Revision test. 10th form

Sample lesson plans

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

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

grade 8:
Unit

Strands

1 Our World

Content

Listening

Speaking

Reading

Learning objectives
Term 1
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding

1

Writing

8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
Use
of 8.6.5.1 - use questions which include a variety of different tense
English
and modal forms on a range of familiar general and curricular
topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
8.6.15.1 - use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics;
8.6.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a... that
in giving explanations on a range of familiar general and
curricular topics
2 Daily Life and Content
8.1.1.1 - use speaking and listening skills to solve problems
Shopping
creatively and cooperatively in groups;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.8.1 - develop intercultural awareness through reading and
discussion
Listening
8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres
Speaking
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
2

Reading

Writing

Use
English

3 Entertainment Content
and Media

exchanges;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics;
8.3.8.1- recount some extended stories and events on a range of
general and curricular topics
8.4.2.1- understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1- understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts;
8.4.4.1- read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.6.1- recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
8.5.1.1- plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1- write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1- write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.6.1- link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics;
8.5.9.1- punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
of 8.6.10.1- use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.11.1- use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
requests on a range of familiar general and curricular topics;
8.6.12.1- use comparative degree adverb structures not as quickly
as / far less quickly with regular and irregular adverbs; use an
increased variety of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and curricular topics;
8.6.15.1- use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics;
8.6.16.1- use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a ... that
in giving explanations on a range of familiar general and
curricular topics
Term 2
8.1.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1- respect differing points of view;
3

Listening

Speaking

Reading

Writing

8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular
topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics;
4

8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
Use
of 8.6.1.1 - use some abstract nouns and complex noun phrases on a
English
range of familiar general and curricular topics;
8.6.2.1 - use a growing variety of quantifiers for countable and
uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.3.1 - use a growing variety of compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than
to indicate degree on a
range of familiar general and curricular topics;
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics;
8.6.1.13 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.1.14 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
and curricular topics;
8.6.15.1 - use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety
of relative clauses including why clauses on a range of familiar
general and curricular topics
4 Sport, Health Content
8.1.1.1 - use speaking and listening skills to solve problems
and Exercise
creatively and cooperatively in groups;
8.1.3.1 - respect differing points of view;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing
8.2.1.1 - understand with little or no support the main points in
Listening
extended talk on a wide range of general and curricular topics
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
5

Speaking

Reading

Writing

Use
English

topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a growing range
of familiar general and curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics
of 8.6.8.1 - use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics;
8.6.1.10 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.12.1 - use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular adverbs;
use an increased variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular
topics;
8.6.13.1 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.15.1 - use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics;
6

5 Reading for Content
Pleasure

Listening

Speaking

Reading

Writing

8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety
of relative clauses including why clauses on a range of familiar
general and curricular topics
Term 3
8.1.3.1 - respect differing points of view;
c
8.1.8.1 - develop intercultural awareness through reading and
discussion
8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics
8.3.2.1 - ask more complex questions to get information about
a growing range of general topics and some curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
7

written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics
Use
of 8.5.8.1 - use a growing variety of future forms including present
English
continuous and present simple with future meaning on a range of
familiar general and curricular topics;
8.5.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
8.5.1.11 - use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
requests on a range of familiar general and curricular topics;
8.5.12.1 - use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular adverbs;
use an increased variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular
topics;
8.5.14.1 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
and curricular topics;
8.5.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a...that in
giving explanations on a range of familiar general and curricular
topics
6 The Natural Content
8.1.1.1 - use speaking and listening skills to solve problems
World
creatively and cooperatively in groups;
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening
8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular
topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
Speaking
8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8

Reading

Writing

Use
English

8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres;
8.4.8.1 use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics;
8.5.9.1 - punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
of 8.6.1.1 - use some abstract nouns and complex noun phrases on a
range of familiar general and curricular topics;
8.6.3.1 - use a growing variety of compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than
to indicate degree on a
range of familiar general and curricular topics;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
general and curricular topics;
8.6.6.1 - use a variety of pronouns including indefinite pronouns
anybody, anyone, anything and quantitative pronouns everyone,
everything, none, more, less, a few on a range of familiar
general and curricular topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
9

