answers:

Look = see here

Look like = resemble

Looks = appears to be

Looks as if = seems as though

1) look

2) looks

3) looks like

4) looks like

5) look

Ex.5 p.74. Odd one out.

Answers:

1) look as if

2) like

3) looks

4) looks like

5) like

Ex.6 p.74. Creative exercise. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.74

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Identify the position of speakers in an extended talk with some support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

identifies the author’s point of view and circles the correct answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 65

Term 3

Unit 6 "The natural world"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A description of a piece of art.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a model text about a piece of art.
Use key phrases for describing a painting.

Most learners will be able to:

Write about a piece of art using writing guide.

Some learners will be able to:

Write about a piece of art without support.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Art.

Previous learning

Expressing doubt.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

It is promoted by raising awareness when comparing world-wide and Kazakh works of art.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Picture description p. 68-69.

Main Activities

Ex.1 p.75. Reading for general understanding. Matching headings with paragraphs.

Answers:

1) d

2) a

3) b

Ex.2 p.75. Discussion questions.

Answers:

1) In 1891.

2) simple, vivid, exotic, unconventional

3) In the National Gallery, London.

Ex.3 p.75. Classifying phrases.

Answers:

... in the foreground/background..., (Surprised!) was first exhibited ... This type of work is typical of ... / Their work often shows ... .

Ex.4 p.75. Showing lexical relations (synonyms).

Answers:

a) fierce

b) distant

c) unconventional

d) vivid

1) original

2) amusing

3) sombre

4) symbolize

Ex.5 p.75. Writing guide.

Ending the lesson

Giving the hometask. WB p.53

Peer-assessment.


Your text is interesting to read
Your text is well structured
Your English sounds fluent. You vary your sentences in length and structure
You know a lot of words
You spell the words right
Your text is grammatically correct and your sentences make sense

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Consider different perspectives on the world orally or in a written form.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
Make a clear plan of writing; Write a text; Check the written draft

Descriptor:

A learner:

gives evaluation to the problem.
uses appropriate subject-specific vocabulary while speaking.
writes an appropriate information.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 66

Term 3 Unit 6 "The natural world"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Tamgaly petroglyphs.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives 8.C8 develop intercultural awareness through reading and discussion 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives		All learners will be able to:
		Understand the history of rock art in Kazakhstan. Use much, many, most, a little , a few, less, fewer, none.
		Most learners will be able to:
		Identify the main idea in the text.
		Some learners will be able to:
		Discuss and give their opinions about rock art.
Value links		Appreciating the magnificence of the world around you.
Cross curricular links		Natural environment, Art.
Previous learning		A description of a piece of art.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		It is promoted by raising awareness when comparing world-wide and Kazakh works of art.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion. Look at the photo and guess where it is. What can you see on the rock on the left side of the photo? Guess who carved or panted these images?
Main Activities	Ex.1 p.76. Conveying the meaning of new words. Use of dictionaries. Answers: Petroglyphs, bull, gorge, slope Ex.2 p.76. Detailed reading. Comprehension questions. Answers: 1) In the south-east of Kazakhstan. 2) They were discovered in 1957. 3) There are more than 5000 petroglyphs. 4) They used tools made of stone and metal. 5) Because for the people who lived in the Bronze Age, the bull was a symbol of power. Ex.3 p.76. Table completion. Odd one out. Answers: 1) much-many-more-(the most) 2) (a) little-less-(the)least 3) (a)few-fewer-(the)fewest 1) quantity 2) before, after 3) uncomfortable, countable 4) than 5) not any Ex.4 p.76. Paraphrasing. Answers: 1) The train ticket to Almaty costs less. 2) I've got three cameras, and none of them work. 3) There are fewer tourists than in Ulytau. 4) Most (of the) scientists support the idea. 5) Three isn't much traffic on a Sunday. Ex.5 p.76. Writing practice.			CD
Ending the lesson	Giving the hometask. SB ex.5p.76 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Raise awareness about cultural diversity through reading and discussion. Make a clear plan of writing; Create a description; Check the written draft. Descriptor: A learner: makes evaluation of classmates’ answers recalls some events based on his/her own experience. writes an appropriate information; writes and edits the work. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 68

Term 3 Unit 6 "The natural world"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: Geography. Natural environments.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use vocabulary of natural environments. Identify the meaning of the text about tropical rainforests..
		Most learners will be able to:
		Write about coral reefs in accordance with the structure.
		Some learners will be able to:
		Write about coral reefs without support.
Value links		Appreciating the magnificence of the world around you.
Cross curricular links		Natural environment.
Previous learning		My country: Tamgaly petroglyphs.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Perception of different global problems in learners' own country and around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "Rainforest". What do you know about tropical rainforests? What do you know about the conditions in a rainforest? What types of animals and plants are there and where do they live in the forest?
Main Activities	Ex.1 p.77. Conveying the meaning of new words. Use of dictionaries. Skimming. Blank-filling. Answers: 1) vegetation 2) wildlife 3) layers 4) mammals 5) shrubs 6) natural Ex.2 p.77. Listening for global information. Checking comprehension. Text completion. 3) recycles 4) community 5) facilities 6) save Ex.3 p.77. Reading for specific understanding. Filling out diagram. Answers: 1) emergent layer 2) canopy 3) understorey 4) forest floor Ex.4 p.77. Writing practice.			CD https://www.youtube.com/watch?v=ZiULxLLP32s https://www.teacherspayteachers.com/Product/REEFSGeography-Worksheets-and-Activities-637593
Ending the lesson	Giving the hometask. WB p.54-55 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics Make a clear plan of writing; Create a description. Check the written draft. Descriptor: A learner: chooses the right answer. writes a letter with introduction, main body and conclusion. writes an appropriate information; writes and edits the work. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 69

Term 3

Unit 7 "Travel and transport"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Vocabulary and language focus: Transport: nouns.

Learning objectives(s) that this lesson is contributing to

8.C8 develop intercultural awareness through reading and discussion

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Pronounce and name verbs to do with travelling and transport.
Recognize and use the form of the past perfect.

Most learners will be able to:

Do a questionnaire about famous explorers.

Some learners will be able to:

Speak fluently about past event using the past perfect.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

CLIL: Geography. Natural environments.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learning about other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Start thinking p.81. Answering questions.

1. Who is the most famous explorer from your country?

2. Do you like to travel? Why/ Why not?

3. How do you usually get to school?

Main Activities

Ex.1 p.80. Classifying words. Matching task.

Answers:

Land: bus, camel, car, bicycle, train, horse, lorry, tram

Water: boat, ship, submarine

Air: plane, helicopter, spacecraft, airship

Marco Polo photo - camels; Amelia Earhart photo - plane; Roald Amundsen photo - ship

Ex.2 p.80. Completing questionnaire. Gist listening. Comparing answers.

Answers:

1) a 2) b 3) c 4) b 5) c

Ex.3 p.80. Matching extracts with photos. Expressing opinion (reacting to a text).

Answers:

1) a 2) b 3) d 4) e 5) c

Ex.4 p.80. Recognition exercise.

Answers:

a) had

b) never

c) before

Ex.5 p.80. Paraphrasing.

Answers:

1) hadn't seen/ had never seen

2) had made

3) had tried

4) hadn't eaten

5) had sailed

Ex.6 p.80. Odd one out.

Answers:

1) had seen

2) got

3) arrived

4) hadn't flown

5) had taken

6) moved

Ex.7 p.80. Putting the words into context.

Extra task. Writing practice.

Fact finder table

Name of explorer
Dates and length of expedition
Purpose of expedition
Food
Shelter
Transport
Clothing
Other equipment
Difficulties faced

Ending the lesson

Giving the hometask. WB p.56

Self-assessment.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Raise awareness about cultural diversity through reading and discussion.

