Water experiences

Тақырып бойынша 11 материал табылды

Water experiences

Материал туралы қысқаша түсінік

Бұл мақалада қысқа мерзімді жоспардың (ҚМЖ) мәні мен маңызы туралы айтылады. Онда ҚМЖ-ның құрылымы, мақсаты және сабақ үдерісін тиімді ұйымдастырудағы рөлі қарастырылады

Материалдың қысқаша нұсқасы

Short term plan: term 2

Unit: 3 Entertainment and media		Lesson 25
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Entertainment
Learning objectives	8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genre 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics
Lesson objectives	Learners will be able to: - present forms of entertainment - express an opinion - talk about a past experience
Instilling values of the program “Adal Azamat”	Respect: appreciating different tastes in entertainment. Creativity: expressing personal opinions and preferences. Teamwork: collaborating in pair and group activities.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min.

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

“Entertainment Brainstorm” ?

Write the word ENTERTAINMENT on the board.
Ask students:

“What comes to your mind when you hear this word?”
“What kinds of entertainment do you know?”

Students brainstorm ideas in pairs (e.g., films, concerts, games, theatre, TV shows).
Write their ideas on the board and group them (music, TV, cinema, internet, etc.).

Presentation

Vocabulary Introduction ?

Introduce and explain new vocabulary using pictures or real examples.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Board and markers Flashcards / pictures (TV, cinema, theatre, concert, etc.)

Worksheets (matching, gap-fill, and group tasks)

Projector (optional for short video clips)

Middle of the lesson

10 min

12 min

13 min

Ex:1 P:29

Direct Ss to the pictures.

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

Conclude that being an adal azamat means listening attentively, speaking truthfully, and showing respect in communication and learning.

Ex: 2 P: 29

Ask Ss to discuss the questions in pairs.

Monitor the activity around the class and then ask various Ss to tell the class.

Conclude that an adal azamat listens with respect, shares ideas honestly, and works cooperatively with others — values that make both good learners and good members of society.

Task for less motivated learner

Complete the sentences

Use the words from Step 2: TV, film, music, game, reading, sports, dance

I like watching ______ in the evening.

My brother plays ______ after school.

I love listening to ______ every day.

She likes ______ books.

They go to the hall to ______.

Answers: 1 TV, 2 sports, 3 music, 4 reading, 5 dance

Ex: 3 P: 29

Read out the questions and the example.

Ask Ss to discuss the questions in pairs. Elicit suitable adjectives from Ss around the class (e.g. nice, fun, exciting, amazing, entertaining, etc).

Then ask various Ss to tell the class.

Conclude that an adal azamat speaks honestly, respects others’ opinions, and uses kind, positive language when expressing feelings or describing experiences.

Learners look at the pictures

ANSWERS

Students own answer

Learners answer the question. Use the adjectives below.

ANSWERS

I like attending concerts because I love music and the atmosphere at a concert is fascinating.

Learners answer the question. Tell the class.

ANSWERS

The last time I watched traditional dancing was last summer. It was nice. The last time I went to a water park was two summers ago. It was great fun. The last time I took a guided tour of a museum was two years ago. It was interesting. The last time I attended a concert was last month. It was amazing.

The last time I read a classic novel was 3 years ago. It was interesting. The last time I went to the theatre was two weeks ago. It was entertaining

Descriptor:

- look at the pictures.

- listen and repeat chorally and/or individually.

Total: 3 point

Descriptor:

- answer the question. Use the adjectives below

Total: 3 point

Descriptor:

- answer the question. Tell the class

Total: 4 point

End of the lesson

5 min

FEEDBACK

“Entertainment Quiz”

Quick oral quiz:

“Where do people go to watch a play?” (theatre)
“Who directs a film?” (director)
“What kind of film makes you laugh?” (comedy)

Finish with a motivational quote:

“Reading gives you knowledge, but entertainment gives you joy — together, they make you creative!”

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3 Entertainment and media		Lesson 26
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: Steve’s travel blog
Learning objectives	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 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;
Lesson objectives	Learners will be able to: - To introduce the topic and topic-related vocabulary - read for specific information - learn about and identify compound nouns and compound adjectives
Instilling values of the program “Adal Azamat”	Curiosity: learning about new places and cultures. Respect: appreciating different traditions and travel experiences. Responsibility: traveling safely and caring for the environment.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Ask students:

“Where would you like to travel one day?”
“What’s your dream country or city to visit?”

Show a few photos (mountains, beaches, cities) and ask:

“What kind of places do you prefer — nature or cities?”

Write some student ideas on the board.

Ex:1 P:30

Ask Ss to look at the pictures and then read out the activities in the list.

Ask various Ss to say which activities they can do in each place.

Play the recording. Ss listen and read the text and check.

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

Pupils look at the places in the pictures. Answer the question.

ANSWERS

You can have a fun water experience in all the places.

You can take a dip in a pool and slide down a waterslide at Almaty Aqua Park.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the places in the pictures

- answer the question.

Total: 3 point

Printed text: “Steve’s Travel Blog”

Worksheet (comprehension, vocabulary, writing)

Projector or pictures of travel destinations

Board and markers

10 min

7 min

8 min

Conclude that an adal azamat is someone who thinks carefully, listens respectfully, and checks facts honestly before giving answers — qualities that apply both in learning and in daily life.

Ex: 2 P: 31

Explain the task.

Allow Ss time to read the questions and then read the texts again and complete the task.

Check Ss’ answers.

Conclude that an adal azamat is someone who reads carefully, answers honestly, and respects the source of information, developing integrity in learning and life.

Ex: 3 P: 31

Allow Ss time to complete the collocations by referring to the texts or using their dictionaries as necessary.

Check Ss’ answers around the class.

Conclude that being an adal azamat means working responsibly, being truthful about your answers, and respecting the learning process.

Task for less motivated learner

Match the words

Task: Draw lines to match the words that go together.

Column A	Column B
make	a cake / a mistake
do	homework / the dishes
have	breakfast / a party
play	football / the guitar
take	a photo / a bus

Ex: 4 P: 31

Read the table aloud and explain compound nouns and adjectives and elicit further examples from Ss around the class.

Give Ss time to find examples in the blog.

Check Ss’ answers.

Conclude that an adal azamat is someone who learns responsibly, works independently, and respects the work of others, which is valuable both in class and in life.

You can relax in a mineral spring at Chundzha.

You can play on a sandy beach at Khan Shatyr.

Pupils read the text again and answer the question.

ANSWERS

1 You can find an indoor beach.

2 It comes from the Maldives. 3 They can swim in the pool and go on the waterslides.

4 There are more than 140.

5 It is a five-hour drive

Pupils complete the collocations.

ANSWERS

1 summer

2 entertainment

3 tropical

4 aqua

5 mineral

6 indoor

Pupils read the theory. Find compound nouns and compound adjectives.

ANSWERS

Compound nouns: entertainment centre, indoor beach, aqua park

Compound adjectives: two-week holiday, five-hour drive

Descriptor:

- read the text again

- answer the question

Total: 3 point

Descriptor:

- complete the collocations.

Total: 2 point

Descriptor:

- read the theory

- find compound nouns and compound adjectives

Total: 2 point

End of the lesson

5 min

FEEDBACK

Teacher asks:

“Why do people like to travel?”
“What can we learn from visiting new places?”

Encourage answers like meeting new people, trying food, learning languages.

Homework:
Find a picture of a place you want to visit and write 5 sentences about why you’d like to go there.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3 Entertainment and media		Lesson 27
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: water experiences
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 8.4.8.1 use familiar and some unfamiliar paper and digital reference 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
Lesson objectives	Learners will be able to: - present new vocabulary - talk about water attractions
Instilling values of the program “Adal Azamat”	Courage: trying new and challenging activities. Respect: caring for nature and water safety. Responsibility: being safe and protecting the environment.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Ask students:

“What can you do in or near water?”
“Do you like swimming or going to the beach?”

Show pictures (swimming, rafting, surfing, fishing).
Students guess the name of each activity.
Write their ideas on the board.

Ex: 5 P: 31

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

Check Ss’ answers.

Conclude that an adal azamat is someone who learns responsibly, works independently, and respects the learning process, showing honesty in all tasks.

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

Pupils complete the sentences. Use for, about or on

ANSWERS

1 on

2 on

4 about

3 for

5 on

6 for

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- complete the sentences

-use prepositions

Total: 1 point

Flashcards or pictures of water activities

Video or short audio (optional) of people describing water sports

Worksheets with matching and writing tasks

Whiteboard and marker

Middle of the lesson

10 min

Ex:6 P: 31

Read out the list of words give Ss time to complete the sentences using their dictionaries if necessary. Check Ss’ answers.

