Материалдар / ҚМЖ Excel 8 term 1.

ҚМЖ Excel 8 term 1.

Материал туралы қысқаша түсінік

ҚМЖ Excel 8 term 1.

Шнар Нуркенова

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

01 Қырқүйек 2024

1423

71 рет жүктелген

Шет тілі Сабақ жоспары 8 сынып

450 ₸

Бүгін алсаңыз
+23 бонус беріледі
Бұл не?

Бүгін алсаңыз +23 бонус беріледі Бұл не?

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

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

Материалдың толық нұсқасын
жүктеп алып көруге болады

Short term plan

Unit 1: Our world lesson 1		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Global issues
Learning objectives	8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Learning objectives (assessment criteria)	Learners will be able to: - talk about solutions to global issues, - get an overview of the module
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask individual students questions such as What’s your favourite TV programme / animal / food? Ask them to describe the item they have chosen. Write any adjectives they use on the board and elicit that they are adjectives.

• Elicit and write up other adjectives that students know

T: What do you think about today’s theme?

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/sgD8E5vURFsHUqfn6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:5

Direct students to the pictures.

Play the recording. Students listen and repeat chorally and/or individually

Learners look at the pictures. Listen and repeat.

ANSWERS :

Students’ own answer

T’s feedback

Descriptor:

- look at the pictures

- listen and repeat

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:5

• Read the ideas in the list and elicit/explain any unknown words.

• Invite one of the students to read out the example.

• Ask various students to suggest solutions to the global issues using the ideas in the list as well as ideas of their own.

Differentiation:

This task differentiated by the learners abilities. More able learners understand and use the ideas from the list

Learners use the ideas below as well as your own to suggest solutions to some of the problems in the pictures.

ANSWERS :

A Protecting wildlife habitats helps fight species extinction

B Opening more homeless shelters and providing free public housing help fight homelessness.

C Walking instead of driving and using public transport help fight air pollution.

D Recycling helps fight excess waste.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the ideas in the list

- use the ideas in the list

Total: 2 point

Worksheets

Stickers

End

5 min

“Finger” method is used to find out was the lesson clear or not.

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Ex: P:

Home task

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

W ell done! Brilliant! Good job! I like it!

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 2		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Reading: The steppe: A golden treasure
Learning objectives	8.3.1.1 use formal and informal registers in their talk on a growing range of general and 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;
Learning objectives (assessment criteria)	Learners will be able to: - listen and read for gist - read for specific information
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

T: What do you think about today’s theme?

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/Nbj3r2njdabViB3E8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 6

Ask students to look at the pictures and then imagine they are there on the steppe.

• Ask various students to describe to the class what they can see and feel using their imagination.

A learner with individual needs: learner will be supported by teacher and by helpers. Work in pairs.

Learners look at the pictures. Imagine you are on the steppe. What can you see? How do you feel? Tell the class

ANSWERS :

I can see the big blue sky above me and the wide, open grassland of the steppe in front of me. I feel alone.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- look at the pictures.

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 6

Ask students 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. Students listen and follow the text and find out.

Learners read the title of the text. Why is the steppe important to Kazakh people according to the author? Listen and read to find out.

ANSWERS:

The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s cities

Self -assessment

Descriptor:

- read the title

- answer the question

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 6

Explain the task.

Allow students time to read the statements and then read the text again and complete the task.

Check students’ answers.

Learners read the text again and decide if the sentences (1-8) are T (true), F (false) or DS (doesn’t say).

ANSWERS:

1 F

2 T

3 T

4 F

5 DS

6 T

7 F

8 DS

T’s feedback

Descriptor:

- read the statements

- write true, false or doesn’t say

Total: 2 point

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task Ex: P:

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 3		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Habitats
Learning objectives	8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.3.3.1 give an opinion at discourse level on a wide range of 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;
Learning objectives (assessment criteria)	Learners will be able to: - consolidate new vocabulary - consolidate information in a text and give an opinion - present new vocabulary for habitats and animals; to match animals to habitats
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the words low impact and high impact on the board.

Explain that your impact on the environment is the effect that you have, through things you do such as travelling and using energy.

Ask students if they think they have a low impact or a high impact on the environment. Ask how they could reduce their impact.

T: What do you think about today’s theme?

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/FffFq42VPg1wp1os5

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P: 7

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.

Learners explain the words in bold. You can use your dictionary.

ANSWERS :

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.

T’s feedback

Descriptor:

- check meanings of the words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 5 P: 7

Ss discuss in pairs what they found interesting in the text and compare opinions.

Ask various pairs to report back to the class.

Learners tell your partner three things that impressed you from the text.

ANSWERS:

Suggested Answer

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.

Self -assessment

Descriptor:

- discuss in pairs

- compare opinions.

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 6 P: 7

Read the dictionary entry aloud and explain that the pictures show different types of habitats.

• Read out the list of animals and check that Ss recognise what they are.

• Allow Ss time to match the animals to the habitats and then check Ss’ answers.

Task: read and write the name of the habitat

Differentiation:

A learner with individual needs:

This task differentiated by the Ss abilities. Less able Ss define the information and complete the examples help of prompt.

Learners read the dictionary entry. Look at the pictures. Match the animals to their habitats.

ANSWERS:

1 C

2 A

3 E

4 D

5 B

T’s comment

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the dictionary

- match the animals

Total: 2 point

Pictures

Worksheet

Task. IV

Ex: 7 P: 7

Explain the task and give Ss time to match the words to form collocations. Tell Ss they may check in the text if they need to.

Check Ss’ answers.

Task: match the animals to their habitat.

Learners complete the phrases. Use these words.

ANSWERS:

1 critically

2 future

3 raw

4 stunning

5 climate

6 natural

7 strong

8 bitter

Self assessment

Descriptor:

- complete the phrases.

- match the words

Total: 2 point

Pictures

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 4		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Infinitive - ing
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a growing 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;
Learning objectives (assessment criteria)	Learners will be able to: - present the to-infinitive and the -ing form - practise the to-infinitive and the -ing forms - present and practise tenses of the to-infinitive and the -ing form
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

You can do the same activity with “Yes” on one side of the board and “No” on the other side, and say things like, “This is a book” or “this is my glue”

This fun and simple activity gets students up, moving, listening to English, and it can be great grammar or vocabulary review for your students.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 8

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 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

Learners read the theory and say the examples in your language

ANSWERS :

Students’ own answer

T’s feedback

Descriptor:

- read the theory

- say the examples in your language

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 8

Explain the task and give Ss time to complete it.

Then check Ss’ answers around the class.

Learners put the verbs in brackets in the correct form. Give reasons

ANSWERS:

1 to organise, join

2 to help, donate

3 to protect, cutting

4 to reduce, walking

Self -assessment

Descriptor:

- put the verbs in the correct form

- complete the task

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 8

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.

A learner with individual needs: will be paired with helpers and teacher allows him to rewrite the sentences using the verbs in brackets in the correct form. with support.

Students read the table, then rewrite the sentences using the verbs in brackets in the correct form.

