Презентация:Schools in Kazakhstan.9-сынып

Virginia Evans – Jenny Dooley – Bob Obee
Translations by: Natalya Mukhamedjianova
Sample lesson plans

Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные
планы подлежат корректировке самим учителем, преподающим в
данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».

grade 8:

Unit Strands Learning objectives
Term 1
1 Our World

Content

8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
Speaking

8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks ;
8.3.6.1 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
Reading

8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some extended texts;
8.4.4.1 - read a growing range of extended fiction and non- fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
1

Writing 8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
Use of
English
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;
8.6.15.1 - 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;
8.6.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a... that
in giving explanations on a range of familiar general and
curricular topics
2 Daily Life and
Shopping
Content

8.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.8.1 - develop intercultural awareness through reading and
discussion
Listening

8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres
Speaking

8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
2

exchanges;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics;
8.3.8.1- recount some extended stories and events on a range of
general and curricular topics
Reading

8.4.2.1- understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1- understand the detail of an argument on a range of
familiar general and curricular topics, including some extended texts;
8.4.4.1- read a growing range of extended fiction and non- fiction
texts on familiar and some unfamiliar general and curricular topics;
8.4.6.1- recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
Writing 8.5.1.1- plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1- write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar general topics and some curricular topics;
8.5.3.1- write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.6.1- link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics and some curricular topics;
8.5.9.1- punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of
English
8.6.10.1- use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
8.6.11.1- 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;
8.6.12.1- 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;
8.6.15.1- 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;
8.6.16.1- use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a ... that in giving explanations
on a range of familiar general and
curricular topics
Term 2
3 Entertainment
and Media
Content

8.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1- respect differing points of view;
3

8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
Speaking

8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
Reading 8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
Writing

8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular
topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics;
4

8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
Use of
English
8.6.1.1 - use some abstract nouns and complex noun phrases on a
range of familiar general and curricular topics;
8.6.2.1 - use a growing variety of quantifiers for countable and
uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.3.1 - 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;
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and curricular topics;
8.6.1.13 - 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;
8.6.1.14 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general and curricular topics;
8.6.15.1 - 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;
8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar
general and curricular topics
4 Sport, Health
and Exercise
Content 8.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1 - respect diffe ring points of view;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing
Listening

8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
5

topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics
Speaking

8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
Reading

8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a growing range
of familiar general and curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
Writing 8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics
Use of
English
8.6.8.1 - 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;
8.6.1.10 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;
8.6.12.1 - 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;
8.6.13.1 - 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;
8.6.15.1 - 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;
6

8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety
of relative clauses including why clauses on a range of familiar
general and curricular topics
Term 3
5 Reading for
Pleasure
Content

8.1.3.1 - respect differing points of view;
c
8.1.8.1 - develop intercultural awareness through reading and
discussion
Listening

8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics
Speaking

8.3.2.1 - ask more complex questions to get information about
a growing range of general topics and some curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
Reading

8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a range of
familiar general and curricular topics, including some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
7

written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics
Use of
English
8.5.8.1 - 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;
8.5.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;
8.5.1.11 - 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;
8.5.12.1 - 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;
8.5.14.1 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
and curricular topics;
8.5.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a...that in giving explanations on a range of familiar general and curricular
topics
6 The Natural
World
Content

8.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening 8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
Speaking 8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8

8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
Reading

8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres;
8.4.8.1 use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding
Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics and some curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics;
8.5.9.1 - punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of
English
8.6.1.1 - use some abstract nouns and complex noun phrases on a
range of familiar general and curricular topics;
8.6.3.1 - 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;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
general and curricular topics;
8.6.6.1 - use a variety of pronouns including indefinite pronouns
anybody, anyone, anything and quantitative pronouns everyone,
everything, none, more, less, a few o n a range of familiar
general and curricular topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
9

indefinite and unfinished past on a range of familiar general and
curricular topics
7 Travel and
Transport
Content