Conclude that an adal azamat is someone who works responsibly, checks their work carefully, and values honesty in both learning and life.

Ex: 7 P: 31

Give Ss some time to consider their answers and then ask various Ss to tell the class.

Conclude that an adal azamat is someone who speaks honestly, listens respectfully, and shows responsibility in both learning and everyday interactions.

Ex: 8 P: 31

Ask Ss to read the useful language box and have two Ss model the example dialogue.

Then have Ss take turns and practise recommending the places in the blog in pairs.

Monitor the activity around the class and then ask some pairs to practise recommending in front of the class using the useful language

Conclude that an adal azamat communicates honestly, politely, and responsibly, which helps build trust and respect in class and in life.

Pupils fill the gaps.

ANSWERS

1 sandy

2 dip

3 slide

4 sunbathe

5 sailing

Pupils answer the question. Tell the class.

ANSWERS

Suggested Answer Key Khan Shatyr is special because it has an indoor beach with sand from the Maldives. Almaty Aqua Park is special because it is a fun water park with lots of waterslides for adults and children. Chundzha is special because it has over 140 mineral springs

Pupils use the phrases to recommend the places in the text in Ex 1

ANSWERS

A: Have you been to the indoor beach at Khan Shatyr?

B: Yes, I went there last summer.

A: Did you like it?

B: It was great.

Descriptor:

- fill the gap

Total: 1 point

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- use the phrases to recommend the places

Total: 1 point

End of the lesson

5 min

FEEDBACK

Ask reflective questions:

“Which water experience would you like to try?”
“How can we stay safe in water?”

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3: Entertainment and media		Lesson 28
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: Past simple, Past continuous
Learning objectives	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 8.6.7,1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: - revise/present the past simple and the past continuous and identify their uses - practise the past simple/past continuous - practise the past simple/past continuous with time adverbs
Instilling values of the program “Adal Azamat”	Curiosity: asking questions about past experiences. Responsibility: using language carefully and clearly. Respect: listening attentively to others’ stories.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Ask students:

“What were you doing at 7 p.m. yesterday?”
Expected answers: I was doing homework / I was watching TV / I was playing football.

Then ask:

“What did you do after that?”
Students respond using Past Simple: I ate dinner / I went to bed.

Write examples on the board showing the difference.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Flashcards or pictures showing actions

Worksheet with fill-in and matching activities

Short story or listening text

Board and markers

Middle of the lesson

10 min

Ex:1 P:32

Present the past simple. Say then write on the board: I watched TV yesterday. Underline watched and explain that this verb is in the past simple. Point to a S and say: You watched TV yesterday. Then write it on the board. Point to a male S and say: He watched TV yesterday. Then write it on the board. Present the other persons in the same way. Elicit that the verb is the same in all persons.

Explain/Elicit the spelling rules. Write the verbs work, love, play, study, travel and their past simple forms on the board: work – worked (most verbs take -ed to form their past simple form), love – loved (verbs ending in -e add -d), study – studied (verbs ending in consonant + -y lose -y and take -ied), play – played (verbs ending in a vowel + -y add -ed), travel – travelled (verbs ending in a vowel + l, p, k, b, etc. double the consonant and add -ed)

Conclude that an adal azamat works carefully, responsibly, and honestly, developing good habits in both learning and life.

Ex: 2 P: 32

Explain the task and give Ss time to complete it.

Then check Ss’ answers around the class.

Conclude that an adal azamat is someone who learns responsibly, answers truthfully, and takes pride in their own work, both in class and in life.

Task for less motivated learner

Complete the sentences

I ______ (go) to the park yesterday.

She ______ (watch) a film last night.

They ______ (eat) pizza for lunch.

We ______ (play) football after school.

He ______ (see) his friend on Sunday.

Answers: 1 went, 2 watched, 3 ate, 4 played, 5 saw

Ex: 3 P: 32

Explain the task and read out the example.

Give Ss time to complete the task in closed pairs.

Monitor the activity around the class.

Emphasize the importance of honesty and responsibility when completing tasks. Ss should answer based on their own understanding rather than copying.

Ex: 4 b P: 32

Ask Ss to read the theory box and elicit in which sentences we can write would instead of used to.

Highlight that being an adal azamat includes working diligently, checking work carefully, and respecting the learning process.

Pupils read the text. Identify the tenses.

ANSWERS

1 past simple

2 past continuous

3 past simple

4 past simple

5 past continuous

6 past continuous

7 past continuous

8 past continuous

9 past simple

a past simple

e past continuous

b past simple

f past continuous/

c past continuous past simple

d past continuous

Pupils put the verbs in brackets into the pasts simple or past continuous

ANSWERS

1 were you

2 was watching

3 did you see

4 was waiting

5 did Nurislam do

6 bought

7 went

8 Did you go

9 Was driving

10 got

Pupils use the time adverbs to make sentences about yourself and your friends

ANSWERS

I went to the theatre last month. My friend Gulnar and I went on holiday in 2015. I was studying when you called me. Sezim was reading a book while I was listening to music. I stayed home last Saturday. I went to the cinema with Temir two days ago.

Pupils complete with used to or would

ANSWERS

1 used to/would

2 used to

3 used to

4 used to/would

5 used to/would

6 used to/would

Descriptor:

- read the text

- identify the tenses

Total: 2 point

Descriptor:

- put the verbs in brackets into the pasts simple or past continuous

Total: 2 point

Descriptor:

- use the time adverbs to make sentences

Total: 3 point

Descriptor:

- complete with used to or would

Total: 3 point

End of the lesson

5 min

FEEDBACK

Ask comprehension check questions:

“When do we use Past Continuous?”

“When do we use Past Simple?”

“Can we use them in the same sentence?”

Then play a quick quiz:
Teacher says a sentence → students say Simple or Continuous.

“I was cooking.” → Continuous
“I cooked dinner.” → Simple

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit: 3 Entertainment and media		Lesson 29
Teacher name:
Date:
Grade:8		Number present:	absent:
Lesson title	Use of English: Comparisons
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;
Lesson objectives	Learners will be able to: - practise used to/would - practise word formation (-ing/-ed participles) - practise making comparisons between films
Instilling values of the program “Adal Azamat”	Respect: valuing differences between people and cultures. Curiosity: exploring and describing the world through comparisons. Responsibility: expressing opinions politely and thoughtfully.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Show pictures of two celebrities or classmates (if appropriate).
Ask:

“Who is taller?”
“Who is older?”

Write on the board:

A is taller than B.
A is older than B.

Ask students what kind of words are used here (comparative adjectives)

Ex:5 P:33

Ask Ss to look at the pictures and the phrases and read out the example.

Then ask various Ss around the class to talk about Salima’s past media activities.

Conclude that an adal azamat communicates honestly and respectfully, sharing information accurately while listening carefully to others.

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

Pupils look at the pictures. Answer the question.

ANSWERS

Salima used to surf the Internet, watch TV and read magazines when she was twelve. She didn’t use to listen to the radio or read newspapers.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- answer the question.

Total: 3 point

Flashcards or pictures of people, cities, animals, and objects

Worksheet (gap-fill, matching, writing)

Board and markers

8 min

7 min

10 min

Ex: 6 P: 33

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

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

Conclude that an adal azamat learns responsibly and honestly, developing integrity both in class and in everyday life.

Ex: 7 P: 33

Go through the theory box with students.

Explain the task and then give Ss time to complete the task.

Check Ss’ answers.

Conclude that an adal azamat is someone who learns responsibly, answers honestly, and takes pride in their own work, both in class and in life.

Task for less motivated learner

Complete the sentences

My bag is ______ than your bag. (big)
This car is ______ than that car. (fast)
She is the ______ student in the class. (tall)
Today is ______ than yesterday. (hot)
This movie is ______ than the last one. (interesting)

✅ Answers: 1 bigger, 2 faster, 3 tallest, 4 hotter, 5 more interesting

Ex: 8 P: 33

Ask various Ss around the class to compare two films using the adjectives in the list and following the example.

Conclude that an adal azamat communicates honestly, politely, and responsibly, developing both good speaking habits and integrity.

Pupils read the theory box. Then complete each sentence with the correct adjective from the words in brackets.

ANSWERS

1 tiring

2 amazing

3 disappointing

4 confused

5 excited

Pupils read the theory and choose the correct item.