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;

3. Form simple perfect forms for recent, indefinite and unfinished past actions

Descriptor:

A learner:

recalls some events based on his/her own experience.
uses the topical vocabulary while talking about quantities of things people use;
uses the simple perfect forms accurately.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 70

Term 3 Unit 7 "Travel and transport"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reading: Youth travel.
Learning objectives(s) that this lesson is contributing to		8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.UE14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Identify the meaning of the text about why young people travel, where they go, what they do. Apply vocabulary with preposition by, off, in and on.
		Most learners will be able to:
		Discuss your own ideas about travel and transport.
		Some learners will be able to:
		Discuss and give their opinions about travel and transport building extended sentences.
Value links		Travelling to broaden the mind.
Cross curricular links		Geography, History.
Previous learning		Transport: nouns.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learning about other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What does the word "nomad " mean? What is the difference between a traditional nomad and a modern nomad? Would you like to be modern nomads? What would you enjoy?
Main Activities	Ex.1 p.82. Prediction based on the title, pictures. Reading for general understanding. Comparing answers. Answers: 2, 4, 6. Ex.2 p.82. Detailed reading. “Who said what?” questions. Answers: 1) more than 50% of the participants in the survey 2) Peter Jones 3) Peter Jones 4) Peter Jones 5) Maral Akhmadieva 6) Maral Akhmadieva 7) 25% of the participants in the survey Ex.3 p.82. Completion drill. Answers: 1) on 2) on 3) in 4) in 5) off 6) by Ex.4 p.82. Odd one out. Answers: 1) on 2) by 3) on 4) in 5) off 6) in Ex.5 p.82. Speaking in a form of discussion.
Ending the lesson	Giving the hometask. WB p.60 Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Provide a point of view in conversations and discussions. 2. Identify particular information and details in reading passage. 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor: A learner: expresses his/her opinion while answering the questions. completes sentences with right phrases. underlines adjectives in common prepositional phrases. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 71

Term 3

Unit 7 "Travel and transport"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Reported speech: tense changes.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.UE11 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify direct speech and reported speech.

Most learners will be able to:

understand the tense changes used in reported speech.

Some learners will be able to:

change direct speech into reported speech fluently.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

Youth travel.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Comparison of Reported speech in English, Russian and Kazakh languages.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.83. Recognition exercise.

Answers:

present simple

present continuous

present perfect

past simple

will

past simple

past continuous

past perfect

would

Answers:

1) past 2) pronouns 3) say

Main Activities

Ex.2 p.83. Sentence completion task.

Answers:

1) told

2) said

3) told

4) said

5) said

Ex.3 p.83. Transformation exercise.

Answers:

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

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

3) Jake said that he had never tried koumiss before.

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

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

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

Ex.4 p.83. Speaking in a form of interview. Summarizing.

Extra task. Writing practice.

Answers:

2) 'We will book the train tickets online,' they said.

3) 'I don't want to go on a backpacking holiday", Mukhtar told me.

4) 'I'd visited ten different countries by the age of 16,'said Elmira.

5) 'Adventure is just bad planning,' the famous explorer Roald Amundsen once said / said the famous explorer Roald Amundsen.

Ending the lesson

Giving the hometask. WB p.57

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly;

2. Apply the rule for reported speech forms for statements in the context

Descriptor:

A learner:

selects useful information and plans the answer;

chooses the correct answers.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 72

Term 3 Unit 7 "Travel and transport"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: The future of transport.
Learning objectives(s) that this lesson is contributing to		8.C7 develop and sustain a consistent argument when speaking or writing 8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.L6 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics
Lesson objectives		All learners will be able to:
		recognize and use verbs describing movement. identify forms of transport discussed in a radio programme.
		Most learners will be able to:
		discuss various forms of transport and their benefits and drawbacks.
		Some learners will be able to:
		talk about the future of transport building extended sentences.
Value links		Travelling to broaden the mind.
Cross curricular links		Geography, History.
Previous learning		Reported speech: tense changes.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learning about other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "New forms of transport" (electric cars, drones, etc). What are the advantages and disadvantages of new forms of transport might be?
Main Activities	Ex.1 p.84. Conveying the meaning of new words. Sentence completion task. Answers: 1) stopped off 2) takes off / will take off / is going to take off 3) turn back 4) set off 5) pull off 6) went up Ex.2 p.84. Gist listening. Checking comprehension. Answers: electric cars, solar-powered cars, driverless cars and space elevators Ex.3 p.84. Listening for specific information. Answering multiple-choice questions. Answers: 1) a 2) b 3) a 4) b 5) b 6) b Ex.4 p.84. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.58 Self-assessment. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Make an argument and evolve reasoning while speaking. 2. Identify facts and details in extended talks with little support. 3. Figure out the content of a conversation with some support in extended talk. Descriptor: A learner: concludes ideas and arguments based on own experience chooses the correct answer. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 73

Term 3 Unit 7 "Travel and transport"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reported questions, commands and requests.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE11 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		identify the difference between reported questions, commands and requests.
		Most learners will be able to:
		identify the appropriate verbs and phrases to report questions, commands and requests.
		Some learners will be able to:
		apply reported questions, commands and requests fluently.
Value links		Travelling to broaden the mind.
Cross curricular links		Geography, History.
Previous learning		Youth travel.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of Reported speech in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Look at the photo p.85 and say where it is and what it is (It's the Astana Museum of the Future). Would you like to visit the museum and what would you do there?
Main Activities	Ex.1 p.85. Recognition exercise. Table completion. Answers: Reported questions: The reporter asked Samat whether the red car was his. She asked him what the main differences between electric and petrol cars were. She asked him if he had been in a driverless car. Reported commands and requests: She asked him to show her how to drive the car. (request) Samat told the reporter not to press that button. (command) He told her to turn left after the traffic lights. (command) Ex.2 p.85. Listening for global information. Blank-filling. Answers: 1) Is that red car yours? 2) What are the main differences between electric and petrol cars? 3) Can you show me how to drive it? 4) Don't press that button. 5) Have you been in one (a driverless car)? 6) Turn left after the traffic lights. Answers: 1) ask 2) do 3) if 4) to 5) not Ex.3 p.85. Odd one out. Answers: 1) whether 2) she wanted 3) told 4) not to 5) to turn Ex.4 p.85. Making questions. Answers: Ex.5 p.85. Transformation exercise. Answers: 1) The teacher asked us if / whether we had seen a solar-powered car before. 2) The teacher told us not to touch the cars. 3) The teacher told us to go to the Moon Hall on the seventh floor. 4) The teacher asked us what hydroelectric power was. 5) The teacher told us to look at the model of a submarine. 6) The teacher asked us to close the door. 7) The teacher asked us which of the cars we liked the most. 8) The teacher told us not to make so much noise. He / She told us to be quiet. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.59 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply the rule for reported speech forms for statements in the context Descriptor: A learner: selects useful information and plans the answer; chooses the correct answers. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 74

Term 3

Unit 7 "Travel and transport"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Apologizing and explaining.

Learning objectives(s) that this lesson is contributing to

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a dialogue in which people express preferences and recommend.
Recognize key phrases for expressing preferences and recommending.

Most learners will be able to:

Recommend films to a friend.

Some learners will be able to:

Create and act out their own dialogues on the topic.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

Reported questions, commands and requests.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learning about other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

What is the difference between the words 'apology' (noun) and 'apologize' (verb)?
Think of last time you apologized.
Who did you apologize to?
What did you apologize for?

Main Activities

Ex.1 p.86. Picture description.

Answers:

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

Ex.2 p.86. Gist listening. Checking comprehension.

Answers:

Mark couldn't call Jane because he hadn't charged his phone.

Ex.3 p.86. Classifying phrases. “Who said what?” questions. Role-play.

Answers:

1) mean (Mark)

2) don't (Mark)

3) sorry (Mark)

4) worry (Mark)

5) happen (Mark)

Ex.4 p.86. Matching task.