7 Travel
Transport

and Content

Listening

Speaking

Reading

Writing

indefinite and unfinished past on a range of familiar general and
curricular topics
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
topics;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding
8.5.1.1 - plan, write, edit and proofread work at text level with
little - support on a growing range of general and curricular
topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.6.1 - link, independently, sentences into coherent paragraphs
using a variety of basic connectors on
a range of familiar general topics and some curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics;
10

8c

8.5.9.1 - punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use
of 8.6.5.1 - use questions which include a variety of different tense
English
and modal forms on a range of familiar general and curricular
topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
8.6.13.1 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.14.1 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
and curricular topics
Term 4
Content
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
Speaking
8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
11

Reading

Writing

Use
English

at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.3.1 - understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres
8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular
topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics
of 8.5.2.1 - use a growing variety of quantifiers for countable and
uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.3.1 - use a growing variety of compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than
to indicate degree on a
range of familiar general and curricular topics;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
general and curricular topics;
8.6.8.1 - use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
12

9 The World of Content
Work

Listening

Speaking

Reading

8.6.10.1 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.13.1 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.15.1 - use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics
8.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
8.1.3.1 respect differing points of view;
8.1.6.1 - organise and present information clearly to others;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
8.2.8.1 - understand extended narratives on a wide range of
general and curricular topics
8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics;
8.3.8.1 - recount some extended stories and events on a range of
general and curricular topics
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
13

Writing

Use of
English

8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.2 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.6.1 - use a variety of pronouns including indefinite pronouns
anybody, anyone, anything and quantitative pronouns everyone,
everything,
none,
more,
less,
a
few
on a range of familiar general and curricular topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics;
8.6.8.1 - use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
familiar general and curricular topics;
8.6.10.1 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
range of familiar general and curricular topics;
8.6.11.1 - use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
requests on a range of familiar general and curricular topics
8.6.13.1 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety
of relative clauses including why clauses on a range of familiar
general and curricular topics

14

15

of

8.L3 understand with
little or no support
most of the detail of
an
argument
in
extended talk on a
wide range of general
and curricular topics

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

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

8.C3 respect
differing points
view

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

Mid-high A2

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

Mid-high A2

8 класс

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

8.S2 ask
more
complex questions
to get information
about a range of
general topics
and
some
curricular topics

8.S1 use formal
and informal
registers in their
talk on a limited
range of general
and curricular topics

Mid-high A2
8.R1 understand
the main
points in texts on a
limited range
of unfamiliar general
and curricular
topics, including
some extended texts
8.R2 understand
specific
information and
detail in texts on a
growing
range
of familiar
general and
curricular
topics, including
some extended texts
of familiar
general and
curricular
topics, including
some extended texts
8.R3 understand
the detail of an
argument on a
growing range of
familiar
general
and curricular
topics, including
some extended texts

Mid-high A2

8.W3 write with
moderate
grammatical
accuracy on a
limited range of
familiar general
and curricular
topics

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

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

Mid-high A2

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

8.UE2 use a growing
variety of quantifiers for
countable and uncountable
nouns including several,
plenty, a large/small
number/amount on a range
of familiar general and
curricular topics

8.UE1 use some abstract
nouns and complex noun
phrases on a range of
familiar general and
curricular topics

Mid-high A2

16

8.C5 use feedback to
set personal learning
objectives

8.C4 evaluate and
respond constructively
to feedback
from others

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

8.L5

8.L4 understand with
little or no support
most of the implied
meaning in extended
talk on a wide range
of
generaland
curricular topics
respond
with some
flexibility at both
sentence
and discourselevel
to
with some
flexibility at both
sentence
and discourselevel
to with some
flexibility at both
sentence
and discourse level
to
with some
flexibility at both
sentence
and discourse
unexpected
comments on a
range of general
and curricular topics
level to
8.S5 interact
with peers
to
negotiate,
agree and
organise priorities
and plans for
completing
classroom tasks
with peers to
negotiate,
agree and

8.S4

8.R5 deduce
meaning from
context in short
texts and
some
extended texts on
a growing
range
of familiar general
and curricular topics

8.R4 read a
growing range of
extended
fiction and nonfiction texts on
familiar and some
unfamiliar general
and curricular topics

by examples and
reasons for a
growing range of
written genres in
familiar

8.W5 develop with
support coherent
arguments
supported when
necessary

8.W4 use with
some support style
and register
appropriate to a
limited variety of
written genres on
general and
curricular topics