ANSWERS

1 more

2 less

3 as

4 much

5 as

6 than

7 much

Pupils think of two films you have seen recently. Compare them.

ANSWERS

‘Guardians of the Galaxy’ is funnier than ‘The Avengers’. ‘Inception’ is more complicated than ‘Shutter Island’. ‘Pitch Perfect’ is more entertaining than ‘High School Musical’.

Descriptor:

- read the examples

Total: 2 point

Descriptor:

- read the theory box.

- complete each sentence with the correct adjective

Total: 2 point

Descriptor:

- read the theory and choose the correct item.

Total: 3 point

End of the lesson

5 min

FEEDBACK

Teacher asks:

“What’s bigger – the sun or the moon?”
“What’s faster – a plane or a car?”
“Who is older – your teacher or your best friend?”

Finish with reflection:

“Why do we use comparisons?” → To describe differences and similarities.

Homework:
Write 5 sentences comparing your city with another place (real or imaginary).

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3 Entertainment and media		Lesson 30
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: TV programs
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 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
Lesson objectives	Learners will be able to: - present TV programmes - identify items from TV/newspapers - listen and read for specific information
Instilling values of the program “Adal Azamat”	Curiosity: exploring new types of media and programs. Respect: listening to others’ opinions about entertainment. Responsibility: choosing positive and educational media content.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

7 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Ask students:

“What TV programs do you usually watch?”
“What’s your favorite TV show?”

Show pictures of different programs (cartoon, news, talk show, etc.)
Students guess the type of program.
Write answers on the board.

Ex:1 P:34

Ask Ss to look at the pictures.

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

Conclude that an adal azamat listens attentively, practices responsibly, and takes ownership of their learning, showing integrity in class and beyond.

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

Pupils listen and repeat.

ANSWERS

Student’s own answer

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-observe the picture

- listen and repeat

Total: 2 point

Flashcards or pictures of TV programs

Audio clip or short video (optional)

Worksheets (matching, classification, writing tasks)

Board and markers

10 min

8 min

Ex: 2 P: 34

Ask Ss to read out the list of items from TV & the Media and then ask Ss to talk in pairs about which of the items you can see on TV and which you can read in the newspaper as well as which of them they prefer.

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

Conclude that an adal azamat communicates honestly, listens attentively, and respects the opinions of others, building integrity and trust in both learning and life.

Task for less motivated learner

Complete the sentences

Use the words from Step 2: cartoon, news, game show, documentary, soap opera, reality show

I like watching ______ in the morning.
My father watches the ______ every evening.
We watched a ______ about animals.
My sister watches a ______ with her friends.
He loves playing and watching a ______.

Answers: 1 cartoon, 2 news, 3 documentary, 4 soap opera, 5 game show

Ex: 3 P: 35

Elicit what, if anything, Ss know about the BBC. Then elicit questions from various Ss around the class and write two of them on the board.

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

Conclude that an adal azamat is someone who thinks independently, asks questions responsibly, and verifies answers honestly, both in class and in life.

Ex: 4 P: 35

Ask Ss to read the statements 1-3.

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

Check Ss’ answers around the class.

Conclude that an adal azamat is someone who reads carefully, answers honestly, and takes responsibility for their own learning, developing integrity both in class and in life.

Pupils look at the TV and media box. Answer the question.

ANSWERS

TV – documentary, film, cartoon, international news, reality show, political discussion, weather, talent show Newspaper – international news, political discussion, comic strip, weather, horoscope

Pupils think of two questions. Answer the questions.

ANSWERS

When was it founded? (1922) What does it do? (It broadcasts on radio, TV and online and produces a wide range of programmes including dramas, sitcoms and educational documentaries.)

Pupils read the text again and mark sentences.

ANSWERS

1 T

2 F At the time, many people didn’t think that television would ever become popular!

3 F It also produces an exciting range of dramas, sitcoms and game shows as well as hundreds of educational documentaries.

Descriptor:

- read out the list of items from TV & the Media

- answer the question.

Total: 3 point

Descriptor:

- think of two questions

- answer the question

Total: 3 point

Descriptor:

- read the text

- complete the task

Total: 2 point

End of the lesson

5 min

FEEDBACK

Ask quick-fire questions:

“Which program gives us the weather?”
“Which program makes people laugh?”
“Which program shows singers or dancers?”

Then ask:

“What’s a good program for learning English?”

Homework:
Draw or find a picture of your favorite TV program and write 5 sentences describing it.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3: Entertainment and media		Lesson 31
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verbs (keep)
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 8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 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
Lesson objectives	Learners will be able to: - use lexis/syntax norms in appropriate situations or context - write a coherent paragraph/short text stating and explaining an idea/argument - identify and understand a wider range of written information
Instilling values of the program “Adal Azamat”	Perseverance: Keep on trying even when it’s hard. Friendship: Keep in touch with friends and family. Responsibility: Keep to your promises and rules.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Write on the board:

clean your room, your promises, going, your secrets, up with your friends, studying, calm

Ask:

“What can we keep?”

Students brainstorm and say phrases like keep studying, keep calm, keep your promises.
Explain that today they’ll learn phrasal verbs with “keep.”

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards or slide presentation of phrasal verbs

Worksheet (matching, gap-fill, speaking prompts)

Board and markers

Middle of the lesson

10 min

7 min

8 min

10 min

Ex:5 P:35

Consolidate information in a text. Give Ss time to consider their answers to the question and then elicit answers from various Ss around the class.

Conclude that an adal azamat consolidates knowledge honestly and responsibly, developing critical thinking and integrity both in class and in life.

Ex: 6 P: 35

Present and practise phrasal verbs with keep

Read out the box and explain the task.

Give Ss time to complete the task.

Check Ss’ answers

Conclude that an adal azamat learns responsibly and honestly, developing integrity both in class and in everyday life.

Ex: 7 P: 35

Listen for specific information

Explain the task and ask Ss to read the lists.

Play the recording. Ss listen and match the people to the programmes.

Check Ss’ answers.

Conclude that an adal azamat listens attentively, answers honestly, and takes responsibility for their learning, showing integrity both in class and in life.

Ex: 8 P: 35

Decide on a TV programme to watch (expressing likes/dislikes) Explain the task and ask Ss to work in pairs and act out a dialogue using the TV guide and the useful language in the box.

Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class.

Conclude that an adal azamat speaks honestly and respectfully, sharing their thoughts clearly while considering others’ viewpoints.

Pupils answer the question

ANSWERS

I think the BBC is a symbol of national identity for the British people because everyone knows what it is, everyone watches it and it has produced so many popular programmes that have been part of people’s lives for so long.

Pupils read the box, then complete the sentences.

ANSWERS

1 away

2 on

3 up with

4 off

Pupils listen and match the people to their favourite TV programmes.

ANSWERS

1 C

2 H

3 D

4 B

5 E

Pupils work in pairs. Use the TV guide and the useful language box to decide what to watch tonight.

ANSWERS

Complete the sentences.

The Kazakh festival is called __________.
It is in the month of __________.
People eat __________.
We visit __________.
I like Nauryz because __________.

Ex: 2 P: 37

Read for specific information

Read the questions aloud one at a time and ask Ss to read the texts again and answer them.

Check Ss’ answers.

Encourage them to give truthful and thoughtful answers, not just guess, which demonstrates the honesty and fairness of an adal azamat (honest and responsible citizen).

Ex: 3 P: 37

Complete a table and present two festivals

Ask Ss to copy the table into their notebooks.

Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the festivals to the class.

When they share information truthfully, listen respectfully to their classmates, and speak confidently, they demonstrate the qualities of an adal azamat — an honest, fair, and respectful citizen.

Ex: 4 P: 37

Write a short text about a cultural festival

Explain the task and ask Ss to work in small groups and collect information from the Internet about a cultural festival in their country and make notes.

Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class.

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

Show pride and respect when writing about their country’s traditions.

Encourage classmates during presentations with positive comments.

Pupils look at the pictures. Answer the question

ANSWERS

The festivals are Shakespeare’s Birthday and the Festival of Nomadic Civilisation.

Pupils read the text again and answer the question.

ANSWERS

1 He was born in Stratford-upon-Avon.

2 He/She carries ‘the quill’.

3 The mayor puts flowers on Shakespeare’s grave.

4 It is held in Astana.

5 They can try food and traditional crafts and attend music and dance performances

Pupils complete the table in your notebook.

ANSWERS

Students own answer.

Pupils use your notes to write a short text.

ANSWERS

The Navroz Festival takes place on 22nd March in towns and cities across the country. There are polo matches, folk dancing and music performances. It is a celebration of the new year and people cook and eat lamb.