Answers:

A 1, 3

B 7, 8

C 2, 4, 6

D 5

Ex.5 p.86. Speaking in a form of dialogue.

Ex.6 p.86. Creative exercise. Speaking in a form of dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.86

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Identify the main idea in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

selects an appropriate answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 75

Term 3

Unit 7 "Travel and transport"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A memorable journey. Project: A travel brochure.

Learning objectives(s) that this lesson is contributing to

8.C8 develop intercultural awareness through reading and discussion

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

8.UE14 use some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand a text that tells a story.
Use time phrases with prepositions.

Most learners will be able to:

Consolidate the language of the units in a personalized context.

Some learners will be able to:

Write an original text.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

Apologizing and explaining.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learning about other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

What do you know about such places as Bayanaul and Lake Zhasybay?

What is there to see and do there?
Where is it?
Are these good places to go to on a school trip?

https://www.youtube.com/watch?v=etlvDOAj0as

Main Activities

Ex.1 p.87. Discussion questions.

Ex.2 p.87. Reading for general understanding. Checking comprehension.

Answers:

Yes, the writer enjoyed the trip. Key sentences and phrases: I was very excited, amazing, beautiful, I was tired but really happy, I learnt a lot, made some new friends.

Ex.3 p.87. Sentence completion task.

Answers:

1) from 2) to 3) by 4) on 5) By 6) At

Ex.4 p.87. Table completion.

Answers:

1) that day

2) last

3) the following year

4) two years before

5) there

Ex.5 p.87. Transformation exercise.

Ex 6 p.87. Writing guide.

Ending the lesson

Giving the hometask. SB p.91

Peer-assessment.


Your text is interesting to read
Your text is well structured
Your English sounds fluent. You vary your sentences in length and structure
You know a lot of words
You spell the words right
Your text is grammatically correct and your sentences make sense

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Raise awareness about cultural diversity through reading and discussion;

2.Make a clear plan of writing; Create a description. Check the written draft.

3. Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Descriptor:

A learner:

recalls some events based on his/her own experience;
writes an appropriate information.
underlines adjectives in common prepositional phrases.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 76

Term 3

Unit 7 "Travel and transport"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

My country: Almaty Metro.

Learning objectives(s) that this lesson is contributing to

8.C8 develop intercultural awareness through reading and discussion

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a text about the metro system in Almaty.
Use adjectives to describe a transport system.

Most learners will be able to:

Use the present simple to talk about timetables and schedules.

Some learners will be able to:

Discuss and give their opinions about a metropolitan railway.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

A memorable journey.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learning about other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Using pictures related to the text for discussion.

Look at the photo p.85 and say where do you think it is.
What do you like or dislike about it?

https://www.youtube.com/watch?v=-QchmRGNNlk

Main Activities

Ex.1 p.88. Matching task. Expressing opinion.

Answers:

1) convenient

2) safe

3) comfortable

4) cheap

5) fast

6) reliable

7) clean

8) modern

Ex.2 p.88. Detailed reading. True/false statements.

Answers:

1) true.

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

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

4) true

5) false - Tolkyn said she liked all the stations.

Ex.3 p.88. Recognition exercise.

Answers:

1) present

2) time

Ex.4 p.88. Blank-filling.

Answers:

1) takes off

2) closes

3) starts

4) finishes

5) set off

6) is

Ex.5 p.88. Speaking in a form of discussion.

Cross discussion.

Arguments for	Argument against
1.
2.
3.
Conclusion
Yes, because …	No, because

Ending the lesson

Giving the hometask. WB p.61

Self-reflection.

"Message". Pupils write 11 words of the greatest importance for the topic of the lesson.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Raise awareness about cultural diversity through reading and discussion;

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3. Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Descriptor:

A learner:

recalls some events based on his/her own experience;
uses appropriate subject-specific vocabulary while speaking.
underlines adjectives in common prepositional phrases.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 78

Term 3 Unit 7 "Travel and transport"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: Language and literature: Adventure stories. Review Unit 7.
Learning objectives(s) that this lesson is contributing to		8.S8 recount some extended stories and events on a range of general and curricular topics 8.R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.UE14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Understand an extract from a classic work of literature. Use prepositions with sure.
		Most learners will be able to:
		Discuss an adventure story.
		Some learners will be able to:
		Analyse the style and content of the story.
Value links		Travelling to broaden the mind.
Cross curricular links		Geography, History.
Previous learning		My country: Almaty Metro.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Learning about other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What books have you read recently? Give details of the author, the characters, and the story.
Main Activities	Ex.1 p.89. Using picture related to the text for discussion (prediction). What can you see in the photo? Guess where and when the story is set. What are the characters? Reading for general understanding. Checking comprehension. Answers: Huckleberry is running away from his father and Jim is a runaway slave that people are looking for. Ex.2 p.89. Blank-filling. 1) on 2) On 3) to 4) in 5) of 6) at 7) off 8) out 9) to 10) out 11) of 12) at 13) off 14) in Ex.3 p.89. Reading for specific understanding. True/false statements. Answers: 1) false 2) true 3) false 4) don't know 5) don't know 6) true 7) false 8) false Ex.4 p.89. Speaking in a form of discussion. Ex.1 p.90. Word and meaning matching. Answers: 1) submarine 2) lorry 3) bicycle 4) boat 5) camel 6) bus Ex.2 p.90. Gap-filling. Answers: 1) down 2) off 3) up/back 4) back 5) off/ up 6) off Ex.3 p.90. Opening the brackets. Answers: 1) Sarah had never tried beshbarmak before she travelled to Kazakhstan. 2) I didn't remember his name, but I was sure I had met him before. 3) Galymzhan was hungry because he hadn't had breakfast. 4) After we had packed our suitcases, we went to the airport. 5) Before they travelled to Japan, Inzhu and Bibugul had visited Mongolia and Kyrgyzstan. 6) Kamilla knew Petropavl so well because she had grown up there. Ex.4 p.90. Blank-filling. Answers: 1) said 2) asked/told 3) asked/told 4) asked 5) said 6) told Ex.5 p.90. Transformation exercise. Answers: He said (that) he was writing a book about space travel. Irina asked Nurgaly what time the programme started. Daulet told them to call him the next / following day. The teacher told the students not to be late. Akbota said (that) she had learnt to drive two years before. Kuanysh asked us where we had bought the skateboard Ex.6 p.90. Completion drill. Answers: 1) I couldn't 2) You see 3) really sorry 4) it happened 5) Don't 6) won't happen Ex.7 p.90. Listening for specific information. Odd one out. Answers: 1) 1492 2) Atlantic 3) Vikings 4) 500 5) East Asia 6) Spain 7) tomatoes			CD CD
Ending the lesson	Giving the hometask. WB p.62-63 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Skim the extended fiction or non-fiction texts to identify the general information; 2. Retell extended stories and episodes on a given topic; 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor: A learner: reads the text; retells the story in the order of sequences; underlines adjectives in common prepositional phrases. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 79