8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect diffe ring points of view;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
topics;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
Speaking

8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
Reading 8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding
Writing 8.5.1.1 - plan, write, edit and proofread work at text level with
little - support on a growing range of general and curricular
topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics and some curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics;
10

8.5.9.1 - punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of
English
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
8.6.13.1 - 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;
8.6.14.1 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
and curricular topics
Term 4
8 c Content

8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - re spect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
Speaking 8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics ;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
11

at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
Reading

8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres
Writing 8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular
topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics
Use of
English
8.5.2.1 - use a growing variety of quantifiers for countable and
uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.3.1 - 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;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
general and curricular topics;
8.6.8.1 - 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;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular
topics;
12

8.6.10.1 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.13.1 - 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;
8.6.15.1 - 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
9 The World of
Work
Content

8.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1 respect differing points of view; 8.1.6.1 - organise and present information clearly to others; 8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening

8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
Speaking 8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
Reading

8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
13

Writing 8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.2 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics
Use of
English
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.6.1 - 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;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and curricular topics;
8.6.8.1 - 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;
8.6.10.1 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.11.1 - 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
8.6.13.1 - 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;
8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar
general and curricular topics

14

8 класс
Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2
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.S1 use formal
and informal
registers in their
talk on a limited
range of general
and curricular topics
8.R1 understand
the main
points in texts on a
limited range
of unfamiliar gen eral
and curricular
topics, including
some extended texts
8.W1 plan, write,
edit and proofread
work at text level
with some support
on a range of
general and
curricular topics
8.UE1 use some abstract
nouns and complex noun
phrases on a range of familiar general and
curricular topics
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.S2 ask more
complex questions to get information 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 tex ts
of familiar
general and curricular
topics, includ
ing
some extended texts
8.W2 write with
minimal support
about real and imaginary past
events, act ivities
and experiences
on a growing range of familiar general
topics and some curricular topics
8.UE2 use a growing
variety of quantifiers for
countable and uncountable
nouns including several,
plenty, a large/s mall
number/amount on a range
of familiar general and
curricular topics
8.C3 respect
differing points of
view
8.L3 understand with
little or no support
most of the detail of
an argument in
extended talk on a
wide range of general
and curricular topics
8.S3 give an opinion
at discourse level
on a ran ge of
general and
curricular topics
8.R3 understand
the detail of an
argument on a
growing range of
familiar general
and curricular
topics, including
some extended tex ts
8.W3 write with
moderate
grammatical
accuracy on a
limited 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
15

topics
8.C4 evaluate and
respond cons tructively
to feedback
from others
8.L4 understand with
little or no support
most of the implied
meaning in extended
talk on a wide range
of generaland
curricular topics
8.S4 respond
with some
flexibility at both sentence
and discourse
level
to with some
flexibility at both sentence
and discourse
level
to with some
flexibility at both
sentence
and discourse level
to with some
flexibility at both
s entence
and discourse
unexpected
comments on a
range of gener al
and curricular topics
level to
8.R4 read a
growing range of
extended
fiction and non-
fiction texts on
familiar and some
unfamiliar general
and curricular topics
8.W4 use with
some support style
and register
appropriate to a
limited varie ty of
written genres on
general and
curricular topics
8.UE4 use an increased
variety of determiners
including all, half, both
[of] in pre-determiner
function on a range of
familiar general and
curricular topics
8.C5 use feedback to
set personal learning
objectives
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.S5 interact
with peers
to negotiate,
agree and organise priorities and plans for completing classroom tasks with peers to negotiate,
agree and
8.R5 deduce
meaning from
context in short
texts and some
extended texts on
a growing range
of familiar general
and curricular topics
8.W5 develop with
support coherent
arguments
supported when necessary

by examples and
reasons for a
growing r ange of
written genres in
familiar
8.UE5 use questions
which include a variety of
different tense and modal
forms on a range of
familiar general and
curricular topics
16