Descriptor:

- look at the pictures.

- answer the question

Total: 2 point

Descriptor:

- read the text again and answer the question.

Total: 3 point

Descriptor:

- complete the table in your notebook

Total: 2 point

Descriptor:

- use your notes to write a short text

Total: 3 point

End of the lesson

5 min

FEEDBACK

Review vocabulary and ask students to name one new festival they learned about.
Homework:

Research a new festival and prepare 5 sentences or a mini-poster to share in the next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3 Entertainment and media		Lesson 34
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Across curriculum: Sound and hearing
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 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives	Learners will be able to: - use lexis/syntax norms in appropriate situations or context -identify specific information in a variety of situations and contexts - support an argument with the relevant evidence
Instilling values of the program “Adal Azamat”	Responsibility for protecting the environment (reducing noise pollution). Respect for others (avoiding loud sounds). Curiosity and scientific thinking.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

7 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Engage students and activate prior knowledge.
Procedure:

Play different sounds (e.g., rain, bell, dog barking, music).

Ask:

What can you hear?

Which sound is loud/quiet?

Where do these sounds come from?

Write “Sound and Hearing” on the board.

Elicit what students already know about sound.

Ex:1 P:38

Introduce the topic and listen and read for specific information. Ask Ss to read the statements 1-4. Elicit Ss’ guesses as to which one is incorrect.

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

Encourage students to make honest guesses, listen carefully to find the truth, and respect others’ opinions during discussion.

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

Pupils read the following statements about sound.

ANSWERS

4 is incorrect

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the following statements

Total: 2 point

Pictures or diagrams of the human ear

A tuning fork or video demonstration of sound vibration Worksheet (reading text + comprehension questions)

Board, projector, or flashcards

10 min

8 min

10 min

Ex: 2 P: 38

Read for order

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.

When students work carefully and share truthful, accurate answers, they practise being adal azamat — honest and responsible citizens.

Ex: 3 P: 38

Give Ss time to read the text again and label the diagram writing their answers in the notebook.

Check Ss’ answers.

Be honest when unsure — guess responsibly instead of copying.

Ex: 4 P: 38

Prepare a monologue; to consolidate information from a text

Ask Ss to use the diagram to prepare a monologue.

Then ask various Ss to give their monologue to the class about how we hear.

Record the monologues.

Respect others’ answers and listen when checking as a class.

Pupils read the text and put the sentences in the correct order

ANSWERS

3, 5, 1, 2, 4

Pupils use words from the text to label the diagram

ANSWERS

1 eardrum

2 stirrup

3 cochlea

Pupils look at the diagram above and tell the class how we hear.

ANSWERS

Sound travels in waves and these are collected in the outer ear. Then they go through the ear canal and hit the eardrum which vibrates. This moves some little bones in our ears called the hammer, the anvil and the stirrup which bump against each other and move the sound along into the cochlea. This is a curved tube that looks like a snail shell. The sound waves move to the nerves here that create signals to tell the brain what we can hear.

Descriptor:

- read the text

- put the sentences in the correct order

Total: 3 point

Descriptor:

- use words from the text

- label the diagram

Total: 2 point

Descriptor:

- look at the diagram

- tell the class how we hear

Total:3 point

End of the lesson

5 min

FEEDBACK

Quick quiz or oral review:

What is vibration?

What part of the ear vibrates?

What happens when sound waves reach the ear?
Homework:

Write a short paragraph:
“Why sound and hearing are important in our lives.” (6–8 sentences).

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 3 Entertainment and media		Lesson 35
Teacher name:
Date:
Grade:8		Number present:	absent:
Lesson title	Writing: An email reviewing a concert Summative Assessment for the unit 3
Learning objectives	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
Lesson objectives	Learners will be able to: - check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues)
Instilling values of the program “Adal Azamat”	Creativity – expressing personal experiences through writing. Respect and positivity – sharing opinions politely. Appreciation of art and culture – valuing music as a form of expression.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Engage students and introduce the topic.
Procedure:

Ask:

Have you ever been to a concert or seen one on TV?

Who was performing?

What was it like?

Show a photo of a concert (live band, lights, audience).

Brainstorm descriptive words (fun, loud, exciting, amazing).
Write them on the board under two headings: Positive / Negative.

Ex:1 P:39

Read for specific information Ask Ss to read the email and then elicit answers to the questions.

Honest reading means focusing on what is written, not guessing or inventing answers.

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

Pupils look at the email. Answer the question.

ANSWERS

Nazira is writing it. Nazira and Rustam went to an Ed Sheeran concert.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the email

- answer the question

Total: 3 point

Example email (on worksheet or board)

Vocabulary flashcards or projector slides

Writing checklist

Board, markers, and paper

5 min

20 min

Ex: 2 P: 39

Read for cohesion and coherence Explain the task and ask Ss to read the email again. Give Ss time to complete the task.

Check Ss' answers.

Respectful discussion means listening to others’ ideas without interrupting.

Ex: 4 P: 39

Substitute adjectives

Ask Ss to read the paragraph and then to substitute the adjectives 1-4 for suitable alternatives from the list.

Check Ss' answers

Responsibility means completing the task carefully and checking before answering.

Summative assessment for the unit « Entertainment and media»

Pupils read the email again and choose the correct words.

ANSWERS

1 amazing

2 interesting

3 excited

4 boring

5 exhausted

Pupils replace the adjectives in the sentences .

ANSWERS

1 excellent

2 talented

3 lively

4 catchy

Descriptor:

- read the email

- choose the correct words

Total: 4 point

Descriptor:

- replace the adjectives

Total: 3иpoint

End of the lesson

5 min

FEEDBACK

Ask: What words can we use to describe a concert?

What makes a good review?

Homework:

Write a final, improved version of your email neatly on paper or digitally.

Optional: find and bring a picture of your favorite singer/band to present next class.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 36
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Vocabulary: Physical activities
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 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
Lesson objectives	Learners will be able to: - use lexis/syntax norms in appropriate situations or context - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues)
Instilling values of the program “Adal Azamat”	Health and well-being: Encouraging active lifestyles. Discipline and teamwork: Sports as a way to develop personal values. Respect: Listening and supporting partners during activities.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Activate students’ prior knowledge and engage them.
Procedure:

Greet students and ask:

What do you do to stay healthy?

What sports or physical activities do you like?

Show pictures of people doing activities (running, swimming, playing football).

Elicit names of activities and write them on the board.

Transition:
“Today we’ll learn more vocabulary to talk about physical activities!”

Ex:1 P:41

Present physical activities

Ask Ss to look at the pictures.

Play the recording with pauses for Ss to repeat chorally and/or individually.

Listen carefully and repeat respectfully after the recording.

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

Pupils look at the pictures. Listen and repeat.

ANSWERS

Student’s own answer

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the pictures

- listen and repeat.

Total: 3 point

Flashcards or pictures of activities

Worksheet (matching + sentence completion)

Board and markers

Projector or interactive slides (optional)

12 min

13 min

Ex: 2 P: 41

Discuss activities and express an opinion

Ask Ss to discuss the questions in pairs.

Monitor the activity around the class and then ask various Ss to tell the class

Show enthusiasm and effort — signs of self-discipline and a healthy attitude.

Task for less motivated learner

Match

Match the words with the pictures (or write the numbers):

Ex: 3 P: 4

Classify activities as group/individual activities

Ask Ss to decide in pairs which of the activities in the pictures are group activities and which are individual activities.

Elicit answers from Ss around the class.

Understand that physical activity promotes cooperation, fairness, and respect for others.

Pupils answer the question. Which of these activities do you like doing? Which would you like to try? Why?

ANSWERS

I like swimming. I would like to try aerial yoga and Zumba.

I think they would be fun.

Pupils answer the question. Which of the above are group activities? Which are individual activities?

ANSWERS

Group: Pilates, Zumba, rugby,

Individual: aerial yoga, aikido, weightlifting, squash, boxing, swimming

Descriptor:

- answer the question.

- discuss the questions in pairs.

Total: 3 point

Descriptor:

- answer the question.

-identify the activities

Total: 4 point

End of the lesson

5 min

FEEDBACK

Which physical activities do you like most? Why?

Which activities would you like to try in the future?