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Action and protest.
Learning objectives(s) that this lesson is contributing to		8.C9 use imagination to express thoughts, ideas, experiences and feelings 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics 8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Pronounce and name words to do with action and protest. Recognize and use will, won't, might and might not to make predictions.
		Most learners will be able to:
		Do a questionnaire on attitudes to taking action.
		Some learners will be able to:
		Express certainty and possibility fluently.
Value links		Having healthy eating habits.
Cross curricular links		Biology, Geography.
Previous learning		CLIL: Language and literature: Adventure stories. Review Unit 7.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Viewing personal peculiarities through Kazakh culture and customs from around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.92. Answering questions. 1. Is there a problem with food waste in your country? 2. What is a food bank? 3. What problem does farming cause?
Main Activities	Ex.1 p.92. Table completion. Completing questionnaire. Answers: 1) meeting 2) organize 3) march 4) donate 5) collection 6) protest 7) volunteer 8) supporter 9) sponsor 10) petition 11) ban 12) boycott 13) campaign Ex.2 p.92. Gist listening. Matching task. Answers: 1) e 2) a 3) c 4) d 5) b Sentences which express certainty: b, d and e Ex.3 p.93. Completion drill. Classifying phrases. Answers: 1) idea 2) help 3) about 4) think 5) don't 6) work 7) thing 8) could Make suggestions: Let's (organize a meeting). How about (starting an email campaign)? I think we should try ... Why don't we (boycott the shops)? I think the best thing to do is... We could write to the council. Comment on suggestions: That's not a bad idea. That should / could / might help a bit. That will definitely work better. Ex.4 p.93. Putting the words into context (writing sentences). Ex.5 p.93. Recognition exercise. Answers: 1) c, d 2) a, b 3) 'II, won't 4) don't Ex.6 p.93. Putting the words into context (writing sentences). Answers: 1) Ilyas will donate some money. 2) Nastya might become a vegetarian. 3) People might not listen to us. 4) I won't live here in 2030. 5) The government will help farmers. 6) The world might be a better place one day.			CD
	Ex.7 p.93. Putting the words into context. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.64 Self-assessment. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt What they found easy What they found difficult Something they would like to learn in the future.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Convey opinions, notion, experiences and feelings creatively; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3. Demonstrate the ability to use future forms including present continuous with future meaning in the context. 4. Apply modal verbs for different purposes. Descriptor: A learner: uses imagination to express thoughts, ideas, experiences and feelings; uses appropriate subject-specific vocabulary while speaking. develops his/her personal objectives using appropriate future forms. completes sentences using modal verbs. Observation Feedback on the work Self-assessment		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 80

Term 4

Unit 8 "Food and drink"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Reading: The food waste scandal.

Learning objectives(s) that this lesson is contributing to

8.S3 give an opinion at discourse level on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

All learners will be able to:

Identify the meaning of the text about freegans and food waste.

Most learners will be able to:

Synthesize information from the reading passage and use it as the basis for discussion.

Some learners will be able to:

Express opinion about a campaign against food waste.

Value links

Having healthy eating habits.

Cross curricular links

Biology.

Previous learning

Action and protest.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Viewing personal peculiarities through Kazakh culture and customs from around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

What do you understand by the expression "food waste"?
What are food waste issues? (food mountains, sell by dates on food).

Main Activities

Ex.1 p.94. Prediction based on the title, pictures. Reading for general understanding. Comparing answers.

Answers:

1) The photos show:

a person with a bag of food that has been thrown away, to show the quantity of food that is wasted, people who work on a food-sharing campaign, volunteers organizing food boxes so food can be redistributed.

2) Supermarkets throw food away if it is imperfect, for example, not all the same size, or if it doesn't look nice.

3) Freegans are people who believe it is wrong to throw food away and who get most of their food from supermarket waste.

Ex.2 p.94. Detailed reading. Multiple choice questions.

Answers:

1) c 2) a 3) c 4) c 5) c 6) a

Ex.3 p.94. Blank-filling.

Answers:

1) pot

2) slice

Ex.4 p.94. Matching task.

Answers:

a slice of cake
a pot of cream
a bunch of bananas
a fillet offish
a slice of cheese
a pinch of salt
a bunch of grapes
a fillet of steak

Ex.5 p.94. Speaking in a form of discussion.

Ending the lesson

Giving the hometask. WB p.68

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Provide a point of view in conversations and discussions.

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

3. Identify particular information and details in reading passage.

Descriptor:

A learner:

expresses his/her opinion while answering the questions.
uses appropriate subject-specific vocabulary while speaking
completes sentences with right phrases.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 81

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			First conditional review.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		identify the form and use of the first conditional.
		Most learners will be able to:
		reproduce the sentences with the first conditional.
		Some learners will be able to:
		apply the first conditional in speech fluently.
Value links		Having healthy eating habits.
Cross curricular links		Biology.
Previous learning		The food waste scandal.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of Conditional sentences in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Do you like to sing songs? Let's listen to Bruno Mars’s song “Count on me”. Students listen to Bruno Mars’s song. Complete the missing words, then sing.			https://www.youtube.com/watch?v=o8pAIO3CPBY
Main Activities	Ex.1 p.95. Recognition exercise. Answers: 1) boycott 2) 'll listen 3) won't change 4) protest Ex.2 p.95. Blank-filling. Answers: 2) the present simple 3) will, won't Ex.3 p.95. Opening the brackets. Answers: 1) supports, will win 2) ask, will volunteer 3) will boycott, sells 4) won't know, don't organize 5) ban, won't be 6) won't sponsor, don't finish Ex.4 p.95. Sentence completion. Ex.5 p.95. Speaking in a form of interview. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.65 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Differentiate between if/unless in first conditional clauses. Descriptor: A learner: selects useful information and plans the answer; make up sentences with the first conditional. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Appendix

Let’s sing!!

1 . Complete with the missing words.

Shape4

If you ever find yourself stuck on the middle of the _________

I Shape5

light – sea - world

’ll sail the __________ to find you

if you ever find yourself lost in the dark and you can’t see

I’ll be the________ to guide you

Chorus

Find out what were made of

w Shape6

friends - count – need-

hen we are called to help our friends in _________

you can ________ on me like

I’ll be there

and i know when I need it

I can count on you like

and you’ll be there

cause that’s what _________ are supposed to do

ooh yeah! oooooooh!...

Shape9

song - asleep – every day

If you’re tossing and your turning and you just can’t fall _________

I’ll sing a _______ beside you

and if you ever forget how much you really mean to me

_________ I will remind you

Chorus

F Shape10

like – goodbye –

help – cause – cry-

ind out what were made of

when we are called to _______ our friends in need

you can count on me _______

I’ll be there

and I know when I need it

I can count on you like

and you’ll be there

_________ that’s what friends are supposed to do

ooooh yeah..! ooooooh oooooh..

You’ll always have my shoulder when you _______

I’ll never let go, never say _________

y ou can count on me like

I’ll be there

and I know when I need it

I can count on you like

and you’ll be there

cause that’s what friends are supposed to do

oooh yeah! ooooooh, ooooooh

You count on me cause I can count on youu...

Short term plan 82

Term 4

Unit 8 "Food and drink"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Vocabulary and listening: Phrasal verbs: a campaign.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

recognize and use phrasal verbs relating to campaigning.
understand how to make their own examples.
identify the meaning of an interview with a campaigner who wants to save a rainforest.

Most learners will be able to:

synthesize information from the interview about rainforests and use it as the basis for discussion.

Some learners will be able to:

talk about organizing a campaign building extended sentences.

Value links

Appreciating the magnificence of the world around you.

Cross curricular links

Biology.

Previous learning

First conditional review.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Perception of different global problems in learners' own country and around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Where can you find rainforests in the world?
What do you know about rainforests?

https://www.youtube.com/watch?time_continue=106&v=OS2VrgRFCzc

Main Activities

Ex.1 p.96. Conveying the meaning of new words. Matching task. Gist listening.

Answers:

1) end up

2) set up

3) carry on

4) look after

5) find out

6) wipe out

7) join in

8) sign up for

Ex.2 p.96. Sentence completion.

Ex.3 p.96. Prediction. Listening for general information.

Answers:

Questions 3 and 7 are not in the interview.

Ex.4 p.96. Listening for specific information. Comprehension questions.

Molly's campaign is about saving rainforests.
She is hoping to make about £3,000 from sponsors.
She thinks the biggest problem will be illness.
She thinks she'll carry on if there are piranhas in the river.
Molly's dad is going to be with her to look after her while she's there.
The documentary is going to be on TV in October.

Ex.5 p.96. Speaking in a form of discussion.

Ending the lesson

Giving the hometask. WB p.66

Self-assessment.