8.UE5 use questions
which include a variety of
different tense and modal
forms on a range of
familiar general and
curricular topics

topics
8.UE4 use an increased
variety of determiners
including all, half, both
[of] in pre-determiner
function on a range of
familiar general and
curricular topics

17

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

8.C6 organise and
present information
clearly to others

8.L7 begin to
recognise
typical
features at word,
sentence and text
level of a limited
range of
spoken
genres
8.L8 understand
extended narratives
on a range of general
and curricular topics
8.S7 use
appropriate subjectspecific vocabulary
and syntax to talk
about a
growing
range

organise priorities
and plans for
completing
classroom tasks
with peers
to
negotiate,
agree and
organise priorities
and plans for
completing
classroom tasks
8.L6 deduce meaning 8.S6 link
from context
comments with
with little or no some flexibility to
support in extended
what others say at
talk on a wide range sentence and
of general and
discourse level in
curricular topics
pair, group and
whole class
exchanges

8.R7 recognise
typical features
at
word,
sentence and text
level in a range of
written genres

8.R6 recognise
the attitude or
opinion of the writer
on a growing range
of
unfamiliar
general and
curricular topics,
including some
extended text

8.W7 use with
minimal support
appropriate layout
at text level for a
growing range of
written genres on

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

general and
curricular topics

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

8.UE6 use a variety of
pronouns including
indefinite pronouns
anybody, anyone, anything
and quantitative pronouns
everyone, everything,
none, more, less, a few on
a range of familiar general
and curricular topics

18

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

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

8.C8 develop
intercultural
awareness through
reading
and
discussion

of general
topics,
and some curricular
topics
8.S8 recount
some
extended stories
and events on a
growing range of
general and
curricular topics

familiar general
and curricular
topics
8.R8 use familiar
8.W8 spell most
and some unfamiliar high-frequency
paper and
digital vocabulary
reference
accurately for a
resources to
growing range of
check meaning
familiar general
and extend
and curricular
understanding
topics
8.R9 begin to
8.W9 punctuate
recognise
written work at text
inconsistencies
level on a growing
in argument in range of familiar
short texts on a
general and
limited range of
curricular topics
general and
with growing
curricular subjects
accuracy
8.UE8 use a growing
variety of future forms
including present
continuous and present
simple with future
meaning on a range of
familiar general and
curricular topics
8.UE9 use appropriately a
variety of active and
passive simple present
and past forms and past
perfect simple forms in
narrative and reported
speech on a range of
familiar general and
curricular topics
8.UE10 use present
continuous forms for
present and future
meaning and past
continuous, including
some passive forms, on a
range of familiar general
and curricular topics
8.UE11
use
some reported
speech forms for
statements, questions
and commands: say, ask,
tell
including

19

reported requests on a
range of familiar
general and curricular
topics
8.UE12
use
comparative
degreeadverb structures
not as quickly as / far
less quickly with regular
and irregular adverbs.
Use an
increased variety of preverbal,
post-verbal
and
end-position
adverbs on a range of
familiar general and
curricular topics
8.UE13 use a growing
variety of modal forms for
different functions:
obligation, necessity,
possibility, permission,
requests, suggestions,
prohibition on a range of
familiar general and
curricular topics
8.UE14 use a some
prepositions before
nouns and adjectives use
prepositions as, like to
indicate manner
use
dependent
prepositions following
adjectives on a range of

20

familiar general and
curricular topics
8.UE15 use infinitive
forms after a limited
number of verbs and
adjectives; use gerund
forms after a limited
variety of verbs and
prepositions; use some
prepositional verbs and
begin to use common
phrasal verbs on a growing
range of familiar general
and curricular topics
8.UE16 use a growing
variety of conjunctions
including since, as to
explain reasons and the
structures so ... that, such
a ... that in giving
explanations on a range of
familiar general and
curricular topics
8.UE17 use if / unless/ if
only in second conditional
clauses and wish[that]
clauses [present
reference]; use a growing
variety of relative clauses
including why clauses on a
range of familiar general
and curricular topics

Module 1 Our world
LESSON: Module 1 Lesson 1
Our World Vovabulary
Date:

School:

CLASS:

Number present:

Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives

Teacher name:
absent:

Assessment
criteria

C10 - 8.1.10.1- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
S7 - 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for
gis and identify all specific information
Learners have met the learning objective (C10/S7) if they can: speak about the
problems and suggest the solutions to some of the problems in the pictures