ANSWERS:

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

T’s comment

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the table

- rewrite the sentences

Total: 2 point

Pictures

Worksheet

Task. IV (Task for understanding)

Ex: 4 P: 8

Explain the task and give Ss time to complete it.

Learners think of your lifestyle. Complete the sentences so they are true about you

ANSWERS:

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.

Pair assessment

Descriptor:

- Complete the sentences

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 5		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Word formation
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a growing 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;
Learning objectives (assessment criteria)	Learners will be able to: - Practising word formation (nouns from verbs) - present and practise clauses of reason - present and practise clauses of result
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students what things they already do to help the environment.

Write students’ ideas on the board. Ask what other things people can do to help the environment. Ask if they think that an individual can make a big difference. Encourage students to express their own opinions

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/nUK6c51mhVUpBz779

Task. I (Wh, I) (pair dicsussion)

Ex: 5 P: 9

Ask Ss to read the theory box and then explain the task.

Give Ss time to complete the task and then check their answers.

Learners read the theory. Then complete each sentence with the noun derived from the word in bold.

ANSWERS :

1 pollution

2 destruction

3 conservation

4 explosion

5 reduction

T’s feedback

Descriptor:

- read the theory.

- complete each sentence with the noun

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 6 P: 9

Explain that clauses of reason are used to express the reason for an action i.e. why sb does sth. Explain that we use as/since/because/now (that)/ for to introduce a clause of reason.

Ask Ss to study the theory box and then read the sentences and choose the correct items.

Check Ss’ answers.

Learners read the theory and then choose the correct item

ANSWERS:

1 because

2 for

3 As

4 now

Self -assessment

Descriptor:

- read the theory

- choose the correct item

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 7 P: 9

Explain that clauses of result are used to express the result of an action. Explain that we use so/such (a/an) ... that to introduce a clause of result. Ask Ss to read the theory box and then complete the sentences.

Elicit answers from Ss around the class

A learner with individual needs: will be paired with helpers and teacher allows him to complete the gaps with support.

Learners study the rules, then complete the gaps with so, such or a /an

ANSWERS:

1 such a

2 so

3 such

4 such a

5 so

6 such

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- study the rules

- complete the gaps

Total: 2 point

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 6		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Reading: natural disasters
Learning objectives	8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Learning objectives (assessment criteria)	Learners will be able to: - present natural disasters - listen and read for gist - read for specific information
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Agree/Disagree

Write “I agree” on one side of the board and “I disagree” on the other side. Have everyone stand up and come to the front of the classroom. Say a statement, such as, “pensioners need to study at school” or “Students shouldn’t bring cellphones to school.” Let students run to “agree” or “disagree” depending on their answer

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/CMu1rpeRv58dhyp5A

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 10

Ask Ss to look at the pictures.

Play the recording. Ss listen and repeat chorally and/or individually.

Elicit the L1 equivalent for each word.

Learners listen and repeat

ANSWERS :

Students’ own answer

T’s feedback

Descriptor:

- look at the pictures

- listen and repeat

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 10

Ask Ss to look at the picture and read the title of the text.

Elicit Ss’ guesses as to what the text is about.

Play the recording. Ss read the text and find out.

A learner with individual needs: will be paired with helpers and teacher allows to read the title with support.

Learners read the title of the text and look at the picture. What do you think the text is about?

ANSWERS:

The text is about a young girl who was inspired by an earthquake to become a civil engineer to help people and a film made by the American Society of Civil Engineers designed to inspire more young people to become civil engineers.

T’s comment

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the title of the text

- look at the picture

Total: 2 point

Worksheets

Task. III (Wh, I) (Task for location)

Ex: 3 P: 10

Ask Ss to read the questions and answer choices 1-3.

Give Ss time to read the text and complete the task.

Check Ss’ answers around the class.

Differentiation:

This task differentiated by the level of grammar literacy and understand of the Ss.

Learners read the text again. For questions choose the correct answer.

ANSWERS:

1 A 2 A 3 C

Descriptor:

- read the text again

- choose the correct answer

Total: 2 point

Student’s book

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 7		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verbs
Learning objectives	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; 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 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;
Learning objectives (assessment criteria)	Learners will be able to: - consolidate information in a text - listen for specific information - write an email
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they ever organize events with their friends.

Ask them to imagine that they want to organize a party or barbecue with some friends. Ask what things they need to plan, and elicit some ideas.

Ask if one person will do everything, and elicit that they will ask their friends for help.

Tell students they are going to practise offering and asking for help

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/F4jeuwuK45Gxqb8cA

Middle

30 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 4 P: 11

Read out the box and explain the task.

• Give Ss time to complete the task. • Check Ss’ answers

Learners read the box, then complete the sentences.

ANSWERS:

1 out 2 back 3 in

4 off 5 away

Pair assessment

Descriptor:

- read the box,

- complete the sentences

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 5 P: 11

Ask Ss to work in pairs and ask and answer questions following the example referring to the text as necessary.

• Monitor the activity around the class.

Differentiation: A less motivated learner work in pairs, and do the example with support.

A learner with individual educational needs:

Task: Ask the question about natural disaster with support.

What happened in Turkey in 2023?

How many people died from this earthquake?

What happened in China in August?

Learners ask and answer questions about the text in pairs.

ANSWERS:

A: What happened in Turkey in 1999?

B: A huge earthquake. Who is Menzer Pehlivan?

A: A civil engineer specialising in earthquake safety. How does she relate to ‘Dream Big’?

B: Her story is one of many in the film. etc

T’s ffedback

Descriptor:

- work in pairs

- ask and answer

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 6 P: 11

• Explain the task and ask Ss to look at the form and think about what the missing information might be.

• Play the recording. Ss listen and complete the blanks 1-5.

• Check Ss’ answers.

A learner with individual needs: will be paired with helpers and teacher allows him to fill in the missing information with support.

Learners look at the form. You will hear a dialogue about donating money to the ASCE Foundation. Listen and fill in the missing information.

ANSWERS :

1 Regular ✓

2 $25

3 Direct Debit (Bank Account) ✓

4 Ulan Akhmetov

5 25 Kolpakovskiy Street, Almaty

Pair assessment

Descriptor:

- look at the form

- fill in the missing information

Total: 2 point

Task. IV

Ex: 7 P: 11

Explain the task. Tell Ss to make notes on each point and then use their notes to help them write their email. Allow time for Ss to complete their emails.

• Ask various Ss around the class to read their emails aloud to the class.

Learners write a short email to your English pen-friend telling him/her about the Dream Big film. Explain what impressed you and suggest that he/she see it.

ANSWERS:

Hi Jane,

How are you? I hope you are well. I’m writing to tell you about a really good film I watched recently. It’s called ‘Dream Big’ and it’s about what inspired different people to become civil engineers. I really enjoyed the film and the challenges that civil engineers face really impressed me. I think you would enjoy it too and I recommend you see it. That’s all for now, Write soon Aizhan

T’s comment

Descriptor:

- write a short email

- read the emails

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 8		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: Applying to an environmental organization
Learning objectives	8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres 8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics; 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts;
Learning objectives (assessment criteria)	Learners will be able to: - practise pronunciation of situational language - learn synonymous phrases - pronounce the oo sounds
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students what environmental problems there are in their town or area. Elicit some ideas.