Homework:

Write 5–6 sentences about your favorite physical activity.
Include:

What it is

How often you do it

Why you like it

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 37
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: Jane’s sports blog
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 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives	Learners will be able to: - formulate a simple summary or character outline - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues)
Instilling values of the program “Adal Azamat”	Healthy lifestyle: Encouraging physical activity and well-being. Teamwork and motivation: Appreciating practice and cooperation. Self-improvement: Setting goals and working hard to achieve them.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Engage students and activate background knowledge.
Procedure:

Show pictures of sports (running, tennis, swimming, basketball).

Ask:

Which of these sports do you play or watch?

Why do people like doing sports?

Tell students: Today you’ll read a blog by a girl named Jane who loves sports.

Ex:1 P:42

Introduce the topic; to listen and read for gist

Ask Ss to look at the picture. Elicit what if anything Ss know about Quidditch and Harry Potter.

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

Elicit answers from Ss around the class.

Encourage them to listen and read carefully to understand the main idea — this shows responsibility and focus.

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

Pupils look at the picture. Answer the question.

ANSWERS

Quidditch is a fictional sport from the books about a young wizard called Harry Potter by JK Rowling. It is his favourite sport.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- look at the jobs

- answer the question.

Total: 3 point

Printed blog text “Jane’s Sports Blog”

Worksheet (comprehension + vocabulary tasks)

Pictures of sports activities

Board, projector, markers

12 min

13 min

Ex: 2 P: 42

Read for specific information

Read out the Study Skills box and tell Ss that this tip will help them to complete the task successfully.

Give Ss time to read the texts again and read the sentences and then match them to the sports.

Check Ss’ answers.

When they share their ideas honestly and respectfully, they are practising the qualities of an adal azamat — an honest, fair, and respectful citizen.

Ex: 3 P: 42

Read for specific information

Explain the task.

Allow Ss time to read the questions and answer them referring to the text as necessary.

Check Ss’ answers.

Understand that being honest in learning helps them grow as good citizens.

Pupils read the text again and match the sports to the sentences

ANSWERS

1 Q

3 Q

5 Q

2 ST

4 ST

6 ST

Pupils answer the questions. Use ideas from the texts as well as your own.

ANSWERS

Suggested Answer Key 1 In the Harry Potter books, the players fly around on broomsticks but in real life they run around a pitch with the broomsticks between their legs.

2 A Quidditch player must be good at teamwork.

3 Sepak Takraw is similar to volleyball.

4 It’s really fast and athletic and good for people who are good at football.

Descriptor:

- read the text

- match the sports to the sentences

Total: 3 point

Descriptor:

- answer the questions

- use ideas from the texts

Total: 4 point

End of the lesson

5 min

FEEDBACK

What sport do you think Jane likes most?

Why is doing sport good for us?

Homework:

Write a short paragraph for your own blog post:
“My Sports Life” (6–8 sentences, include your favorite sport, how often you do it, and why you like it).

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 38
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Sport, health and exercise
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; 8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: - use most of the preintermediate level grammar correctly - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues)
Instilling values of the program “Adal Azamat”	Self-care and discipline: Building healthy habits. Teamwork: Respecting others in sports. Responsibility: Taking care of one’s body and mind.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Engage students and activate background knowledge.
Procedure:

Ask:

What sports do you like?

What do you do to stay healthy?

Show pictures of people running, swimming, eating healthy food.

Write the topic SPORT, HEALTH & EXERCISE on the board.

Elicit ideas and key words students already know.

Vocabulary Presentation

Aim: Introduce new vocabulary for talking about sport and health.
Procedure:

Present 10–12 target words with pictures or miming.

Drill pronunciation.

Students match the words to definitions or images.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures or flashcards of sports and healthy activities

Short reading text (below)

Worksheet

Board and markers

Optional: short video or poster about healthy lifestyles

Middle of the lesson

10 min

7 min

10 min

8 min

Ex: 4 P: 43

Consolidate new vocabulary

Direct Ss to the words in bold in the texts and then give them time to match them to the synonymous words/phrases in the list.

Check Ss’ answers.

By showing curiosity, sharing ideas, and giving fair feedback, students practise the qualities of an adal azamat — an honest, fair, and responsible citizen.

Ex: 5 P: 43

Express an opinion

Ask Ss to discuss the questions in pairs.

Monitor the activity around the class and then ask various Ss to tell the class.

Be honest when they don’t know a word and ask for help respectfully.

Understand that expanding their vocabulary helps them express kindness, fairness, and respect in English.

Ex: 6 P: 43

Form compound nouns

Explain the task and give Ss time to complete it.

Check Ss’ answers and then give Ss time to make sentences using them and elicit sentences from Ss around the class.

Work carefully and think about word meanings before answering.

Discuss politely with classmates if they disagree — showing respect and cooperation.

Ex: 7 P: 43

Present and practise verbs related to sports

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

Check Ss’ answers.

Pupils match the words in bold to their synonyms.

ANSWERS

joined up = became a member talented = gifted strange = weird popular = well-liked by many people fast = quick

Pupils answer the question.

ANSWERS

I want to try Sepak Takraw because it’s athletic

Pupils match the words to form compound nouns. Make sentences using them

ANSWERS

1 c

2 a

3 d

4 b

1 Quidditch requires a lot of teamwork.

2 Serena Williams is my favourite sportsperson.

3 Sepak Takraw is similar to volleyball.

4 In Quidditch players use broomsticks

Pupils complete the sentences.

ANSWERS

1 pass

2 beat

3 kick

4 score

5 hit

6 catch

Descriptor:

- match the words in bold to their synonyms

Total: 3 point

Descriptor:

- answer the question.

Total: 2 point

Descriptor:

- match the words to form compound nouns

Total: 3 point

Descriptor:

- complete the sentences

Total: 2 point

End of the lesson

5 min

FEEDBACK

Review new words: fit, healthy, exercise, rest, training.

Ask: What can we do to stay healthy every day?

Homework:

Make a mini-poster titled “My Healthy Lifestyle” with pictures or sentences about your sports, food, and habits.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 39
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: will / to be going to
Learning objectives	8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.6.8.1 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
Lesson objectives	Learners will be able to: - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues) - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Responsibility: Planning for the future Optimism: Making positive predictions Self-discipline: Working towards future goals
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

7 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Introduce the topic of future plans.
Procedure:

Ask:

What are your plans for the weekend?

What do you think will happen tomorrow?

Write some student answers on the board.

Highlight examples that include will and going to and explain that today’s lesson is about the difference.

Ex:1 P:44

Present will/be going to

Present the future simple (will). Say then write on the board: I’m thirsty. I will drink some water. and Next week he will buy a new laptop. Underline I will drink and he will buy and explain that these verbs are in the future simple. Explain that we use will + the base form of the main verb to form the affirmative.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Board and markers Flashcards or pictures for activities Worksheets (gap-fill, dialogue practice, and speaking prompts)

Optional: projector for visuals

10 min

8 min

Explain that we use this tense to talk about on-thespot decisions and predictions based on what we think.

Explain the task and ask Ss to match the sentences to what they express and then check Ss' answers.

When students talk sincerely about their intentions, they show the qualities of an adal azamat — an honest, thoughtful, and responsible citizen.

Ex: 2 P: 44

Practise will/be going to

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Encourage them to use the structures to make positive, truthful, and responsible statements about their plans.

Task for less motivated learner

Complete the sentences

I ___ going to play football.
She ___ going to visit her grandma.
We ___ going to watch a film.
They ___ going to eat pizza.
He ___ going to do his homework.

(Answers: am, is, are, are, is)

Ex: 3 P: 44

Practise will/be going to

Ask Ss to read the decisions 1-6 and ask and answer in pairs using will/be going to and following the example.

Monitor the activity around the class and then ask some pairs to ask and answers in front of the rest of the class.

By speaking honestly and thinking about ways to help others or improve themselves, students show the character of an adal azamat — an honest and responsible citizen.

Ex: 4 P: 44

Elicit when we use the present continuous with a future meaning. (We use the present continuous for fixed future arrangements.)

Elicit examples from Ss around the class. (I’m playing football after school. I’m staying in tonight.)

When students make honest and realistic examples about their future plans, they are practising the values of an adal azamat — an honest, trustworthy, and responsible citizen.

Pupils match the sentences to what they express

ANSWERS

Student’s own answer

Pupils complete with will or be going to and the verbs in brackets.

ANSWERS

1 is going to kick

2 will become

3 is going to play

4 will gain

5 will win

6 are going to lose

7 am going to go

8 will be

9 is going to score

10 am going to watch

11 is going to enter

12 will come

Pupils Daniya has decided to live a healthy life. In pairs, ask and answer as in the example.

ANSWERS

A: Do you think she will eat a balanced diet?