	Low Performance	At or Below Average	At or Above Average	Exemplary Performance
Scoring	1 point	2 points	3 points	4 points
Requirements/Directions	Student demonstrates no understanding of the requirements; fails to follow directions	Student meets some of the requirements but fails to follow many of the directions	Student follows all directions and meets all requirements for this assignment	Student follows all directions and exceeds the requirements for this assignment
Propaganda Techniques	None of the identified propaganda techniques are used in the campaign	One to two propaganda techniques are incorporated into the campaign	Three to four propaganda techniques are incorporated into the campaign	All propaganda techniques are incorporated into the campaign
Explanation of purpose	The message is merely stated with no explanation; no identification of propaganda used	The message is explained, but no reasons are given to support the propaganda choices	The message is explained and reasons are given to support the propaganda choices	The message is explained and several specific, valid reasons are given for each of the propaganda techniques used
Spelling/Grammar	More than four grammar or spelling errors that affect meaning	Three to four grammar or spelling errors that affect meaning	One to two grammar or spelling errors that affect meaning	No grammar or spelling errors

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Identify facts and details in extended talks with little support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
identifies sentences as True and False.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 83

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Be going to and will.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		identify difference between be going to and will.
		Most learners will be able to:
		use the sentences with going to and will with some support.
		Some learners will be able to:
		apply be going to and will to talk about the future fluently.
Value links		Having healthy eating habits.
Cross curricular links		Biology.
Previous learning		Phrasal verbs: a campaign.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of Conditional sentences in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.97. Completion drill. Matching task. Answers: a) will b) won't c) 'm going to d)is, going to e) 'll f) will
Main Activities	Ex.2 p.97. Blank-filling. Answers: 1) are going to run 2) will sponsor 3) 'll make 4) will be 5) 're going to start 6) 's going to run 7) 'll train Ex.3 p.97. Asking and answering questions. Answers: 1) are, going to 2) are, going to 3) will 4) are, going to 5) 'll 6) will Ex.4 p.97. Recognition exercise. Answers: 1) be going to 2) will Ex.5 p.97. Odd one out. Answers: 1) 'm going to 2) Will you 3) I'll 4) I'll 5) Are you going to 6) I'll Ex.6 p.97. Creative exercise. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.67 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Demonstrate the ability to use future forms including present continuous with future meaning in the context. Descriptor: A learner: selects useful information and plans the answer; illustrates knowledge of the future tense with will for predictions. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 84

Term 4

Unit 8 "Food and drink"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Plans and arrangements.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.UE8 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand a dialogue in which someone talks about their plan to do a sponsored event.
Recognize key phrases for talking about donating money.

Most learners will be able to:

Apply the use of the present continuous for future arrangements.

Some learners will be able to:

Talk about their plans and arrangements fluently.

Value links

Initiative and Responsibility.

Cross curricular links

Social studies.

Previous learning

Be going to and will.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

What are your plans for the weekend?

Main Activities

Ex.1 p.96. Picture description.

Ex.2 p.96. Gist listening. Checking comprehension.

Answers:

Adam thinks he'll raise 150 pounds.

Ex.3 p.96. Blank-filling. “Who said what?” questions. Role-play.

Answers:

1) minute (Adam)

2) do (Mr Johnson)

3) for (Mr Johnson)

4) for (Adam)

5) to raise (Adam)

6) like (Mr Johnson)

Ex.4 p.96. Classifying structures.

Answers:

a) present continuous

b) be going to

Ex.5 p.96. Table completion. Asking and answering questions.

Ex.6 p.96. Creative exercise. Speaking in a form of dialogue.

Ending the lesson

Giving the hometask. SB ex.6 p.98

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly.

2.Identify the position of speakers in an extended talk with some support.

3.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

4. Demonstrate the ability to use future forms including present continuous with future meaning in the context..

Descriptor:

A learner:

selects useful information and plans the answer.
identifies the author’s point of view and circles the correct answer.
uses appropriate subject-specific vocabulary while speaking.
illustrates knowledge of the future tense with will for predictions.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 85

Term 4

Unit 8 "Food and drink"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: A formal letter.

Learning objectives(s) that this lesson is contributing to

8.C7 develop and sustain a consistent argument when speaking or writing

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand a model formal letter.
Use key phrases for writing a formal letter.

Most learners will be able to:

Understand how to explain things.
Write a formal letter with support.

Some learners will be able to:

Write a formal letter without support.

Value links

Having healthy eating habits.

Cross curricular links

Biology.

Previous learning

Plans and arrangements.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Viewing personal peculiarities through Kazakh culture and customs from around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Start a class with a song which promote interest among students.

https://www.youtube.com/watch?v=IUQj0bcSKiQ

Main Activities

Ex.1 p.99. Reading for general understanding. Matching headings with paragraphs.

Answers:

1) d 2) a 3) c

Ex.2 p.99. Comprehension questions.

Answers:

1) James West, Studets Against Fast Food, 8 Dene Gardens, Halford HA3 8H8

2) Morrisey's Supermarket, High Street, Halford HA3 7RD

3) Dear Sir or Madam; Yours faithfully.

4) The plans to build a new fast food restaurant in the area.

Ex.3 p.99. Matching task.

Answers:

1) a 2) d 3) c 4) a 5) c

Ex.4 p.99. Sentence completion.

Ex 5 p.99. Writing guide.

Ending the lesson

Giving the hometask. WB p.69

Peer-assessment.

Criteria	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Organization	Accurately uses correct letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	Mostly uses correct letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	Some noticeable errors in use of correct letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	Several noticeable errors in use of correct letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)
Content	Letter clearly states the purpose Appropriate explanations or facts used to support the main idea Easy to follow Tone is appropriate for intended audience	Letter clearly states the purpose Some explanations or facts used to support the main idea Somewhat hard to follow Tone is generally appropriate for intended audience	Purpose of letter is unclear More explanations or facts need to be used to support the main idea Hard to follow Tone is too formal or too informal for intended audience	Purpose of letter is unclear Main idea is not supported by explanations or facts Letter rambles; hard to follow or understand Tone is inappropriate for intended audience
Language Usage	Accurate use of punctuation and grammar No spelling errors	One or two mistakes with punctuation or grammar One or two spelling errors	More than two mistakes in punctuation or grammar More than two spelling errors	Incorrect use throughout the letter of punctuation or grammar Frequent spelling errors distract from letter

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Make an argument and evolve reasoning while speaking.

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3.Make a clear plan of writing; Create a description. Check the written draft..

Descriptor:

A learner:

concludes ideas and arguments based on own experience

uses appropriate subject-specific vocabulary while speaking.
writes an appropriate information.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 86

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: Food and drink.
Learning objectives(s) that this lesson is contributing to		8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE3 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Apply vocabulary related to cooking and food. Use as, like, such, so, because.
		Most learners will be able to:
		Synthesize information from the text about Kazakh food records and use it as the basis for discussion.
		Some learners will be able to:
		Discuss and give their opinions about Kazakh food.
Value links		Having healthy eating habits.
Cross curricular links		Biology.
Previous learning		A formal letter.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Viewing personal peculiarities through Kazakh culture and customs from around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What traditional food do you like or don't like? Describe how the food is prepared and eaten.
Main Activities	Ex.1 p.100. Conveying the meaning of new words. Reading for general understanding. True/false statements. Answers: 1) false -The world's largest serving of beshbarmak weighed 736.5 kilograms. 2) false - The nomads didn't use cutlery-they ate beshbarmak with their hands. 3) true 4) false - The meat, vegetables and spices are boiled together, but the nooodles are cooked separately. 5) false - Baursaks are also popular in other countries in Central Asia and in the Middle East. 6) true Ex.2 p.100. Recognition exercise. Answers: 1) as. 2) like. 3) so, such a. 4) because, since as Ex.3 p.100. Odd one out. Answers: 1) as 2) because 3) so 4) like 5) Since 6) such Ex.4 p.100. Writing practice.			CD
Ending the lesson	Giving the hometask. SB ex.4 p.100 Self-reflection. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Raise awareness about cultural diversity through reading and discussion; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3. Apply the rule for compound adjectives and adjectives as participles in practice. Descriptor: A learner: recalls some events based on his/her own experience; uses appropriate subject-specific vocabulary while speaking. uses the learned rule and divides adjectives into the right columns. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 87