Ask students what they can do if they notice an environmental problem in their area. Elicit that they can write to people in the area, encouraging them to help solve the problem. If students do not come up with this idea, prompt them by asking what Rebecca Hosking did when she noticed the problem with plastic bags

Setting the aim of the lesson.

Do these organizations protect our natural environment?

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 12

Play the recording. Ss listen and repeat chorally and/or individually.

Pay attention to Ss' pronunciation and intonation and correct as necessary.

Learners listen and repeat

ANSWERS:

Students’ own answer

Pair assessment

Descriptor:

- listen and repeat

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 12

Refer Ss to the sentences in Ex. 1 again and elicit Ss' guesses as to what the dialogue is about.

Play the recording. Ss listen and read the text to find out.

Learners listen and read to find out.

ANSWERS:

The dialogue is about someone who wants to find out about volunteering for an environmental organisation

T’s ffedback

Descriptor:

- listen and read

- guess the dialogue is about

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 12

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Differentiation:

This task differentiated by the learners abilities. More able learners understand and complete the examples from the text

Learners find similar sentences in the dialogue that mean.

ANSWERS :

Do I need to bring anything? What equipment do! need?

You have to be in good condition. You should be physically fit.

I'm interested in volunteering. I'd like to find out about volunteering.

How can I register? How do I sign up?

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the dialogue

- find similar sentences

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 12

Explain the situation and ask Ss to read the advert.

Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task.

Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

A learner with individual needs: will be paired with helpers and teacher allows him to read the advert and act out a dialogue with support.

Learners read the advert. Act out a dialogue. Similar to the one.

ANSWERS:

A: Good morning. Helping Hands.

B: Oh, hello. I'd like to find out about volunteering for

your organisation.

A: Great! We hold regular volunteer action days every

Saturday. The work includes collecting clothes and helping out at the homeless shelter.

B: It sounds good. So if I become a volunteer, what should I expect?

A: Well, it can be hard work, but you don't need any experience. B: Do I need to bring anything?

Descriptor:

- read the advert

- act out a dialogue

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 9		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Across cultures: Unique structures
Learning objectives	8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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; 8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics;
Learning objectives (assessment criteria)	Learners will be able to: - Introduce the topic and listen and read for specific information. - Compare and contrast buildings - Write a short text about an eco – friendly building
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Draw students’ attention to the photo of the stranded ships and ask them where they think it is and what has happened.

Ask students to think of any other environmental problems and their causes

Setting the aim of the lesson.

What do you think about unique buildings?

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/LpbyhffcvyP8SbGy8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 13

Direct Ss' attention to the pictures and elicit Ss' guesses as to what is special about these buildings.

Play the recording. Ss listen and follow the text in their books to find out.

Learners look at the pictures and read the titles of the texts. What is special about these buildings

ANSWERS:

The buildings are unique structures that are eco-friendly

Pair assessment

Descriptor:

- look at the pictures

- read the titles

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 13

Read the sentences stems aloud one at a time and ask Ss to read the texts again and complete them.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss' answers

T asks some CCQs:

Is Khan Shatyr a modern and entertainment center?
Is Khan Shatyr's structure like the yurt?
Is the Crystal UK located on the river Thames?
Is the Crystal more eco-friendly than Khan Shatyr?

Learners read the text again and complete the sentences.

ANSWERS:

1 main tourist attractions

2 a yurt

3 can withstand high winds

4 explore issues such as energy, water and the environment

5 special pipes

Yes or No in CCQ ANSWERS

-Yes

- No

T’s ffedback

Descriptor:

- read the text

- complete the sentences

Total: 2 point

Descriptor:

- answers Yes or No

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 13

Give Ss time to read the texts again if necessary and think about their answers.

Ask Ss to compare the buildings in pairs following the example.

Monitor the activity around the class and then ask some pairs to report back to the class

Differentiation:

Teacher supports less able learners with words in blue, complete the rules and definitions.

Learners work in pairs. Compare and contrast the two buildings in the texts. Use present simple, past simple, and present perfect

ANSWERS :

A: The Khan Shatyr opened in 2010 whereas the Crystal opened in 2012.

B: That's true. Both buildings are eco-friendly.

A: Yes, and both buildings are great examples of modern architecture working with nature.

Self assessment

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- work in pairs

- compare and contrast

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 13

Explain the task and ask Ss to work in small groups and collect information from the Internet about an eco-friendly building and make notes.

Then ask Ss to use their notes to write a short text about an eco-friendly building. Ask various Ss to read their text to the class.

Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Students write a short text about eco – friendly building in your country.

ANSWERS:

The Edge in the Netherlands is the most eco-friendly building in the world. It has got solar panels that produce more electricity than the building uses. It has a natural ventilation system that uses mesh panels and lots of windows to allow natural light in. It has a water collection system that uses rainwater to flush the toilets and water the gardens. It also has birdhouses and bat boxes in the gardens for the local wildlife.

Pair asessment

Descriptor:

- write a short text about eco – friendly building in your country

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 10		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Across curriculum: PSHE. Global citizenship
Learning objectives	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; 8.3.3.1 give an opinion at discourse level on a wide range of general and 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;
Learning objectives (assessment criteria)	Learners will be able to: - Introduce the topic and predict the content of the text - Consolidate comprehension of a text - Prepare a poster
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the phrase sustainable development on the board.

Elicit or explain the meaning, and ask students to give examples of development that is sustainable.

Encourage students to contribute ideas, but do not confirm or reject any at this stage.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/vV3koAt9aCaEibPK6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 14

Ask S to look at the pictures and read the title. Elicit Ss' guesses as to what it means to be a global citizen.

Play the recording. Ss listen and read the text and check if their guesses were correct.

Learners look at the pictures and read the title. What does it mean to be a global citizen.

ANSWERS:

Being a global citizen means being involved with your community and the wider world.

Pair assessment

Descriptor:

- look at the pictures and read the title

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 14

Ask Ss to read statements 1-5.

Give Ss time to read the text again and complete the task. Check Ss' answers around the class.

Learners read the text again and decide if the sentences are T (true), F (false) or DS (doesn/t say)

ANSWERS:

1 F 2 T 3 DS 4 T

T’s ffedback

Descriptor:

- read the text again and decide if the sentences are T, F, DS

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 14

Give Ss time to read the text again and formulate their answers.

Then ask various Ss to use the pictures to make a speech about being a global citizen to the rest of the class.

Differentiation

Learners will be supported by teacher and by helpers from his class.

Learners use the pictures and the text to make a speech to your classmates about the importance of being a global citizen.

ANSWERS :

We need to be good citizens to make our community better for everyone. We should donate clothing, toys and appliances to charities that help other people. We should plant trees in the local park to improve and protect the environment. We should volunteer with a local group to clean up our neighbourhood.