B: Yes, I think she will. Is she going to eat junk food every two weeks? A: No, she isn’t. Is she going to exercise regularly?

B: Yes, she is. Do you think she will drink fizzy drinks?

A: No, she won’t. Is she going to drink eight glasses of water a day? B: Yes, she is.

Pupils answer the question. Give reasons

ANSWERS

1 a fixed arrangement in the near future

2 an action happening now

3 a fixed arrangement in the near future

4 an action happening now

5 a fixed arrangement in the near future

Descriptor:

- match the sentences

Total: 3 point

Descriptor:

- complete with will or be going to

Total: 3 point

Descriptor:

- work in pairs

- ask and answer as in the example.

Total: 3 point

Descriptor:

- answer the question

- Give reasons

Total: 2 point

End of the lesson

5 min

FEEDBACK

Ask students: When do we use “will”?

When do we use “going to”?

Elicit examples from the class.

Homework:

Write a short paragraph: “My Future Plans and Predictions.”
(Use both will and going to at least 3 times each.)

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 40
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Use of English: conditionals
Learning objectives	8.5.3.1 write with moderate grammatical accuracy 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
Lesson objectives	Learners will be able to: - To present conditionals with unless/when - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Responsibility: Thinking about the consequences of actions (“If I don’t study, I will fail”). Imagination: Dreaming about positive futures. Respect and empathy: Discussing “If I were you…” politely.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Introduce the topic and activate prior knowledge.
Procedure:

Write on the board:

If you don’t eat breakfast, …
If it rains tomorrow, …

Ask students to complete the sentences orally.

Elicit that these are conditional sentences — sentences with if.

Introduce the lesson topic: Conditionals – “If” Sentences.

Ex:6a P:45

Read the cartoon strip aloud and explain how we form conditionals.

Explain that we form type 0 conditionals with

if/when + present simple +present simple. Explain that we form type 1 conditionals with if/when + present simple +will/can + infinitive without to.

Explain that we form type 2 conditionals with if/when + past simple +would+ infinitive without to.

Go through the table and explain any points Ss are unsure of. Then ask them to identify the types of conditionals in the cartoon and the tenses used.

By creating examples that show honest, fair, and caring behavior, students practise thinking like adal azamat — honest and responsible citizens who understand that their actions have consequences.

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

Pupils match the sentences to what they express

ANSWERS

If you aren't back by 9:00, you'll be in trouble.

Tenses: present simple, will + bare infinitive Conditional type 1

If you weren't always late, I wouldn't mind so much.

Tenses: past simple, wouldn't + bare infinitive Conditional type 2

When you break your promises, I get angry.

Tenses: present simple, present simple Conditional type 0

I won't get angry if you break your promise, too!

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- match the sentences

Total: 3 point

Board and markers

Flashcards or scenario pictures

Worksheets (gap-fill, matching, writing)

Optional: interactive PowerPoint or short video

10 min

8 min

7 min

Ex: 7 P: 45

Read out the sentences. Elicit how the sentences differ in meaning.

Explain that we can use unless instead of if ... not in conditional sentences and that the verb is always in the affirmative after unless.

Explain that we can use when instead of if to express that the situation is almost certain to happen rather than just likely to happen.

By creating examples with positive, honest behavior, students show how an adal azamat (honest citizen) understands the results of choices.

Task for less motivated learner

Complete the sentences

If I’m tired, I __________ go to bed early.
If it’s cold, I __________ wear my jacket.
If I see my friend, I __________ say hello.
If I have time, I __________ play games.

Students fill in with “will” + verb)

Ex: 8 P: 45

Explain the task and read out the example and then give Ss time to complete it.

Check Ss' answers.

Work quietly and independently (or cooperatively if in pairs) with honesty.

Check their answers fairly, without copying.

Ex: 9 P: 45

Explain the task and give Ss time to complete it.

Check Ss' answers and elicit which type of conditional each sentence is.

Thinking about cause and effect helps us make better decisions, like honest and responsible citizens — adal azamat.

Pupils complete with will or be going to and the verbs in brackets.

ANSWERS

1 You'll probably take care of your diet and as a result live a healthier life.

2 It won't be possible for them to go to the gym if it doesn't stop raining.

3 I'll definitely go to the gym and, when I do, I will take you with me.

Pupils Daniya has decided to live a healthy life. In pairs, ask and answer as in the example.

ANSWERS

2 If you listen to the coach, you'll know what to do./Unless you listen to the coach, you won't know what to do.

3 If we don't hurry, we'll miss the start of the match./Unless we hurry, we'll miss the start of the match./If we hurry, we won't miss the start of the match.

Pupils answer the question. Give reasons

ANSWERS

1 don't exercise, won't be (type 1)

2 weren't, would go (type 2

3 were, would avoid (type 2)

Descriptor:

- complete with will or be going to

Total: 3 point

Descriptor:

- work in pairs

- ask and answer as in the example.

Total: 2 point

Descriptor:

- answer the question

- Give reasons

Total: 2 point

End of the lesson

5 min

FEEDBACK

Ask:

When do we use Zero Conditional?

When do we use First Conditional?

When do we use Second Conditional?

Review key forms and meanings.

Homework:

Write 5 sentences using different types of conditionals.

Optional creative task: “If I could change the world…” paragraph.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 41
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Reading: Teens and exercises
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 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;
Lesson objectives	Learners will be able to: - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues) - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Responsibility: Taking care of your own health. Self-discipline: Building regular exercise habits. Positive attitude: Finding joy in physical activity.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Activate students’ background knowledge about exercise.
Procedure:

Ask:

Do you like doing sports?

How often do you exercise?

What are the benefits of exercise?

Show pictures of teens running, swimming, doing yoga, or cycling.

Elicit vocabulary (write on the board: fit, strong, exercise, healthy, relax).

Introduce the lesson topic: “Teens and Exercise.”

Pre-reading (5 min)

Aim: Prepare students for the reading.
Procedure:

Teach or review key words from the text.

Ask students to predict:
What do you think the text will say about teenagers and exercise?

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Reading text (below) Worksheets (matching, comprehension, and discussion questions)

Board and markers

Pictures of teens exercising (optional: short video or infographic)

Middle of the lesson

13 min

12 min

10 min

Ex:1 P:46

Predict the topic of the text; to read for specific information

Read the title of the text aloud and direct Ss' attention to the pictures.

Elicit Ss' guesses as to what some of the benefits of exercising may be.

Give Ss time to read the text and find out.

Being responsible for one’s health and setting a good example for others reflects the qualities of an adal azamat — a responsible and caring citizen.

Ex: 2 P: 46

Ask Ss to read the parts of sentences (1-7) and then allow Ss time to read the text again and complete the task.

Check Ss' answers.

By checking answers truthfully and showing respect for their classmates’ ideas, they demonstrate the qualities of an adal azamat — a fair, honest, and reliable citizen.

Task for less motivated learner

Ex: 3 P: 46

Read out the box and explain the task.

Give Ss time to use them to complete the sentences.

Check Ss' answers and read out the Study Skills box and elicit sentences from Ss around the class (optional).

Encouraging students to participate actively and check their work truthfully helps them develop the habits of an adal azamat — an honest and conscientious citizen.

Pupils read the title of the text. Answer the question. Read through and find out.

ANSWERS

Benefits of exercise for teens include improving appearance, skin, mood, concentration levels and creativity as well as reducing the risk of illness and stress.

Pupils read the text again and complete the gaps with the parts of sentences

ANSWERS

A 4

B 6

C 2

D 1

E 3

F 7

Pupils read the definitions and then complete the sentences with the correct particle.

ANSWERS

1 away

2 on

3 aside

4 up with

5 off

Descriptor:

- read the title of the text.

- answer the question

Total: 4 point

Descriptor:

- read the text

- complete the gaps

Total: 3 point

Descriptor:

- read the definitions

- complete the sentences with the correct particle

Total: 3 point

End of the lesson

5 min

FEEDBACK

Ask: What did we learn today about exercise?

Review: Why is it important for teens to stay active?

Homework:

Create a short poster or mini-presentation called “My Healthy Lifestyle”

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 42
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verbs (put)
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; 8.6.15.1 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;
Lesson objectives	Learners will be able to: - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues) - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Responsibility: Don’t put off your duties. Respect and order: Put away things after using them. Patience: Learning to put up with challenges in life.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Introduce the topic and engage students.
Procedure:

Write “PUT” on the board. Ask:

What does “put” mean?

Can you think of any phrases with “put”?