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: Science: The future of food.
Learning objectives(s) that this lesson is contributing to		8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Understand vocabulary connected to food production.
		Most learners will be able to:
		Understand a text about food production in the future.
		Some learners will be able to:
		Discuss the pros and cons of food production, and food culture.
Value links		Having healthy eating habits.
Cross curricular links		Biology.
Previous learning		My country: Food and drink.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Viewing personal peculiarities through Kazakh culture and customs from around the world.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. How has the way we produce food changed over time? (e.g. the change from horses to tractors, the spreading of food types - potatoes form the Americas to Europe), the use of hybrids and fertilizers). What types of food are produced in Kazakhstan and what is imported from other countries? What will happen in the future to Kazakhstan's climate, population and food production?
Main Activities	Ex.1 p.101. Conveying the meaning of new words. Reading for general understanding. Text completion. Ex.2 p.101. Listening for global information Checking comprehension. Answers: 1) pastures 2) Agriculture 3) crops 4) greenhouses 5) soil 6) fertiliser 7) seeds 8) protein Ex.3 p.101. Reading for specific understanding. Answering multiple-choice questions. Answers: 1) false 2) true 3) false 4) don't know 5) don't know 6) true 7) false 8) false Ex.4 p.101. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. SB ex.4 p.101 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1.Consider different perspectives on the world orally or in a written form; 2. Demonstrate the ability to participate in a conversation; 3. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 4. Identify the meaning and details of the reading texts. Descriptor: A learner: summaries the information on a global issue; gives evaluation to the problem; uses appropriate subject-specific vocabulary while speaking. corrects sentences according to the information in the text. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 88

Term 4 Unit 8 "Food and drink"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 8.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives
Lesson objectives		All learners will be able to:
		revise taught material.
		Most learners will be able to:
		demonstrate learned vocabulary about food and drink with sure. apply taught grammar in writing.
		Some learners will be able to:
		use taught vocabulary and grammar with accuracy.
Value links		Initiative and Responsibility.
Cross curricular links		Social studies.
Previous learning		CLIL: Science: The future of food.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.102. Word formation activity. Answers: 1) meeting 2) donation 3) campaign 4) organization 5) collection 6) ban 7) publicity 8) supporter Ex.2 p.102. Blank-filling. Answers: 1) look after 2) carry on 3) wipe out 4) sign up 5) join in 6) find out Ex.3 p.102. Word formation activity. Answers: 1) un 2) in 3) un 4) im 5) un 6) un 7) im 8) un Ex.4 p.102. Sentence completion. Answers: 1) 'll 2) might 3) 're going to 4) might 5) will 6) will 7) are going to 8) will Ex.5 p.102. Filling in gaps. Answers: 1) are going to 2) 'm going to 3) 'll 4) 'll 5) are going to 6) is going to 7) 'll 8) 'll Ex.6 p.102. Gap-filling. 1) Why don't 2) could 3) might help 4) Let's 5) will have to 6) much effect 7) how about 8) won't help Ex.7 p.102. Listening for global information. True/false statements. Answers: 1) False. Ted is making posters for a public meeting. 2) True. 3) True. 4) False. a lot of young people are against the power station. 5) False. Ann does want to join the campaign committee. 6) True.			CD
Ending the lesson	Giving the hometask. WB p.70 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner: makes evaluation of classmates’ answers. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 90

Term 4

Unit 8 "Food and drink"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Skills round-up 8.

Learning objectives(s) that this lesson is contributing to

8.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

Lesson objectives

All learners will be able to:

Understand details in listening extract.
Use topic related vocabulary in their dialogues.

Most learners will be able to:

Create their own dialogues based on the given situations using some support and act.
Express their ideas in writing a formal letter with some support.

Some learners will be able to:

Create their own dialogues on the topic without support and act.
Express their ideas in writing a formal letter without support.

Value links

Having healthy eating habits.

Cross curricular links

Biology.

Previous learning

Review 8.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Viewing personal peculiarities through Kazakh culture and customs from around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.103. Using pictures related to the text for discussion.

Answers:

1) The photos show students eating in a school canteen, a class with a lot of students, and bullying.

Main Activities

Ex.2 p.103. Listening for global information. Checking comprehension.

Answers:

Jenny, Steve and Joe talk about their school canteen serving unhealthy food.

Ex.3 p.31. Listening for specific information. Sentence completion.

Answers:

1) canteen

2) fresh

3) petition

4) meeting

5) sandwiches

6) Joe

7) Jenny

8) lunchtime

Ex.4-5 p.103. Speaking in a form of role-play.

Ex.6 p.103. Writing practice.

Ending the lesson

Giving the hometask. WB p.71

Self-assessment.

How true are these? Circle the best number (3 = true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why not?	3	2	1
I answered all parts of the question	3	2	1
I used paragraphs	3	2	1
I used linking words	3	2	1
I used a range of vocabulary and phrases	3	2	1
I checked my spelling and punctuation	3	2	1
I used the correct verb tenses	3	2	1
What I did well:
Something I think I need to work on next time:

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

Discuss a problem in groups and suggest a solution to a problem.
Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:

A learner:

brainstorms ideas while speaking in a group.
writes a comment including examples and reasons where necessary.

Observation
Feedback on the work
Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 91

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: School life: verbs.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Pronounce and name words to do with school life. Recognize the form and use of should and must.
		Most learners will be able to:
		Do a questionnaire on attitudes to school.
		Some learners will be able to:
		Apply should and must to talk about obligation fluently.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		Skills round-up 8.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.104. Answering questions. 1. What job do you want to do when you grow up? 2. What qualifications do you need to have in order to find a good job? 3. At what age do people usually begin to work in your country?
Main Activities	Ex.1 p.104. Conveying the meaning of new words. Table completion. Answers: Positive: make friends, get good marks, pass exams, get a qualification Neutral: revise for a test, do your homework, take the exam, leave school. Negative: play truant, cheat in exams, fail an exam, copy a friend's work. get a bad mark, bully, suspend, expel. Ex.2 p.104. Completing questionnaire. Ex.3 p.104. Asking and answering questions. Ex.4 p.104. Recognition exercise. Answers: 1) must 2) should 3) mustn't 4) shouldn't a) must b) should c) mustn't d) No e) No Ex.5 p.104. Odd one out. Answers: 1) must 2) should 3) mustn't 4) shouldn't 5) must 6) should Ex.7 p.104. Putting the words into context. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.72 Self-assessment. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt What they found easy What they found difficult Something they would like to learn in the future.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3.Apply modal verbs for different purposes. Descriptor: A learner: Demonstrate an ability to organize and express ideas clearly; uses appropriate subject-specific vocabulary while speaking. completes sentences using modal verbs. Observation Feedback on the work Self-assessment		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 92

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Reading: Cheating.
Learning objectives(s) that this lesson is contributing to		8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Identify the meaning of the text about cheating in exams. Understand some American English vocabulary. Use key phrases for agreeing and disagreeing.
		Most learners will be able to:
		Synthesize information from the reading passage and use it as the basis for discussion.
		Some learners will be able to:
		Express opinions about cheating at school.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		School life: verbs.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What does the word "cheat" mean? What are the different ways in which people can cheat? Try to guess what percentage of school students cheat in tests and exams.
Main Activities	Ex.1 p.106. Reading for general understanding. Ticking off items. Answers: 1, 2, 4, 5 and 7 are cheating. 1, 2, 4 and 5 are mentioned in the text. Ex.2 p.106. Detailed reading. Text completion. Answers: 1) b 2) a 3) e 4) f 5) c Ex.3 p.106. Building word family tables. Answers: 1) grades 2) cell phone 3) principal Ex.4 p.106. Matching task. Answers: petrol film rubbish motorway shop trousers biscuit pavement lorry sweet Ex.5 p.106. Classifying phrases. Answers: I don't think that... I disagree with that/you. I don't think so. I'm not sure about that. That's true, but ... Ex.6 p.106. Speaking in a form of discussion.			CD
Ending the lesson	Giving the hometask. WB p.76 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences 2. Identify particular information and details in reading passage. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking completes sentences with right phrases. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 93