By doing these things, we can make a positive change in our community and in the world.

Self assessment

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- make a speech to your classmates about the importance of being a global citizen.

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 14

Ask Ss to work in small groups and do some research online and collect information about being a global citizen.

Then give Ss time to prepare a poster. When the task is completed display the posters around the class.

Learners collect information, then prepare a poster on how to make a positive change to the world by being a global citizen. You can use the key words Global citizen.

ANSWERS:

To make a positive change by being a global citizen you can: volunteer for a group that helps your local community

Self assessment

Descriptor:

- prepare a poster on how to make a positive change to the world by being a global citizen

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

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

Poster Success Ladder

Short term plan

Unit 1 Our world lesson 11		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Writing: A letter to the editor suggesting solutions to a problem Summative assessment for the unit 1
Learning objectives	8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Learning objectives (assessment criteria)	Learners will be able to: - Read for specific information - Substitute linkers for suitable alternatives. - Talk about reducing air pollution in cities.
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the phrase sustainable development on the board.

Elicit or explain the meaning, and ask students to give examples of development that is sustainable.

Encourage students to contribute ideas, but do not confirm or reject any at this stage.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/DSp7dQR6iodFtbnr8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 15

Ask Ss to read the text and then elicit what the problem is

Learners look at the letter. Read and check

ANSWERS:

The problem is waste.

Pair assessment

Descriptor:

- look at the letter

- read and check

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 15

Explain the task and ask Ss to copy the table into their notebooks. Give Ss time to read the essay and then complete the table. Check Ss' answers on the board.

Students read the letter. Copy and complete the table with information from the letter.

ANSWERS:

T’s ffedback

Descriptor:

- read the letter

- copy and complete

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 15

Read out the Study Skills box and explain how we can use linkers to organise our ideas when writing an essay.

Ask Ss to replace the phrases in bold with suitable alternatives from the examples in the box.

Check Ss' answers around the class.

A learner with individual needs: will be paired with helpers and teacher allows him to replace the phrases in bold with alternatives from with support.

Learners replace the phrases in bold with alternatives from the Study Skills box.

ANSWERS:

To begin with = To start with

This way = Therefore Another solution would be = Another way to solve this problem would be

As a result = Consequently

All in all = To sum up

Pair assessment

Descriptor:

- replace the phrases

- use linkers

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 15

Ask Ss to read the information and then match the solutions to the results.

Check Ss’ answers.

Summative Assessment for the unit 1

Learners work in pairs. Match the suggestions to the expected results, then talk about how people can reduce air pollution in cities.

ANSWERS:

1 b 2 a

Descriptor:

- work in pairs

- match the solutions

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 12		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Daily routines and Free – time activities
Learning objectives	8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Learning objectives (assessment criteria)	Learners will be able to: - Present daily routines and free time activities. - Classify activities as daily routines or free time activities. - Consolidate new vocabulary through personal examples
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the phrase sustainable development on the board.

Elicit or explain the meaning, and ask students to give examples of development that is sustainable.

Encourage students to contribute ideas, but do not confirm or reject any at this stage.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/PLmSqSrVqL7tA7o58

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 17

Read out the list of daily routines & free-time activities.

Direct Ss to the pictures and then give them time to match them to the daily routines & free-time activities. Check Ss’ answers.

Differentiation:

This task differentiated by the outcomes of the learners. More able learners finish their work before the time limit.

Learners Students say different words from the picture

Students match the pictures to the daily routines or free time activities.

ANSWERS:

2 watch TV

3 do chores

4 do homework/study

5 go shopping

6 hang out with friends

7 go to school

8 surf the Net \

9 play video games

10 work

11 exercise

12 be in a sports club

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- match the pictures to the daily routines or free time activities.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 17

Ask Ss to decide in pairs which of the activities in the pictures are daily routines and which are free time activities.

Elicit answers from Ss around the class.

Learners decide in pairs. Which are daily routines?

ANSWERS

Daily routines: do homework/study, work, do chores, go to school Free-time activities: be in a sports club, hang out with friends, go shopping, surf the Net, watch TV, eat out, exercise, play video games

T’s ffedback

Descriptor:

- work in pairs

- identify the pictures

Total: 2 point

Worksheets

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 17

Ask Ss to use the phrases from Ex. 1 to describe their daily routine and free time activities.

Give Ss time to consider their answers.

Elicit answers from Ss around the class.

A learner with individual needs: will be paired with helpers and teacher allows him to use phrases from ex 1 to describe your daily routines with support.

Learners use phrases from ex 1 to describe your daily routines or free time activities.

ANSWERS:

I go to school, do my homework and do chores as part of my daily routine. In my free time, I hang out with friends, watch TV, play video games and surf the Net.

Descriptor:

- use phrases from ex 1 to describe your daily routines

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 13		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Reading: Being 16
Learning objectives	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; 8.3.5.1 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics
Learning objectives (assessment criteria)	Learners will be able to: - introduce the topic; to listen and read for gist - read for specific information - present/categorise vocabulary for leisure activities and chores
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word internet on the board.

• Ask students how often they use the internet and what they use it for. Encourage students to contribute ideas.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 18

Ask Ss to look at the pictures and the title of the text. Elicit where Aliya is from (Astana) and then ask Ss to think of three questions they would like to know the answers to

Play the recording. Ss listen and read the text and see if their questions are answered.

Learners look at the pictures and the title of the text. Where is Alya from?

ANSWERS:

Where does she live? (In a 3-bedroomed flat with her family in Astana) Which school does she go to? (not answered) What are her hobbies? (volleyball, ice hockey, listening to music)

Pair assessment

Descriptor:

- look at the pictures

- think of three questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 18

Give Ss time to read the text again and then match the sections 1-4 to the headings in the list.

Check Ss’ answers.

Learners read the interview and label the four sections with a heading below.

ANSWERS

1 School life

2 Free time

3 Home & chores

4 Hopes & fears

T’s ffedback

Descriptor:

- read the text

- label the four sections

Total: 2 point

Student’s book

Task. III

Ex: 3 P: 19

Explain the task.

Allow Ss time to read the statements and then read the text again and complete the task.

Check Ss’ answers

T asks some CCQs:

Does Alya go for additional lesson before lesson?
Is Alya’s favourite sport ice hockey?
Does Alya live in Almaty?

Learners read the interview and decide if the sentences below are T (true) or F (false)

ANSWERS

1 T 2 F 3 T 4 F 5 F

Learners answers Yes or No in CCQ ANSWERS

-No

-Yes

-No

Self assessment

Descriptor:

- read the interview

- label the four sections

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 19

Explain the task and suggest adjectives/adverbs that Ss can use in their comparisons (e.g. exciting/ boring, busy/relaxing, hard, etc).

Give Ss time to compare their lifestyle with Aliya’s and then ask some Ss to tell the class.

Differentiation:

Teacher for less able learners explain the sentences then,

Less able learners read the sentences, more able learners define

Learners compare Alya’s lifestyle to yours.