Write examples students know (put on your coat, put your phone away).

Explain: When “put” combines with other words (prepositions), it changes meaning — these are called phrasal verbs.

Ex:4 P:47

Present and practise prepositional phrases Explain the task and give Ss some time to complete it then check Ss’ answers.

When we check our answers honestly and help each other, we act like adal azamat — responsible and fair citizens who respect others’ ideas.

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

Pupils complete with: on, at (x2), to, in.

ANSWERS

1 on 2 in 3 at 4 at 5 to

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- complete with preposition

Total: 3 point

Board and markers

Flashcards (phrasal verbs + pictures) Worksheet with matching, gap-fill, and speaking tasks

Optional: PowerPoint slides or handout

12 min

13 min

Ex: 5 P: 47

Listen for specific information

Explain the task and ask Ss to read the statements 1-7 and underline what they think are the key words that will help them to complete the task.

Play the audio and give Ss time to complete the task and then check their answers.

When students listen attentively and complete the task honestly, they practise the qualities of an adal azamat — an honest, fair, and respectful citizen.

Ex: 6 P: 47

Consolidate information in a text; to express a personal opinion

Ask Ss to talk in pairs about how the information in the text can help them personally.

Ask various Ss to tell the class.

When students share their honest opinions respectfully, they practise the qualities of an adal azamat — an honest, fair, and thoughtful citizen who values both self-improvement and others’ perspectives.

Pupils will hear a dialogue. Decide which of the statements (1-7) are T (true), F (false) or DS (doesn’t say).

ANSWERS

1 DS

3 T

5 T

7 F

2 F

4 F

6 DS

Pupils answer the question. Tell your partner.

ANSWERS

Exercise produces chemicals that can make you feel happy and calm, and help you to concentrate. This would help me because I have a lot of exams to study for this year and I get stressed.

Descriptor:

- read the dialogue

- Decide which of the statements

Total: 3 point

Descriptor:

- answer the question

- tell your partner.

Total: 4 point

End of the lesson

5 min

FEEDBACK

Ask: What new phrasal verbs did we learn today?

Which ones are most useful in your life?

Homework:

Write a short paragraph titled “A Busy Day in My Life” using at least 4 put phrasal verbs.

Optional: Create flashcards for each phrasal verb (verb on one side, meaning and example on the other).

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 43
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: Asking for / giving advice
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 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives	Learners will be able to: - respond adequately to personal questions in a variety of situations and contexts (e.g. in interviews and dialogues) - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Respect and care: Giving advice politely and kindly. Empathy: Listening to others’ problems and helping them. Responsibility: Acting on good advice to improve oneself.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather

Warm up

Engage students and introduce the topic.

Procedure:

Ask: “Have you ever asked your friend for advice?”

Give an example:

“My friend is nervous about an exam. What advice can you give?”

Let students brainstorm a few ideas (e.g., study more, relax, sleep early).

Write on the board: “Asking for and Giving Advice”

Ex:1 P:48

Practise pronunciation of situational language

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

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

By listening attentively and helping each other without laughing or judging, they demonstrate the values of an adal azamat — a respectful, honest, and supportive citizen.

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

Pupils listen and repeat.

ANSWERS

Students own answer

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- listen and repeat

Total: 3 point

Board and markers Flashcards or dialogue strips Worksheets with role-play situations

Optional: short video or comic with advice-giving dialogues

10 min

Ex: 2 P: 48

Listen and read for gist

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.

By sharing ideas honestly and respectfully, students show the qualities of an adal azamat — a fair, honest, and thoughtful citizen.

Ex: 3 P: 48

Read for specific information Give Ss time to read the dialogue again and then elicit answers to the questions.

When Ss share answers honestly and listen to others respectfully, they show the values of an adal azamat — a fair and truthful citizen.

Ex: 4 P: 48

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

Encourage Ss to choose kind and respectful words when expressing opinions, like a true adal azamat — an honest, fair citizen who values others’ ideas.

Pupils read the dialogue between two friends

ANSWERS

The dialogue is about someone advising a friend who wants to keep fit without spending a lot of money.

Pupils read the dialogue. What does Asyl advise Kate to do? What pros and cons of exercising at home do the speakers mention?

ANSWERS

Asyl advises Kate to exercise at home. The pros are it saves money and time and the cons are that you can’t use a variety of equipment and it’s easier to get an injury without a trainer.

Pupils find sentences in the dialogue

ANSWERS

What do you think I should do? = Any ideas? Have you considered exercising at home? = Have you thought about exercising at home? I don’t think it’s a good idea. = I’m not sure that’s such a good idea. I don’t have enough money at the moment. = I can’t afford it right now.

Descriptor:

- read the dialogue

between two friends

Total: 3 point

Descriptor:

- read the dialogue

-answer the question

Total: 3 point

Descriptor:

- find sentences in the dialogue

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Ask: Which phrases are polite for giving advice?

What’s the difference between “should” and “must”?

Homework:

Write a short dialogue (6–8 lines) between two friends.
Title: “A Friend in Trouble.”
Use at least three advice expressions.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 44
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Across cultures: Sporting legends
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; 8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts;
Lesson objectives	Learners will be able to: - differentiate and use the meaning, parts of speech and word - identify the central idea, the intended audience and the author’s purpose - organise ideas appropriately for both purpose and reader (e.g. captions; headings; bullet points; fonts; chapters; letter formats; paragraphs)
Instilling values of the program “Adal Azamat”	Hard work and perseverance: Success requires continuous effort. Respect and pride: Appreciating athletes who represent their country. Inspiration and motivation: Learning from role models to achieve goals.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Introduce the topic and engage students.

Procedure:

Ask:

“Who is your favorite sports star?”

“What sport do they play?”

“Why do people admire sports legends?”

Show pictures of famous athletes from different countries (e.g., Cristiano Ronaldo, Serena Williams, Gennady Golovkin, Naomi Osaka).

Elicit words like champion, win, train, gold medal, and write them on the board.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures or slides of athletes

Worksheet (true/false, comprehension, and discussion prompts)

Board and markers

Middle of the lesson

10 min

12 min

13 min

Ex:1 P: 49

Introduce the topic and predict the content of a text

Ask Ss to look at the pictures and then ask Ss to discuss the questions in pairs.

Elicit answers from Ss around the class.

Remind them that sharing ideas honestly and appreciating others’ thoughts reflects the character of an adal azamat — a fair, open-minded, and respectful citizen.

Ex: 2 P: 49

Listen and read for specific information

Elicit what if anything Ss know about the athletes an then elicit various questions from Ss around the class and write two of them on the board.

Play the recording. Ss listen and read to see if they can answer the questions.

Listening carefully and responding honestly show the values of an adal azamat — a fair, disciplined, and respectful citizen.

Ex: 3 P: 49

Read for specific information

Ask Ss to copy the table into their notebooks and then give them time to complete it with information from the text.

Ask various Ss to use their completed table to present the athletes to the class.

When students listen respectfully and appreciate each other’s presentations, they demonstrate the qualities of an adal azamat — fairness, honesty, and respect for others.

Pupils look at the title and the pictures. Answer the question

ANSWERS

A: I think they won Olympic medals in swimming.

B: Me too. I think they felt very proud.

Pupils listen, read and check if you can answer your questions. Write a few questions.

ANSWERS

Where are they from? (Dmitriy Balandin is from Kazakhstan and Adam Peaty is from Great Britain.) Where did they win their medals? (Rio)

Pupils copy and complete the table with information from the text. Then present the two athletes to the class.

ANSWERS

Descriptor:

- look at the title and the pictures

- answer the question

Total: 3 point

Descriptor:

- listen, read and check

- answer your questions

- write a few questions.

Total: 3 point

Descriptor:

- copy and complete the table with

Total: 4 point

End of the lesson

5 min

FEEDBACK

Ask:

“What makes a person a sporting legend?”

“Do you want to be like one of them? Why or why not?”

Homework:

Write a short paragraph (6–8 sentences) about a sporting legend from your country.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 45
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Across curriculum: Muscles Summative Assessment for the unit 4
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 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
Lesson objectives	Learners will be able to: - check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed - identify the central idea, the intended audience and the author’s purpose
Instilling values of the program “Adal Azamat”	Health and well-being: Take care of your body through exercise. Responsibility: Understand how your body works. Respect: Appreciate the strength and complexity of the human body.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Activate students’ background knowledge and interest.

Procedure:

Ask students:

“What helps us move our body?”

“Which part of your body works when you run or lift something?”

Show pictures of athletes, a beating heart, and a person running.