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Have to and don't have to.
Learning objectives(s) that this lesson is contributing to		8.C6 organise and present information clearly to others 8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		identify the form and use of have to and don't have to to talk about things that are necessary or nor necessary.
		Most learners will be able to:
		produce the sentences with have to and don't have to.
		Some learners will be able to:
		apply have to and don't have to in speech fluently.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		Cheating.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of modal verbs in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.107. Recognition exercise. Answers: 1) have to 2) have to 3) don't have to Rules 1) have to 2) don't have to
Main Activities	Ex.2 p.107. Putting the words in order. Answers: 1) Do we have to walk to school? 2) Does the teacher have to prepare lessons? 3) Don't they have to wear a uniform? 4) Doesn't Zhomart have to study? 5) Does he have to see the head teacher? 6) Do you have to go home? Ex.3 p.107. Listening for specific information. Ticking off items. Putting the words into context (writing sentences). Answers: 1)٧ Laura has to walk to school/ 2) ٧ Laura has to wear a uniform. 3) Laura doesn't have to eat at the canteen. 4) ٧ Laura has to do her homework before she goes out. 5) Laura doesn't have to help make dinner every evening. 6) Laura doesn't have to stay at home on school days. Ex.4 p.107. Putting the words into context (writing sentences). Speaking in a form of interview. Extra task. Writing practice.			CD
Ending the lesson	Giving the hometask. WB p.73 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Demonstrate an ability to organize and express ideas clearly; 2. Apply modal verbs for different purposes. Descriptor: A learner: selects useful information and plans the answer; completes sentences using modal verbs. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 94

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: School life: nouns.
Learning objectives(s) that this lesson is contributing to		8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.L5 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.S3 give an opinion at discourse level on a wide range of general and curricular topics 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives		All learners will be able to:
		recognize and use nouns relating to school life. identify the meaning of an interview with three teenagers talking about their schools.
		Most learners will be able to:
		synthesize information from the interview and use it as the basis for discussion.
		Some learners will be able to:
		discuss opinions about different kinds of school.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		Have to and don't have to.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What kind of school do you go to? Are there other kinds of school in your country? What are the advantages of the school you go to, and also what are the disadvantages?
Main Activities	Ex.1 p.108. Table completion. Answering questions. Answers: Types of school: mixed school, single-sex school. state school. private school. primary school, secondary school. boarding school. Other collocations: school-leaving age, school uniform, school rules, school holidays, school subjects, school-leaving exams. Ex.2 p.108. Listening for global information. Checking comprehension. Answers: 1) boarding school 2) secondary school 3) single-sex school 4) state school Ex.3 p.108. Listening for specific information. True/false statements. Answers: 1) True 2) False 3) True Ex.4 p.108. Listening for specific information. Answering multiple-choice questions. Answers: 1) c 2) a 3) b 4) b 5) c Ex.5 p.108. Speaking in a form of discussion.			CD CD CD CD
Ending the lesson	Giving the hometask. WB p.66 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Identify facts and details in extended talks with little support. 2. Provide a point of view in conversations and discussions. 3. Identify the position of speakers in an extended talk with some support. 4. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor: A learner: identifies sentences as True and False. presents his/her information to the class. identifies the author’s point of view and circles the correct answer. uses appropriate subject-specific vocabulary while speaking. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 95

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Should, must and have to.
Learning objectives(s) that this lesson is contributing to		8.C7 develop and sustain a consistent argument when speaking or writing 8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		differentiate should, must and have to.
		Most learners will be able to:
		produce the sentences with should, must and have to to make recommendations and talk about school.
		Some learners will be able to:
		apply should, must and have to in speech fluently.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		School life: nouns.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Comparison of modal verbs in English, Russian and Kazakh languages.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.109 Recognition exercise. 1) should 2) has to 3) have to 4) must study 5) mustn't 6) don't have to
Main Activities	Ex.2 p.109. Odd one out. Answers: 1) have to 2) mustn't 3) have to 4) don't have to 5) mustn't 6) have to 7) don't have to 8) have to 9) must 10) shouldn't Ex.3 p.109. Putting the words into context (writing sentences). Ex.4 p.109. Sentence completion. Ex.5 p.109. Creative exercise. Ex.6 p.109. Putting the words into context (writing sentences). Comparison schools using Venn diagram. Extra task. Writing practice.
Ending the lesson	Giving the hometask. WB p.75 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1. Make an argument and evolve reasoning while speaking; 2. Apply modal verbs for different purposes. Descriptor: A learner: concludes ideas and arguments based on own experience; completes sentences using modal verbs. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 96

Term 4

Unit 9 "The world of work"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Speaking: Asking for and giving advice.

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others

8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Understand a dialogue in which people ask for and give advice.
Recognize key phrases for asking for and giving advice.

Most learners will be able to:

Ask for and give advice with some support.

Some learners will be able to:

Create and act out their own dialogues on the topic.

Value links

Students will be able to understand that every work is important and worthy.

Cross curricular links

Social studies.

Previous learning

Should, must and have to.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to differentiate common jobs in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ex.1 p.110. Picture description.

Answers:

Adam is reading a text message on his mobile.

Main Activities

Ex.2 p.110. Gist listening. Checking comprehension.

Answers:

Lucy advises Adam to not get angry, talk to his parents and to explain why he thinks coding would be more useful.

Ex.3 p.110. Completion drill. Role-play.

Answers:

1) matter

2) should

3) do

4) for

5) you

6) sure

Ex.4 p.110. Matching task.

Answers:

1) d

2) b

3) g

4) c

5) e

6) a

Ex.5 p.110. Listening for global understanding.

Answers:

1) matter

2) don't, talk

3) do

4) Whatever, don't

5) I, show, teacher

Ex.6 p.110. Creative exercise (Extension).

Ex.7 p.110. Speaking in a form of a dialogue.

Ending the lesson

Giving the hometask. SB ex.7 p.110

Peer-assessment.

Rubric

Category	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Fluency	Author demonstrates normal pace, not too fast, not to slow.	Author demonstrates adequate normal pace, not too fast, not to slow.	Author demonstrates some normal pace, not too fast, not to slow.	Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar	There are no spelling, punctuation, or grammar errors.	There are 1-2 spelling, punctuation, or grammar errors.	There are 3-4 spelling, punctuation, or grammar errors.	There are more than 4 spelling, punctuation, or grammar errors.
Presentation/ Memorization	Dialogue is well organized and flows like a natural conversation.	Dialogue is fairly well organized and mostly flows like a natural conversation.	Dialogue is slightly confusing and somewhat flows like a natural conversation.	Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/ Expression	No pronunciation errors are noted. Conversation is recited with appropriate expression.	There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression.	There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression.	There are 5 or more pronunciation errors. Appropriate expression not used.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly.

2. Identify the main idea in extended talks with little support.

3.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:

A learner:

selects useful information and plans the answer.
selects an appropriate answer.
uses appropriate subject-specific vocabulary while speaking.

Observation
Feedback on the work
Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 97

Term 4

Unit 9 "The world of work"

School:

Date: ___. ___.2019

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Writing: An opinion essay.

Learning objectives(s) that this lesson is contributing to

8.C7 develop and sustain a consistent argument when speaking or writing

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand the general writing structure of a model opinion essay.
Use key phrases for an opinion essay.