ANSWERS:

Aliya starts school earlier than me and stays later. I start at 8 am and finish at 2 pm. She studies longer than I do. I finish my homework at 8 pm but she doesn’t finish until 9 pm. Aliya likes playing sports, but I prefer to watch films. We both enjoy listening to music, though. Aliya lives with her parents and grandmother, my grandmother does not live with me. We both have to help with chores, but I don’t have to cook like Aliya does. Aliya worries about getting good grades and so do I.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- compare Alya’s lifestyle

- tell the class.

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 14		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Leisure activities and chores
Learning objectives	8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 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;
Learning objectives (assessment criteria)	Learners will be able to: - read for specific information - compare two lifestyles - present/categorise vocabulary for leisure activities and chores
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they play any games on their computers.

Elicit some answers, then ask if anyone plays Habbo or World of Warcraft. Ask students to describe what they do in the game and why they enjoy it. Ask how many hours a week they spend playing

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/8eRdYxBrZQ5YudA38

Middle

30 min

Task. V (Task for understanding)

Ex: 5 P: 19

Ask Ss to look at the pictures and copy the headings into their notebooks.

Give Ss time to list the activities under the correct headings.

Check Ss’ answers on the board.

Learners look at the pictures. List the activities under the correct headings.

ANSWERS:

Leisure activities: go skateboarding, do archery, go to the theatre, go dancing Chores: dust the furniture, mop the floor, set the table, vacuum the carpets, do the laundry, do the washing-up

Pair assessment

Descriptor:

- look at the pictures

- List the activities under the correct headings.

Total: 2 point

Student’s book

Task. I (Wh, I) (pair dicsussion)

Ex: 6 P: 19

Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check.

Check Ss’ answers.

Learners complete with: about, on, in, at, with

ANSWERS:

1 about

2 at

3 in

4 on

5 with

Descriptor:

- Read the list of prepositions

- complete the sentences

Total: 2 point

Task. II (Wh, I) (Task for location)

Ex: 7 P: 19

Ask Ss to work in pairs and use the questions in the interview in the text to interview their partner.

Monitor the activity around the class. Tell Ss to record themselves and then ask various pairs to play the recording to the class.

Task

Differentiation:

A learner with individual needs will be paired with helpers and teacher allows him to use the questions in the interview in the text and ask questions with support.

Learners work in pairs. Use the questions in the interview.

ANSWERS:

A: When does school start and finish?

B: School starts at 8 am and finishes at 3:30 pm. A: Do you get homework?

B: Yes, I do. I usually finish it by 8 pm.

A: Do you get any pocket money?

B: Yes, I do, but I have to do chores for it.

A: What do you do in your leisure time?

B: I play basketball and I listen to music.

A: Where do you live? B: I live in a house in Astana with my family. A: Do you have to do chores in the house?

B: Yes, I do. I help clean the house and do the laundry.

A: What do you like/hate about being 16?

B: I like spending my free time with my friends. I don’t like having so much schoolwork to do.

A: What do you worry about?

B: I worry about getting good grades at school.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- work in pairs

- use the questions

Total: 2 point

Student’s book

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 15		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Present simple, Present continuous, Present perfect
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a growing 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;
Learning objectives (assessment criteria)	Learners will be able to: - revise the present simple, present continuous and the present perfect tenses - present/revise stative verbs - practise already/just/yet/ever/never
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Refer students back to the language focus section on page 29 and ask how we form the past participle of most verbs.

Elicit that for regular verbs such as the ones on page 29, the past participle is the same as the past simple form: we add -ed to the verb.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/YJnTV5SL4Z5g7jJ47

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 20

Ask Ss to read the sentences 1-8 and have them match them to the meanings A-H.

Check Ss’ answers.

Learners identify the verb forms. Match the tenses to their meanings.

ANSWERS:

1 C 2 D 3 E 4 B 5 F 6 A 7 H 8 G

Pair assessment

Descriptor:

- read the sentences

- match them to the meanings

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 20

Read the theory box aloud and then ask Ss to explain the meaning of each sentence in each pair.

Check Ss’ answers around the class.

Then elicit further examples of sentences using stative verbs.

Differentiation

Learners with individual need learners make sentences of your own with support.

Learners read the theory box. Make sentences of your own.

ANSWERS:

1 a appears

b searching

2 a relating to touch b having a sensation in the body

This soup tastes great. (has a certain taste)

The chef is tasting the soup. (the action of tasting)

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the theory box

- make sentences

Total: 2 point

Student’s book

Task. III (Wh, I) (Task for location)

Ex: 3 P: 20

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Learners put the verbs in brackets in to the correct tenses

ANSWERS

1 takes (habit or routine)

2 appears (stative verb)

3 are not coming (fixed future arrangement)

4 has not finished (action that started in the past and continues to the present)

5 is thinking (an action happening around the time of speaking – considering)

6 have never eaten (action that started in the past and continues to the present

Descriptor:

- put the verbs to the correct tenses

Total: 2 point

Task. IV (Wh, I) (Task for location)

Ex: 4 P: 20

Elicit the tense for the situations listed.

Read out the example exchange.

Then ask Ss to act out short exchanges in pairs following the example

Students read the example. Use the notes to act out.

ANSWERS

A: What time does the tour start?

B: It starts at 6:00, so we are leaving the hotel at 5:15.

A: What time does the flight depart?

B: It departs at 8:45, so we are leaving for the airport at 6:00

Pair assessment

Descriptor:

- read the example

- use the notes to act

Total: 2 point

Task. V (Wh, I) (Task for location)

Ex: 5 P: 20

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Students choose the correct word

ANSWERS

1 already

2 yet

3 just

4 ever

5 never

Descriptor:

- choose the correct word

- complete the task

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 16		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Present perfect continuous
Learning objectives	8.5.3.1 write with moderate grammatical accuracy on a growing 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;
Learning objectives (assessment criteria)	Learners will be able to: - present the present perfect continuous - practise the present perfect continuous - practise the present simple/continuous and the perfect simple/continuous
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Must Bluff

Have pairs of students ask each other if they have been doing certain activities for specific lengths of time. For example, ‘Have you been studying English for three years?’ Every student must answer ‘yes’ to the questions they are given regardless of the answer. Then, the first student must determine if their partner is telling the truth or bluffing. Award points for each correct guess.

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/PSqjUW5AX2uFLeNp8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 6 P: 21

Say then write on the board: Tom has been talking on the phone for half an hour. Underline has been talking and explain that the verb is in the present perfect continuous. Explain that we form the present perfect continuous in the affirmative with the personal pronoun + have/has + been + main verb with -ing, we form the negative with personal pronoun + haven’t/ hasn’t + been + main verb with -ing and we form the questions with have/has + personal pronoun + been + main verb with -ing.

Learners read the theory

ANSWERS:

We form the present perfect continuous with the auxiliary verb have/has, the past participle of the verb to be (been) and the main verb with -ing.