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

general and
curricular topics
8.C6 organise and
present information
clearly to others
8.L6 deduce meaning
from context
with litt le or no
support in extended
talk on a wide ra nge
of general and
curricular topics

8.L7 begin to
recognise typical
features at word,
sentence and text
level of a limited
range of spoken
genres
8.S6 link
comments with
some flexibility to
what others say at
sentence and
discourse level in
pair, group and
whole class
exchanges

8.R6 recognise
the attitude or
opinion of the writer
on a growing range
of unfamiliar
general and
curricular topics,
including some
extended text
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.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 gen eral
and curricular topics
8.C7 develop
and sustain a
consistent argument
when speaking or writing
8.L8 understand
extended narratives
on a range of general
and curricular topics
8.S7 use
appropriate subject-
specific vocabulary
and syntax to talk
about a
growing range
8.R7 recognise
typical features
at word,
sentence and text
level in a range of
written genres
8.W7 use with
minimal support appropriate layout at text level for a
growing range of
written genres on
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
17

of general topics,
and some curricula r
topics
familiar general
and curricular
topics
8.C8 develop
intercultural
awareness through
reading and
discussion
8.S8 recount
some
extended stories
and events on a growing range of
general and
curricular topics
8.R8 use familiar
and some unfamiliar
paper and digital
reference
resources to check meaning
and extend
understanding
8.W8 spell most
high-frequency
vocabulary
accurately for a
growing range of
familiar general
and 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.C9 use imagination
to express thoughts,
ideas, experiences
and feelings
8.R9 begin to
recognise
inconsistencies
in argument in
short texts on a
limited range of
general and
curricular subjects
8.W9 punctuate
written work at text
level on a growing
range of familiar
general and
curricular topics
with growing
accuracy
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
8.C10 use talk or
writing as a means of
reflecting on
and exploring
a range of
perspectives on the
world
8.UE10 use present
continuous forms for
present and future
meaning and past
continuous, including some passive forms, on a
range of familiar general
and curricular topics
8.UE11 use
some reported
speech forms for
statements, questions
and commands: say, ask,
tell including
18

reported requests on a
range of familiar
general and curricular
topics
8.UE12 use
comparative
degreeadverb 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
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
8.UE14 use a some
prepositions before
nouns and adject ives use
prepositions as, like to
indicate manner
use dependent prepositions following
adjectives on a range of
19

familiar general and
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 ver bs on a growing
range of familiar general
and curricular topics
8.UE16 use a growing
variety of conjunct ions
including since, as to
explain reasons and the
structures so ... that, such
a ... that in giving
explanations on a range of
familiar general and
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 cl auses
including why clauses on a
range of familiar general
and curricular topics

20

Module 1 Our world

LESSON: Module 1 Lesson 1
Our World Vovabulary
School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s) that
this lesson is
contributing to
C10 - 8.1.10.1- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
S7 - 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for
gis and identify all specific information
Assessment
criteria
Learners have met the learning objective (C10/S7) if they can: speak about the
problems and suggest the solutions to some of the problems in the pictures
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular
links
Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural disasters
Plan
Planned timings Planned activities (replace the notes below with your
planned activities)
Excel
Resources

BEGINNING THE LESSON

What’s in this module? – to read the title of the module Our
World and ask Ss to suggest what they think it means. Go
through the topic list and stimulate a discussion to prompt Ss’ interest in the module


PRESENTATION AND PRACTICE
C10 S7
To present global issues.
To direct Ss to the pictures. Discuss the words and phrases. If necessary, use a dictionary. Play the recording. Ss listen and repeat chorally and/or individually. (Ex. 1, p.5)
To talk about solutions to global issues.
Read the ideas in the list and elicit/explain any unknown words.
Invite one of the students to read out the example. Ask various
Ss to suggest solutions to the global issues using the ideas in the
list as well as ideas of their own. (Ex. 2, p.5)


Pictures, p.5. Dictionary.
Recording.
ENDING THE
LESSON
(An activity to consolidate the language of the lesson.) Ask the
pupils to describe any of global issues with the solution in their region.

