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Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. 10 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 30 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Көрнекілік бөлімі - 10 000 астам көрнекіліктерді жүктеу Күніне 2 көрнекілік жүктеу
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу5 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
1 - айлық
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2990 ₸ / айына
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 30 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Көрнекілік бөлімі - 10 000 астам көрнекіліктерді жүктеу30 көрнекілік жүктеу
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 150 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 10 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
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Шебер 7990 ₸ / айына
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 150 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Көрнекілік бөлімі - 10 000 астам көрнекіліктерді жүктеу90 көрнекілік жүктеу
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 300 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 50 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
Назар аударыңыз!
Сіз барлық мүмкіндікті қолдандыңыз.
Қалған материалдарды ертең жүктей аласыз.
Ок
Материалдың қысқаша нұсқасы
Short term plan: term 4
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Unit 8 Food and drink |
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Teacher name: |
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Date: |
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Grade: 8 |
Number present: |
absent: |
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Lesson title |
Action and protest |
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Learning objectives |
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
Learners will be able to: • Learn vocabulary to do with action and protest. • Do a questionnaire on attitudes to taking action. • Learn the use of will and might. • Practise using will, won’t, might and might not to make predictions. |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up
Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc. • Ask students what they can do to change situations. Elicit some ideas. Encourage students to join in and express their opinions; there are no right or wrong answers. |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Middle of the lesson Presentation part. 35 min |
Ex: 1 P:92 • If necessary, allow students to use their dictionaries to check the meaning of the new words. • When checking answers, model and drill pronunciation of the words, paying attention to the change of stress between some nouns and verbs such as organize / organization. • Ask students to do the questionnaire individually, then compare their answers with a partner and discuss which is the best plan of action in each case. • Ask some students to report back to the class on their discussions. Encourage other students to agree or disagree with them. Ex: 2 P:92 • In a weaker class, help students understand the meaning of each sentence by reading through them all with the class and answering the question in the instructions before students listen. • In a stronger class, allow students time to read through the options before listening. Follow up by answering the question in the instructions. Ex: 3 P:92 • After students have completed the key phrases, read through them with the class. • After saying each phrase, elicit whether it is used to make a suggestion, or comment on a suggestion. 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 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students complete the table with the words in blue in the Plan of action 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 Differentiation: «Verbal support» method is used to help Students use new words in the text. Students listen to two people discussing questionnaire. Match opinions with dialogues Answers: 1 e 2 a 3 c 4 d 5 b Sentences which express certainty: b, d and e Students complete the key phrases with the words in the box. Descriptor: - complete the key phrases Answers: 1 idea 2 help 3 about 4 think 5 don’t 6 work 7 thing 8 could |
Descriptor: - model and drill pronunciation of the words - complete the table with the words in blue Total: 1 point Descriptor: - listen to two people discussing questionnaire - Match opinions with dialogues Total: 1 point Descriptor: - complete the key phrases Total: 1 point . |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 4
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Unit 8 Food and drink |
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Teacher name: |
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Date: |
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Grade: 8 |
Number present: |
absent: |
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Lesson title |
The food waste scandal |
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Learning objectives |
8.1.8.1 develop intercultural awareness through reading and discussion 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
Learners will be able to: • Read a text about freegans and food waste. • Read for general meaning and specific details. • Learn about negative prefixes un-, in- and im-. • Express opinions about a campaign against food waste. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз Short term
plan: term
4
Unit
8 Food and drink Teacher
name: Date: Grade: 8 Number
present: absent: Lesson
title Action and protest
Learning objectives 8.1.9.1
use imagination to express thoughts, ideas, experiences and
feelings 8.2.2.1
understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate
subject-specific vocabulary and syntax to talk about a range of
general topics, and some curricular topics
Lesson objectives
Learners will be able
to: •
Learn vocabulary to do with
action and protest. •
Do a questionnaire on
attitudes to taking action. •
Learn the use of will and
might. •
Practise using will, won’t,
might and might not to make predictions.