Pair assessment

Descriptor:

- read the theory

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 7 P: 21

Say then write on the board: I have been/working as a teacher for 10 years. I have worked/been working at this school since 2007. Explain that we use for/since with the present perfect and present perfect continuous in affirmative and negative sentences. Explain that we use for to express duration and since to state when an action started.

Read out the two example sentences.

Give Ss time to consider their answers to the questions and then elicit their answers.

Learners read the sentences and answer the question

ANSWERS

1 We use for to express duration and since to state when an action started.

2 How long has she been working for him/in the same company?

T’s ffedback

Descriptor:

- read the sentences

- answer the question

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 8 P: 21

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Differentiation:

A learner with individual needs: will be paired with helpers and teacher allows him to put the verbs in brackets with support.

Learners put the verbs in brackets into the present perfect continuous

ANSWERS

1 has been working

2 have been learning

3 have you been doing

4 has been shopping

Teacher’s comment

Descriptor:

- put the verbs in the correct form

- use present perfect continuous

Total: 2 point

Task. IV

Ex: 9 P: 21

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Learners put the verbs in brackets in the tenses

ANSWERS

1 Have you seen, haven’t talked

2 are you tasting, smells

3 are you going, Do you need

4 look, have been working

5 does Tony live, is staying

6 have you been waiting, have been

Pair assessment

Descriptor:

- put the verbs in the tenses

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 17		School: Teacher name:
Date:		Teacher’s name
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: clothing and shoes
Learning objectives	8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Learning objectives (assessment criteria)	Learners will be able to: - generate vocabulary for clothing and shoes - talk about clothes - introduce the topic and new vocabulary through pictures
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

• Elicit that the verbs use the question form of the present perfect. Ask students what they notice about the word order in the present perfect questions (the auxiliary verb have usually comes before the subject).

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/CCnTRnHKSi5vhwQQA

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex:1a P: 22

Ask Ss to copy the mind map into their notebooks and read out the examples.

Then give Ss a time limit of one minute to write as many words as they can think of to complete it.

Check Ss’ answers on the board.

Learners write as many words as you can think of to complete the mind map.

ANSWERS:

Accessories: hat, gloves, belt

Footwear: shoes, trainers, slippers, high-heeled shoes Menswear: trousers, shirt, tie

Sports clothes: joggers, hoodie, leggings

Ladieswear: skirt, blouse, top

Pair assessment

Descriptor:

- write as many words

- complete the mind map

Total: 2 point

Student’s book

https://images.app.goo.gl/WoyV3d58tKf1pP3A6

Task. II (Wh, I) (Task for location)

Ex: 1 b P: 22

Ask Ss to discuss their taste in clothes and what clothes they wear for different uses in pairs following the example.

Monitor the activity around the class and then ask some pairs to tell the class

Differentiation:

A learner with individual needs: will be paired with helpers and teacher allows him to discuss their taste in clothes

Learners answer the question. Tell your partner.

ANSWERS:

A: I prefer sports clothes. I usually wear sports clothes all the time.

B: I like casual clothes. I usually wear jeans at school and at home. I wear a tracksuit to play sports.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- answer the question

- discuss their taste in clothes

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex:2 a P: 22

Direct Ss to the pictures and then explain /elicit the meanings of the vocabulary for clothes.

Elicit what each person in the pictures is wearing from Ss around the class.

Learners look at the picture and answer the question

ANSWERS

A is wearing baggy jeans and a hoodie and trainers.

B is wearing a T-shirt and a cap and glasses.

Teacher’s comment

Descriptor:

- look at the picture

- answer the question

Total: 2 point

Task. IV

Ex: 2 b P: 22

Ask Ss to think about what the teens in the pictures may like and think about the categories.

Elicit Ss’ guesses.

Play the recording. Ss read the text and find out

Differentiation:

Teacher for less able learners explain the sentences then,

Less able learners read the sentences, more able learners define

Learners listen and read to find out. Answer the question

ANSWERS

Skaters

Music: punk, hip hop, metal

Clothes: casual long-sleeved and short-sleeved T-shirts, hoodies, baggy jeans, trainers

Free-time activities: skateboarding, playing computer games

Descriptor:

- listen and read

- answer the question

Total: 2 point

Task. V

Ex: 3 P: 23

Ask Ss to read the texts again and read the questions and choose the correct teenagers for each one.

Give Ss time to complete the task.

Check Ss’ answers around the class.

Learners read the text again. Which teenagers. The skaters (S) or techies (T)

ANSWERS

1 T 2 S 3 T 4 S

Descriptor:

- to read the texts again

- write skaters (S) or techies (T)

Total: 2 point

Task. VI

Ex: 4 P: 23

Refer Ss to the words in bold and give them time to match them to the words in the list.

Check Ss’ answers.

Learners find the words in bold in the texts that mean.

ANSWERS

grab = take sth quickly comfortably = easily whizz-kids = geniuses gadget = device

Pair assessment

Descriptor:

- find the words in bold

- match them to the words

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 18		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verb
Learning objectives	8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some 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;
	Learners will be able to: - present and practise phrasal verbs with look - listen for specific information - present the teen scenes
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Elicit that the verbs use the question form of the present perfect. Ask students what they notice about the word order in the present perfect questions (the auxiliary verb have usually comes before the subject).

T: What do you think about today’s theme?

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/DyuhEpLz1LgL9xiR6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 6 P: 23

Read out the box and explain the task.

Give Ss time to complete the task.

Check Ss’ answers.

Learners read the box, then complete the sentences

ANSWERS:

1 out

2 up

3 for

4 after

5 into

Pair assessment

Descriptor:

- read the box

- complete the sentences

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 7 P: 23

Explain the task and ask Ss to look at the lists.

Play the recording. Ss listen and match the items in the lists.

Check Ss’ answers.

A learner with individual needs: will be paired with helpers and teacher allows him to listen and match the clothes.

Learners listen and talk about Mary and Geoff’s favourite type clothes.

ANSWERS

1 D

2 A

3 C

4 E

Descriptor:

- listen and talk

- match the items

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 8 P: 23

Play the video for Ss and ask them to make notes under the headings in Ex. 2b.

Then ask various Ss to use their notes to present the skaters and the techies to the class.

Learners use your notes to present the skaters and techies to the class.

ANSWERS

Skaters

Music: punk hip hop, metal

Clothes: casual long-sleeved and short-sleeved T-shirts, hoodies, baggy jeans, trainers

Free-time activities: skateboarding, playing computer games

Techies

Music: –

Clothes: jeans, T-shirts with slogans

Free-time activities: computers, chatting online and in person

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- make notes under the headings

Total: 2 point

Task. IV

Ex: 9 P: 23

Explain the task. Tell Ss to make notes on each point and then use their notes to help them write their blog entry. Allow time for Ss to complete the task.

Ask various Ss around the class to read their blog entries aloud to the class.

Explain the task. Tell Ss to make notes on each point and then use their notes to help them write their blog entry. Allow time for Ss to complete the task.