21

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?
Cross-curricular links
Health and safety check
ICT links Values links
Reflection

Were the lesson objectives/learning objectives realistic?
Did I stick to timings?

What changes did I make from my plan
and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson




22

Module 1 Our world

LESSON: Module 1 Lesson 2
Vocabulary 1a
School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s) that
this lesson is
contributing to
8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and
feelings
8.1.8.1 – C8 develop intercultural awareness through reading and discussion
8.4.2.1 – R2 understand specific information and de tail in texts on a growi ng
range of familiar general and curricular topics, inclu ding some extended texts
of familiar general and curricular topics, including some extended tex ts
8.4.8.1 – R8 use familiar and some unfamiliar paper and digital ref erence
resources to check meaning and extend understanding
8.3.3.1 – S3 gi ve an opinion at discourse level on a range of gene ral and
curricular topics
8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing
range of familiar general and curricular topics
8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited vari ety of verbs and prepositions;
use some prepositional verbs and beg in to use common phrasal verbs on a
growing range of familiar general and curri cular topics
8.3.1.1 – S1 use formal and informal registers in their talk on a limited range
of general and curricular topics
8.3.7.1 – S7 use appr opriate subject-specific vocabul ary and syntax to talk
about a growi ng range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their
habitats, to learn prepositional phrases, talk about the steppe, prepare a poster
of plants and animals that live on our steppe
Assessment criteria Learners have met the learning objective if they can: speak about animals
and their habitats, the steppe
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular
links
Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Our world: global issues.
Plan
23

Planned timings Planned activities (replace the notes
below with your planned activities)
Excel Resources

BEGINNING THE
LESSON
8.1.9.1 – C9
To introduce the topic
Ask Ss to look at the pictures and then imagine they are there on the steppe. Ask various Ss to describe to the class what they can see and feel using their
imagination.
Ex. 1, p.6 (SB)
Suggested Answer Key
I can see the big blue sky above me and the wide, open grassland of the steppe in front
of me. I feel alone.

PRESENTATION AND PRACTICE
8.1.8.1 – C8
8.4.2.1 – R2


8.4.8.1 – R8






8.3.3.1 – S3




8.5.8.1 – W8




To listen and read for gist
Ask Ss to read the title and elicit Ss’
guesses as to why the steppe is important
to the Kazakh people according to the
author. Play the recording. Ss listen and
follow the text and find out.
Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments.
To read for specific information
Explain the task. Allow Ss time to read the
statements and then read the text again and
complete the task. Check Ss’ answers.


To consolidate new vocabulary
Allow Ss time to look up the meanings of
the words in bold in the text in their
dictionaries or in an online dictionary.
Elicit definitions from Ss around the class.


To consolidate information in a text and
give an opinion
Ss discuss in pairs what they found
interesting in the text and compare
opinions. Ask various pairs to report back
to the class.








Ex. 2, p.6 (SB)
Recording
Answer Key
The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s
cities.
Video. Ex. 3, p.6 (SB)
Answer Key
1 F 3 T 5 DS
7 F 2 T 4 F
6 T 8 DS

Ex. 4, p.7 (SB)
Answer Key
harsh (adj): severe, difficult
drop (v): to fall suddenly
habitat (n): the place where an
animal/plants grows/lives
endangered (adj): at risk
pollution (n): the presence of
sth which has harmful/
poisonous effects on the
environment
Ex.5, p.7(SB)
Suggested Answer Key
I was impressed that the
steppe is one third of the
country and that the
temperatures are so extreme. I
was also impressed that the
Kazakh people are going to
preserve the steppe for future
generations.

ENDING THE LESSON
To prepare a poster
Explain the task and ask Ss to work in small groups to look up information on the Internet or any other sources. Ss can use ideas from the text on p. 6. Ask various Ss
to present their posters to the class.
Student’s Book: Language
Review 1a
Workbook: 1a
24

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?
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

Were the lesson objectives/learning objectives realistic?
Did I stick to timings?