Value links Hospitality:
Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
Plan Stages /
Time Teachers’
actions Students’
actions Assessment
criteria Resources Beginning of the
lesson 5 min Organization
moment 1.Greeting. Ask about the
weather. The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson. Warm-up Fasten your seat belts and get ready for the all-round
race Lead –
In •
With books closed, ask
students if they watch the news or read newspapers. Ask them what
issues in the world they care about. Elicit some examples, such as
climate change, animal experiments, etc. • Ask students what they can do to change
situations. Elicit some ideas. Encourage students to join in and
express their opinions; there are no right or wrong
answers. Students' attention is drawn to the
lesson. Students discuss the pictures in
pairs. Determines the topic and aim of the
lesson Students
say different words from the
picture Formative
Assessment Good
job! Assessment criteria -Identify detailed
information in extended conversation with support Pictures Student’s
book Middle of the
lesson Presentation
part. 35
min Ex: 1
P:92 • If necessary, allow students to use their
dictionaries to check the meaning of the new words. • When checking answers, model and drill
pronunciation of the words, paying attention to the change of
stress between some nouns and verbs such as organize /
organization. • Ask students to do the questionnaire
individually, then compare their answers with a partner and discuss
which is the best plan of action in each case. • Ask some students to report back to the class on
their discussions. Encourage other students to agree or disagree
with them. Ex: 2
P:92 • In a weaker class, help students understand the
meaning of each sentence by reading through them all with the class
and answering the question in the instructions before students
listen. • In a stronger class, allow students time to read
through the options before listening. Follow up by answering the
question in the instructions. Ex: 3
P:92 • After
students have completed the key phrases, read through them with the
class. • After
saying each phrase, elicit whether it is used to make a suggestion,
or comment on a suggestion. 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 Conclusion during the lesson some
tasks differentiated by outcomes of the students and by their
abilities. Students complete the table with the words in
blue in the Plan of action
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 Differentiation: «Verbal support» method is used to help Students use new words in the
text. Students
listen to two people discussing questionnaire. Match
opinions with
dialogues Answers: 1 e 2 a 3 c 4 d 5 b Sentences which express certainty: b, d and
e Students
complete the key phrases with the words in the
box. Descriptor: - complete
the key phrases Answers: 1 idea 2 help 3 about 4 think 5 don’t 6 work 7 thing 8
could Descriptor: - model and drill pronunciation of the
words - complete the table with
the words in blue Total: 1 point Descriptor: - listen to
two people discussing questionnaire - Match opinions with
dialogues Total: 1 point Descriptor: - complete
the key phrases Total: 1 point . Cards Worksheets End of the
lesson 5
min FEEDBACK Learners provide feedback on what they
have learned at the lesson. Students evaluate each other and
encourage classmate with phrases like: Well done! Brilliant! Good job! I like
it! . Poster Short term
plan: term
4
Unit
8 Food and drink Teacher
name: Date: Grade: 8 Number
present: absent: Lesson
title The food waste scandal
Learning objectives
8.1.8.1 develop intercultural awareness through
reading and discussion
8.3.7.1 use appropriate subject-specific
vocabulary and syntax to talk about a range of general topics, and
some curricular topics 8.4.2.1 understand specific
information and detail in texts on a growing range of familiar
general and curricular topics, including some extended texts
Lesson objectives
Learners will be able
to: •
Read a text about freegans
and food waste. •
Read for general meaning and
specific details. •
Learn about negative prefixes
un-, in- and im-. •
Express opinions about a
campaign against food waste.
Value links Tradition:
Kazakh traditions and culture have been passed on from one
generation to another through oral histories told by traditional
Kazakh tribal leaders and elders.
Plan Stages /
Time Teachers’
actions Students’
actions Assessment
criteria Resources Beginning of the
lesson 5 min Organization
moment 1.Greeting. Ask about the
weather. The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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