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular
links
ICT skills

Global issues

Previous learning

Natural disasters

Using videos& pictures, working with URLs

Plan
Planned timings

Planned activities (replace the notes below with your
planned activities)
What’s in this module? – to read the title of the module Our
World and ask Ss to suggest what they think it means. Go
BEGINNING
through the topic list and stimulate a discussion to prompt Ss’
THE LESSON
interest in the module
To present global issues.
PRESENTATION To direct Ss to the pictures. Discuss the words and phrases. If
AND PRACTICE necessary, use a dictionary. Play the recording. Ss listen and
repeat chorally and/or individually. (Ex. 1, p.5)
C10
To talk about solutions to global issues.
S7
Read the ideas in the list and elicit/explain any unknown words.
Invite one of the students to read out the example. Ask various
Ss to suggest solutions to the global issues using the ideas in the
list as well as ideas of their own. (Ex. 2, p.5)
ENDING THE
LESSON

(An activity to consolidate the language of the lesson.) Ask the
pupils to describe any of global issues with the solution in their
region.

21

Excel
Resources

Pictures,
p.5.
Dictionary.
Recording.

Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?

Assessment – how are you
planning to check learners’
learning?

Reflection

Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about
your lesson

Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?

22

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

Module 1 Our world
LESSON: Module 1 Lesson 2
Vocabulary 1a

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning
objectives(s) that
this lesson is
contributing to

8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and
feelings
8.1.8.1 – C8 develop intercultural awareness through reading and discussion
8.4.2.1 – R2 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts
of familiar general and curricular topics, including some extended texts
8.4.8.1 – R8 use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
8.3.3.1 – S3 give an opinion at discourse level on a range of general and
curricular topics
8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing
range of familiar general and curricular topics
8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and prepositions;
use some prepositional verbs and begin to use common phrasal verbs on a
growing range of familiar general and curricular topics
8.3.1.1 – S1 use formal and informal registers in their talk on a limited range
of general and curricular topics
8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:
listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their
habitats, to learn prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their
habitats, to learn prepositional phrases, talk about the steppe, prepare a poster
of plants and animals that live on our steppe

Assessment criteria

Learners have met the learning objective if they can: speak about animals
and their habitats, the steppe

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular
links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Our world: global issues.

Plan

23

Planned timings
BEGINNING THE
LESSON
8.1.9.1 – C9

PRESENTATION
AND PRACTICE
8.1.8.1 – C8

Planned activities (replace the notes
below with your planned activities)
To introduce the topic
Ask Ss to look at the pictures and then
imagine they are there on the steppe. Ask
various Ss to describe to the class what
they can see and feel using their
imagination.
To listen and read for gist
Ask Ss to read the title and elicit Ss’
guesses as to why the steppe is important
to the Kazakh people according to the
author. Play the recording. Ss listen and
follow the text and find out.
Refer Ss to the Word List to look up the
words in the Check these words box. Play
the video for Ss and elicit their comments.

Excel Resources
Ex. 1, p.6 (SB)
Suggested Answer Key
I can see the big blue sky
above me and the wide, open
grassland of the steppe in front
of me. I feel alone.
Ex. 2, p.6 (SB)
Recording
Answer Key
The steppe is important
because it is a treasure of
natural resources and provides
everything for Kazakhstan’s
cities.
Video.

8.4.2.1 – R2

To read for specific information
Explain the task. Allow Ss time to read the
statements and then read the text again and
complete the task. Check Ss’ answers.

Ex. 3, p.6 (SB)
Answer Key
1 F
3 T
5 DS
7 F
2 T
4 F
6 T
8 DS

8.4.8.1 – R8

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

8.3.3.1 – S3

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

Ex. 4, p.7 (SB)
Answer Key
harsh (adj): severe, difficult
drop (v): to fall suddenly
habitat (n): the place where an
animal/plants grows/lives
endangered (adj): at risk
pollution (n): the presence of
sth which has harmful/
poisonous effects on the
environment
Ex.5, p.7(SB)
Suggested Answer Key
I was impressed that the
steppe is one third of the
country and that the
temperatures are so extreme. I
was also impressed that the
Kazakh people are going to
preserve the steppe for future
generations.
Student’s Book: Language
Review 1a
Workbook: 1a

8.5.8.1 – W8

ENDING THE
LESSON

To prepare a poster
Explain the task and ask Ss to work in
small groups to look up information on the
Internet or any other sources. Ss can use
ideas from the text on p. 6. Ask various Ss
to present their posters to the class.
24

Additional information
Differentiation – h