Ask various Ss around the class to read their blog entries aloud to the class.

Differentiation

This task differentiated by the level of the learners. Less able learners need Teacher’s support. Teacher explains the text in short.

Learners write a blog entry about teenagers in Kazakhstan

ANSWERS

Teenagers in Kazakhstan Clothes

Teens in Kazakhstan like wearing casual clothes like jeans and trainers most of the time, but do dress formally for a special occasion. Most of them wear a uniform every day for school.

Music

Their taste in music is the same as most teenagers. Pop music, rock music, hip hop and metal are all popular with different groups of teens.

Self ssessment

Descriptor:

- write a blog

- complete the task

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 19		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: Buying a present for a friend.
Learning objectives	8.3.5.1 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Learning objectives (assessment criteria)	Learners will be able to: - practise pronunciation of situational language - listen and read for gist - learn synonymous phrases
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word internet forum on the board and elicit the meaning.

Ask students what subjects people discuss on internet forums. Ask if students ever post comments on internet forums, and ask what they have posted comments about. Elicit ideas and encourage students to participate and exchange ideas.

T: What do you think about today’s theme?

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1a P: 24

Play the recording. Ss listen and repeat chorally and/or individually.

Pay attention to Ss’ pronunciation and intonation and correct as necessary

Learners listen and repeat

ANSWERS:

Student’s own answer

Pair assessment

Descriptor:

- listen and repeat

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 1 b P: 24

Refer Ss to the sentences in Ex. 1 again and elicit Ss’ guesses as to what the dialogue is about.

Play the recording. Ss listen and read the text to find out

Learners listen, read and check

ANSWERS:

The dialogue is about someone who wants to buy a dress as a present for a friend.

T’s ffedback

Descriptor:

- listen and read

- guess the dialogue is about

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 2 P: 24

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Differentiation

Learners will be supported by teacher and by helpers from his class.

Learners find sentences in the dialogue

ANSWERS

Yes, of course. = Yes, that’s no problem.

Do you need help? = How can I help you? What dress size does she wear? = Do you know what size she is? There you go. = Here you are.

Are there any left? = Is it still in stock?

Teacher’s comment

Descriptor:

- read out the phrases

- find sentences

Total: 2 point

Task. IV

Ex: 3 P: 24

Ask Ss to work in pairs and take roles and read out the dialogue.

Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.

Learners listen to the dialogue again. Take roles and read it out.

ANSWERS

Students own answer

Pair assessment

Descriptor:

- work in pairs

- take roles and read out the dialogue.

Total: 2 point

Task. V

Ex: 4 p:24

Explain the situation.

Remind Ss that they can use the dialogue in Ex. 1b as a model as well as any ideas of their own to complete the task.

Students complete the task in pairs

ANSWERS

A: Hello! How can I help you?

B: Hello. I’m looking for the blue jumper in the window. Is it still in stock?

A: Yes, it is, but we’ve almost sold out. Is it for you?

B: No, it’s a present for my dad.

Descriptor:

- listen to the dialogue again. Take roles and read it out

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 20		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Across cultures: I love weekends
Learning objectives	8.2.7.1 recognize typical features at word, sentence and text level of a growing range of spoken genres 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;
Learning objectives (assessment criteria)	Learners will be able to: - introduce the topic - read for specific information - read for cohesion and coherence
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Give students one minute to think of as many types of shop as they can and make a list.

Go through the students’ ideas as a class and write their suggestions on the board. You could do this as a competition – the winner is the student with the longest list.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/e7X1UAktrshZgkWWA

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 25

Read out the title and then ask Ss to discuss in pairs why they love weekends following the example.

Elicit answers from Ss around the class.

Learners read the title of the text.

ANSWERS:

A: I love weekends because I have lots of free time to hang out with my friends and family.

B: Me too. I usually meet my friends at the mall.

Pair assessment

Descriptor:

- read the title

- discuss in pairs

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2a P: 25

Read out the question and then give Ss time to read the text and find out the answer

Differentiation

Learners will be supported by teacher and by helpers from his class.

Learners read to find out

ANSWERS

Jane likes to go shopping and play basketball in the East Village at the weekend. Nurlan likes to hang out with his friends at the park. He goes on the waterslides or he goes shopping at a mall

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments.

Descriptor:

- read the text

- find out the answer

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 2 b P: 25

Ask Ss to read the texts again and think of suitable words to complete the gaps.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

Play the recording for Ss to listen and check their answers.

Learners read the text again and complete the missing words.

ANSWERS

1 where

2 something

3 so

4 out

5 about 6 or

Teacher’s comment

Descriptor:

- read the text again

- complete the missing words

Total: 2 point

Task. IV

Ex: 3 P: 25

Ask Ss to work in pairs and write down four questions based on the text. Then exchange their questions with their partner and try to answer them.

Monitor the activity around the class and then ask some pairs to tell the class.

Differentiation

A learner with individual needs: will be paired with helpers and teacher allows him to write down four questions based on the text with teacher’s support

Learners work in pairs. Write down four questions based on the text.

ANSWERS

1 Where does Jane live? (New York)

2 What is her favourite coffee shop? (alt.coffee)

3 What is Nurlan’s brother called? (Rustam)

4 Which shopping mall does he sometimes go to? (Dostyk Plaza)

Pair assessment

Descriptor:

- work in pairs.

- Write down four questions

Total: 2 point

Ex: 4 p:25

Ask Ss to work in pairs and write down four questions based on the text. Then exchange their questions with their partner and try to answer them.

Monitor the activity around the class and then ask some pairs to tell the class.

write a short article

ANSWERS

Teens in Astana like to hang out with their friends at the weekends. They go skateboarding at the local skatepark or ice skating at the local ice rink. Some teens go shopping at Ajar Centre Mall and hang out in Internet cafés.

Descriptor:

- work in pairs.

- write a short article

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 21		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Across curriculum: Penny Wise Summative Assessment for the unit 2
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 8.4.6,1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text
Learning objectives (assessment criteria)	Learners will be able to: - introduce the topic; to personalise the topic; to listen and read for gist - read for specific information - make a list of your weekly expenditure
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they read any newspapers. If so, elicit the names of the newspapers. If not, elicit the names of different newspapers they have heard of.

Ask students what the differences are between the newspapers they have mentioned. Ask what types of information you would find in each. Elicit some ideas, but do not

Do you make your bed every day?

T: What do you think about today’s theme?

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

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 26

Initiate a class discussion about money and elicit how many Ss in the class have a budget/savings plan and how it helps them manage their money

Play the recording. Ss listen and follow the text in their books and check if Ss’ answers match the information in the text.

Learners listen, read and check.

ANSWERS:

I usually spend my money on social activities, like going to the cinema or eating out with my friends. I don’t have a budget, but I save some money every week for emergencies and long-term goals. I think a budget can help you be more conscious of not wasting money.

Pair assessment

Descriptor:

- listen and read

- discuss about money

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 26

Give Ss time to read the text again and answer the questions.

Check Ss’ answers.

Learners read the text again and answer the question.