Most learners will be able to:

Write an opinion essay with some support.

Some learners will be able to:

Write an opinion essay building extensive sentences.

Value links

Students will be able to understand that every work is important and worthy.

Cross curricular links

Social studies.

Previous learning

Asking for and giving advice.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to differentiate common jobs in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up. Free talk.

Are you in favour of school uniforms?

Main Activities

Ex.1 p.111. Reading for general understanding. Answering questions.

Answers:

1) The writer gives four arguments in favour of school uniforms.

2) § 3

3) School uniforms are compulsory at the writer's school, but at most schools in the same area they are not.

4) They like to choose their own clothes.

Ex.2 p.111. Classifying phrases.

Answers:

All in all, ... / In conclusion, ...

Ex.3 p.111. Writing practice.

Ex.4 p.111. Writing guide.

Ending the lesson

Giving the hometask. WB p.77

Peer-assessment.


Your text is interesting to read
Your text is well structured
Your English sounds fluent. You vary your sentences in length and structure
You know a lot of words
You spell the words right
Your text is grammatically correct and your sentences make sense

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Assessment criteria:

1. Make an argument and evolve reasoning while speaking.

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;

3. Identify the main idea of text on unfamiliar and curricular topics.

4.Make a clear plan of writing; Write a text; Check the written draft

Descriptor:

A learner:

concludes ideas and arguments based on own experience.
uses appropriate subject-specific vocabulary while speaking.
writes a letter with introduction, main body and conclusion
includes examples and reasons where necessary.

Observation

Feedback on the work

Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 98

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			My country: The world of work.
Learning objectives(s) that this lesson is contributing to		8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.UE17 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Apply vocabulary related to jobs. Use I wish and Of only to take about wishes and regrets.
		Most learners will be able to:
		Synthesize information from the text about "The world of work" and use it as the basis for discussion.
		Some learners will be able to:
		Discuss and give their opinions about the advantages of different jobs.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		An opinion essay.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. Which jobs in Kazakhstan are the most popular, the best paid, the most interesting, and the most common. Which job do you think you would do? Which jobs do members of your families do?
Main Activities	Ex.1 p.112. Matching task. Listening for general understanding. Answers: Arslan - waiter, Zhibek - artist, Nursultan - doctor. Ex.2 p.112. Listening for specific information. Matching people and opinions. Answers: 1) Zhibek 2) Arslan 3) Arslan 4) Nursultan 5) Zhibek Ex.3 p.112. Recognition exercise. Answers: 1) present, were 2) present or future, if not Ex.4 p.112. Filling in blanks. Answers: 1) could 2) had 3) didn't 4) unless 5) was/were 6) if Ex.5 p.112. Speaking in form of discussion.			CD CD
Ending the lesson	Giving the hometask. SB ex.5 p.112 Self-reflection. “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1.Consider different perspectives on the world orally or in a written form; 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. 3.Differentiate between if/unless in first conditional clauses. Descriptor: A learner: summaries the information on a global issue; uses appropriate subject-specific vocabulary while speaking. make up sentences with the first conditional. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 99

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			CLIL: History: Child labour in Victorian Britain.
Learning objectives(s) that this lesson is contributing to		8.C8 develop intercultural awareness through reading and discussion 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Understand world building using verbs and nouns.
		Most learners will be able to:
		Understand a text about child labour.
		Some learners will be able to:
		Discuss child labour laws in Kazakhstan.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		The world of work.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Breaks and physical activities used.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. Have you ever done or want to do a part-time job after school or at the weekend? What the favourite types of part-time jobs are popular with young people in Kazakhstan? What sort of job do you want to do when you are adults? What jobs wouldn't you definitely want to do?
Main Activities	Ex.1 p.113. Conveying the meaning of new words. Text completion. Ex.2 p.113. Listening for global information Checking comprehension. Answers: 1) restrict - restriction 2) exploit - exploitation 3) prohibit - prohibition 4) require - requirement 5) treat - treatment 6) employ - employment Ex.3 p.113. Reading for specific understanding. True/false statements. Answers: 1) true 2) false 3) true 4) don't know 5) false 6) true Ex.4 p.113. Answering questions.			CD
Ending the lesson	Giving the hometask. SB ex.4 p.101 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: 1.Raise awareness about cultural diversity through reading and discussion. 2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 3. Identify the main idea of text on unfamiliar and curricular topics. Descriptor: A learner: recalls some events based on his/her own experience. uses appropriate subject-specific vocabulary while speaking. writes a letter with introduction, main body and conclusion Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 100

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Review 9.
Learning objectives(s) that this lesson is contributing to		8.C5 use feedback to set personal learning objectives
Lesson objectives		All learners will be able to:
		revise taught material.
		Most learners will be able to:
		demonstrate learned vocabulary about the world of work with sure. apply taught grammar in writing.
		Some learners will be able to:
		use taught vocabulary and grammar with accuracy.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		CLIL: History: Child labour in Victorian Britain.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Health and Safety		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.114. Completion drill. Answers: bully cheat pass copy leave make get suspend Ex.2 p.114. Word and meaning matching. Answers: school uniform primary school secondary school boarding school mixed school single-sex school school rules state school Ex.3 p.114. Putting the words into context. Answers: I have to/don't have to make dinner. My parents have to / don't have to get up at 7 a.m. My best friend has to / doesn't have to leave home early. My dad has to / doesn't have to drive to work. I have to / don't have to learn Russian? My friends and I have to / don't have to help at home. I have to / don't have to wear a school uniform. Our teacher has to / doesn't have to correct our tests. Ex.4 p.114. Asking and answering questions. Answers: Do you have to make dinner? Yes, I do. / No, I don't. Do your parents have to get up at 7 a.m.? Yes, they do. / No, they don't. Does your best friend have to leave home early? Yes, he / she does. / No, he / she doesn't. Does your dad have to drive to work? Yes, he does. / No, he doesn't. Do you have to learn Russian? Yes, I do./No, I don't. Do you and your friends have to help at home? Yes, we do. / No, we don't. Do you have to wear a school uniform? Yes, I do. / No, I don't. Does our teacher have to correct our tests? Yes, he / she does. / No, he/she doesn't. Ex.5 p.114. Odd one out. Answers: shouldn't doesn't have to mustn't have to must mustn't Ex.6 p.114. Answering multiple-choice questions. Answers: 1c 2c 3b 4a 5b 6c Ex.7 p.114. Listening for global information. Matching speakers. Answers: Speaker 1 с Speaker 2 a Speaker 3 e Speaker 4d			CD
Ending the lesson	Giving the hometask. WB p.78 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider classmates' advice and set personal learning objectives based on their feedback. Descriptor: A learner: makes evaluation of classmates’ answers. Observation Feedback on the work Peer-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 102

Term 4 Unit 9 "The world of work"			School:
Date: ___. ___.2019			Teacher’s name:
Grade 8 __			Number present:		Number absent:
Theme of the lesson:			Project: A survey.
Learning objectives(s) that this lesson is contributing to		8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Lesson objectives		All learners will be able to:
		Understand a survey about school life.
		Most learners will be able to:
		Plan, write and edit a survey about school life with minimal support.
		Some learners will be able to:
		Plan, write and edit a survey about school life without support.
Value links		Students will be able to understand that every work is important and worthy.
Cross curricular links		Social studies.
Previous learning		Review 9.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness		Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety		Students will be able to understand that every work is important and worthy.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Main Activities	Ex.1 p.115. Skimming. Comparison answers using Venn diagram. Ex.2 p.115. Writing guide. Ex.3 p.115. Feedback on the project.
Ending the lesson	Giving the hometask. WB p.79 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			Assessment criteria: Consider different perspectives on the world orally or in a written form. Descriptor: A learner: summaries the information on a global issue. Observation Feedback on the work Self-assessment			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

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