What changes did I make from my
plan and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson



































25

Module 1 Our world

LESSON: Module 1 Lesson 3
Use of English 1b
School:
Date: Teacher name:
CLASS: Number present: absent:
Learning
objectives(s) that
this lesson is
contributing to
8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited vari ety of verbs and
prepositions; use some prepositional verbs and beg in to use common
phrasal ver bs on a growing range of familiar general and curricular topics
8.5.3.1 – W3 write with m oderate gramm atical accuracy on a limited range
of familiar general and curricular topics
8.5.8.1 – W5 develop with support coh erent arguments supported when
necessary
by examples and reasons for a growing r ange of written genres in familiar
general and curricular topics
8.6.16.1 – UE16 use a growing variety of conjunctions including since, as
to explain reasons and the structures so ... that, such a ... that in giving
explanations on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form,
learn word formation (nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech
Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they
can: use tenses of infinitive/-ing forms, do the correct word formation,
express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular
links
Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Our world: global issues.
Plan
Planned timings Planned activities (replace the notes below
with your planned activities)
Excel Resources
BEGINNING THE
LESSON
to introduce the topic of the lesson

Teacher’s ideas

PRESENTATION
AND PRACTICE
8.6.15.1 – UE15

To present the to-infinitive and the -ing
forms
Present the infinitive forms. Explain that the infinitive is the base form of all verbs. Explain that we can use it with or without the
preposition to. Say then write on the board: I
Ex. 1, p.8 (SB)
(Ss’ own answers)

26

want to play football. I can play football.
Explain that we use to-infinitive to express
purpose and after certain verbs such as would
like, would prefer, would love, advise, agree,
decide, claim, want, expect, continue, hope,
offer, seem, promise, etc. Explain that we use
to-infinitive after certain adjectives such as
willing, eager, reluctant.
Explain that we use the infinitive without to
with modal verbs e.g. can, must, should, etc.
8.5.3.1 – W3









8.6.15.1 – UE15




8.6.15.1 – UE15
8.5.3.1 – W3








8.5.8.1 – W5

Present the -ing form. Explain that the -ing
form is the verb form that ends in -ing. Say then write on the board: Swimming is fun. Explain that we can use the - ing form as a
noun and as the subject of a sentence. Say then write on the board: I like running. Explain that we use the - ing form with the
verbs like, love, enjoy, prefer as well as with the verbs avoid, admit, try, consider, imagine, regret, suggest, start, begin finish and stop. Ask Ss to read the table and say the examples in their language.

To practise the to-infinitive and the -ing
forms
Explain the task and give Ss time to complete
it. Then check Ss’ answers around the class.

To present and practise tenses of the to-
infinitive and the -ing form
Ask Ss to study the table. Refer Ss to the
Grammar Reference section for more
information. Explain the task and read out the
example and then give Ss time to rewrite the
sentences using the verbs in brackets and then
ask various Ss around the class to read them
out to the class.

To practise the to-infinitive and the - ing
form using personal examples
Explain the task and give Ss time to complete
it Check Ss’ answers around the class.
Ex. 2, p.8 (SB)
Answer Key
1 to organise, join 3 to protect, cutting 2 to help, donate 4 to reduce, walking
Ex. 3, p. 8 (SB)
Answer Key
2 Dilnaz enjoys working
with children at the
weekend.
3 She claims to have been volunteering all summer.

4 Air pollution tends to get worse each year.
5 He regrets having missed the neighbourhood clean-up day. 6 They appear to be planting trees in the park.
Ex. 4, p.8 (SB)
Suggested Answer Key
1 I avoid wasting things.
2 I stopped buying packaged
fruit and vegetables.
3 I must recycle more.
4 I’ve always wanted to visit
the Kazakh steppe.
5 I’d love to volunteer.
6 I enjoy walking in the
countryside.
ENDING THE
LESSON
A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of
English 1
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?
Cross-curricular links
Health and safety check
ICT links Values links
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Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my
plan and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson











































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