ANSWERS

You can set a budget by making a note of your expenses and organising them into categories. Next, you should add up all your earnings and decide how much money you can afford to spend on each category and see if there is anywhere you can cut back.

T’s ffedback

Descriptor:

- read the text

- answer the question

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 26

Explain the task and ask Ss to write the headings into their notebooks and then write down everything they spend every week and write the item and the amount under each heading.

Ask Ss to talk in pairs about what they spend and whether they think any of it is a waste of money.

Monitor the activity around the class and then ask some pairs of Ss to tell the class.

Summative Assessment for the unit 2

Learners make a list of everything you spend

ANSWERS

Students own answer

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- work in pairs

- make a list of everything

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 22		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Writing: Online shopping
Learning objectives	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; 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Learning objectives (assessment criteria)	Learners will be able to: - read for structure and specific information - substitute linkers for suitable alternatives
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they read any newspapers. If so, elicit the names of the newspapers. If not, elicit the names of different newspapers they have heard of.

Ask students what the differences are between the newspapers they have mentioned. Ask what types of information you would find in each. Elicit some ideas, but do not accept or reject any at this stage.

T: What do you think about today’s theme?

We can buy everything from online shopping. For example today people order their clothes, different things like as Ali Expless, Pinduoduo, Ali Baba com from internet. Also we can order our food from unternet.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/hy9M8Lj9LmQ4npcy9

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 27

Go through the Study Skills box and explain the type, content and structure of the essay.

Ask Ss to read the essay and identify the arguments the writer makes and his justifications.

Check Ss’ answers.

Differentiation

A learner with individual needs: will be paired with helpers and teacher allows him to identify the arguments the writer makes and his justifications with teacher’s support

Learners read the essay

ANSWERS:

arguments in favour: convenient (shop from home anytime esp in isolated areas), wide variety of goods (high street shops have online stores) free delivery (no heavy bags – delivered to your door)

Pair assessment

Descriptor:

- read the essay

- identify the arguments

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 27

Elicit which sentences are the topic sentences from various Ss around the class.

Then elicit suitable alternatives from various Ss.

Learners find the topic sentences then suggest

ANSWERS

Without a doubt, there are a number of advantages to shopping online. On the other hand, there are a number of disadvantages to shopping online.

T’s ffedback

Descriptor:

- find the topic sentences

- complete the task

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 27

Ask Ss to think of synonymous linking words/phrases for the ones in bold or refer Ss to the Study Skills box and select suitable alternatives.

Check Ss’ answers around the class.

Learners replace the linking words in bold

ANSWERS

Suggested Answer Key Firstly – To start with Secondly – What is more Finally – In addition On the other hand – However To start with – First To sum up – In conclusion Although – However

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- replace the linking words

Total: 2 point

Task. IV

Ex: 4 P: 27

Play the recording. Ss listen and make notes and list the arguments for and against with reasons.

Check Ss’ answers.

Differentiation

Learners will be supported by teacher and by helpers from his class.

Learners listen to two people discussing whether teenagers should have credit cards.

ANSWERS

For: teaches them responsibility with money (must pay bill at end of every month), build up good credit rating early in life (get a loan easily later) Against: not mature enough to keep spending under control (buy now pay later attitude will not teach them to manage money well), paying by credit card makes it easy for spending to seem unreal (run up debt

Pair assessment

Descriptor:

- listen to two people

- make notes and list the arguments

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 23		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Summative control work for the 1^st term
Learning objectives	8.2.3.1 understand or no support most of the detail of an argument in extended talk 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; 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Learning objectives (assessment criteria)	Learners will be able to: - Use nouns and verbs to do with the internet. - Use the word about a virtual world and online computer games.
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

Task. I

LISTENING

Task

You will hear people talking in five different situations. Choose the best answer A, B or C

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

Students listen to the recording

1 c

2 b

3 a

4 b

5 c

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

Middle

30 min

Task. II

READING

Task. Read the text and circle the most suitable answer.

Learners read the text circle the most suitable answer.

Answers:

1 b

2 a

3 c

4 b

5 c

6 d

Pair assessment

Descriptor:

- read the text

- circle the most suitable answer

Total: 6 point

Student’s book

Task. III

WRITING

Task. Rewrite the two sentences using one of the relative pronouns in brackets.

Learners rewrite the two sentences using one of the relative pronouns in brackets.

ANSWERS:

1 where

2 than

3 who

4 whose

5 that

6 where

T’s ffedback

Descriptor:

- rewrite the two sentences

- use one of the relative pronouns

Total: 5 point

Student’s book

Task. IV

SPEAKING

Task. Answer these questions. Compare different houses of different cultures and express your opinion. Do not forget to use the correct form of the adjective comparison

Learners choose one of the pictures and describe it.

ANSWERS :

Student’s own answer.

Teacher’s comment

Descriptor:

- choose one of the pictures

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

Short term plan

Unit 2 Daily life and shopping lesson 24		School:
Date:		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Edutainment: Be a wise shopper
Learning objectives	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; 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
Learning objectives (assessment criteria)	Learners will be able to: - discuss shopping habits - learn about the value of being a wise shopper - test knowledge learnt in this module/ to do a quiz.
Levels of thinking skills	Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students if they read any newspapers. If so, elicit the names of the newspapers. If not, elicit the names of different newspapers they have heard of.

T: What do you think about today’s theme?

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/6JTFGP5gR1mXJccs5

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 28

Ask Ss to talk in small groups about their shopping habits, monitor the activity around the class and then ask some groups to tell the class.

Learners answer the question

ANSWERS :

I go shopping every Saturday. When I don’t have any money, I go window-shopping. When I have money I usually buy clothes. The last thing I bought was a skirt. I often buy clothes, books and CDs

Pair assessment

Descriptor:

- talk in small groups

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 28

Ask Ss to read the list of statements about types of shoppers and tick the ones that apply to them. Then ask Ss to suggest other reasons to buy/not to buy things

Learners listen to a conversation.

ANSWERS :

I don’t buy things I can make myself

I buy things in bulk to save money.

T’s ffedback

Descriptor:

- read the list of statements

- listen to a conversation

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 28

Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.

Learners listen again and complete the sentences

ANSWERS:

1 T 3 T 5 F 7 F 2 F 4 T 6 T 8 T

Descriptor:

- read the statements

- complete the sentences

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 28

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Aliya lives in Astana. [T]) Ss can swap their quiz with another pair and do it and then report back to the class.

Learners listen again and complete the sentences

ANSWERS:

1 Aliya lives in a two-bedroomed house. (F)

2 Aliya doesn’t get pocket money. (F)

3 Aliya worries about getting good grades. (T)

4 Techies usually wear glasses. (T)

5 Techies like wearing formal clothes. (F)

6 The East Village is in New York. (T)

7 It’s wise to save 80% of your money. (F)

8 Online shopping is not as pleasurable as high street shopping. (T)

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- work in pairs

- complete the sentences

Total: 2 point

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P:

Home task

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

Poster Success Ladder

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