Elicit: muscles.

Write the word MUSCLES on the board and brainstorm what they already know.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Flashcards or labels of body muscles

Worksheet: labeling, matching, and comprehension tasks

Video or short animation (optional) on “How muscles work”

Middle of the lesson

8 min

7 min

10 min

Ex:1 P: 50

Introduce the topic; to read for specific information

Read the rubric aloud.

Give Ss time to read the text and find out about which type of muscles we use for the actions listed.

Encourage Ss to respect their bodies and maintain healthy habits, showing the qualities of an adal azamat — a responsible and mindful citizen who values well-being.

Ex: 2 P: 50

Read for cohesion and coherence Ask Ss to read the text again and for each gap (1-7) choose from the options (1-4).

Allow Ss time to complete the task and then ask them to check their answers with their partner.

Listening to a partner’s ideas and accepting correct answers fairly reflects the spirit of an adal azamat — a fair, honest, and respectful citizen.

Ex: 3 P: 50

Consolidate vocabulary and information in a text

Allow Ss time to look up the meanings of the words in bold in the text using their dictionaries as necessary.

Then ask Ss to ask and answer comprehension questions about the information in the text in pairs.

When Ss listen carefully, speak kindly, and work together honestly, they show the qualities of an adal azamat — a fair, cooperative, and respectful citizen.

Ex: 4 P: 50

Give a presentation on muscles

Ask Ss to copy the headings into their notebooks.

Play the recording and ask Ss to listen and read the text and make notes under the headings.

Then ask individual Ss to come up in front of the class and give a short presentation on muscles using their notes.

Listening respectfully and supporting classmates reflects adal azamat — fairness, honesty, and community spirit.

Pupils read through to find out. Answer the question

ANSWERS

We can control all of these movements, so we use skeletal muscles, which are also called voluntary muscles.

Pupils read the text and, for each gap, choose the correct word (A-D). Compare answers with your partner.

ANSWERS

1 D 3 D 5 A

7 B 2 C 4 B 6 C

Pupils explain the words in bold. Then, in pairs, ask and answer questions based on the text.

ANSWERS

digest (v) = when the stomach changes food into substances the body can use

nerves (n) = long thin fibres that carry information to and from the brain

hormones (n) = chemicals in the blood that control different processes in the body

attached (adj) = being fastened/connected to

Pupils read and listen to the text. Make notes under the headings:

ANSWERS

Why we need muscles for everything we do (except thinking) We need them to move in any way; to sit, talk, write, read, breathe, digest food, and for our hearts to beat.

what muscles are made of bundles of elastic tissue

what types of muscles there are skeletal muscle, smooth muscle and cardiac muscle

Descriptor:

- read through to find out.

- answer the question

Total: 2 point

Descriptor:

- read the text

- choose the correct word

Total: 2 point

Descriptor:

- explain the words in bold

- ask and answer questions based on the text.

Total: 3 point

Descriptor:

- read and listen to the text

- make notes under the headings

Total: 3 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 46
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Writing: a for and against essay
Learning objectives	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 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives	Learners will be able to: - check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed - identify the central idea, the intended audience and the author’s purpose
Instilling values of the program “Adal Azamat”	Respect for others’ opinions: Listening to both sides of an argument. Critical thinking: Making balanced and fair conclusions. Responsibility: Expressing ideas clearly and respectfully.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Middle of the lesson

10 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Engage students and introduce the idea of balanced discussion.

Procedure:

Ask:

“Do you think using smartphones in class is a good idea?”

Let students share short opinions (some agree, some disagree).

Explain:

“In a for and against essay, we discuss both sides of an issue before giving a conclusion.”

Write the title on the board: “A For and Against Essay”

Ex:1 P: 51

Introduce the topic and read for specific information

Read out the title of the essay. Ask Ss to think of two reasons for and two against exercising in groups.

Give Ss time to read the essay and then check if their reasons are mentioned.

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

Pupils read the title of the essay. Think of two reasons for and two reasons against exercising in groups. Read the essay and check if your ideas are mentioned.

ANSWERS

Reasons for: Make new friends (mentioned) Improve your social life (mentioned)

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- read the title of the essay

- read the essay and check if your ideas are mentioned.

Total: 3 point

Board and markers

Model essay (short text)

Worksheet: sentence ordering, linking words, essay plan

Optional: projector or printed handouts

7 min

10 min

8 min

Understanding both sides of an argument helps Ss think critically and act like adal azamat — fair, thoughtful, and balanced citizens.

Ex: 2 P: 51

Read for structure

Ask Ss to read the essay and identify the paragraphs that contain the items mentioned.

Check Ss’ answers.

Working carefully and following logical order reflects adal azamat — discipline, respect for structure, and responsibility in learning.

Ex: 3 P: 51

Substitute linking words/phrases for suitable alternatives

Ask Ss to read the Study Skills box.

Direct Ss to the underlined linking words/phrases in the text and give Ss time to complete the task.

Then elicit answers from various Ss.

It also shows fairness and respect (adal azamat) — we present ideas clearly so that others can understand our meaning without confusion.

Ex: 4 P: 52

Match arguments and justifications/examples and identify pros/cons

Ask Ss to read the table and then give them time to match the arguments with the justifications/ examples.

Check Ss’ answers and then elicit which ones are pros/cons.

Distinguishing pros and cons fairly reflects the qualities of an adal azamat — a fair, thoughtful, and honest person who considers both sides before forming an opinion.

Reasons against: Get left behind (mentioned) Peer pressure (not mentioned)

Pupils answer the question

ANSWERS

The writer’s opinion – 4 A presentation of the topic – 1

Pupils replace the underlined linking words/phrases in the text with synonyms from the Study Skills box.

ANSWERS

To begin with = Firstly

Also = In addition

For example = For instance

On the other hand = However

Firstly = To start with

As a result = Consequently

Secondly = Furthermore On the whole = All in all

Pupils match the arguments for-and-against exercising at a gym to their justifications/examples. Decide which of the arguments are pros and which are cons.

ANSWERS

1 A 2 C 3 B 4 D

Pros = 1, 3

Cons = 2, 4

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- replace the underlined linking words/phrases in the text with synonyms

Total: 3 point

Descriptor:

- match the arguments for-and-against

Total: 2 point

End of the lesson

5 min

FEEDBACK

Ask:

“Why is it important to look at both sides of a topic?”

“Which linking words did you use in your essay?”

Homework:

Edit your essay and write a final clean version.

Optional: Write a new essay on “Is it better to do sport indoors or outdoors?”

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 47
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Summative assessment term 2
Learning objectives	8.2.6.1(8.L6) Deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics. 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.5.3.1(8.W3) Write with moderate grammatical accuracy on a growing range of familiar general and curricular topics 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.
Lesson objectives	Learners will be able to: - check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed - identify the central idea, the intended audience and the author’s purpose
Instilling values of the program “Adal Azamat”	Respect for others’ opinions: Listening to both sides of an argument. Critical thinking: Making balanced and fair conclusions. Responsibility: Expressing ideas clearly and respectfully.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

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

Listening

Task. Listen to the recording about Schumacher’s career. Write to what people and events these numbers and dates refer to.

Ttranscript for listening task can be found after the mark scheme.

Pupils listen to the recording about Schumacher’s career

ANSWERS

write their answers using their own words with the correct information from the monologue

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- listen to the recording about Schumacher’s career

Total: 6 point

Middle of the lesson

35 min

Example: 1977 car accident with Jacques Villeneuve at Grand Prix

1. 4 March ___________________

2. £1.3 million _________________

3. 1994 ____________________

4. 1999 ______________________

5. over 1.5 seconds ____________

6. 18 March _________________

Reading

Task. Read the statements, decide if they are TRUE or FALSE and explain your choice.

Read the article and write the answers from the text.

Writing

Task. Choose ONE of the topics to write

Speaking

Task. Work in pairs. Choose one of the cards and answer the questions. You have 1 minute to prepare and 3 minutes to speak. While speaking do not forget to use topic related vocabulary. Show interaction asking and answering questions.

Pupils read the statements, decide if they are TRUE or FALSE

ANSWERS

True. Explanation: Advertising influences children’s choice of toys.

False. Explanation: Another influence advertising has had is on the clothes children want to wear.

False. Explanation: Companies use cartoon characters to influence on children.

Pupils choose ONE of the topics to write

ANSWERS

Students own answer

Pupils work in pairs. Choose one of the cards and answer the questions

ANSWERS

Students own answer

Descriptor:

- read the statements

Total: 6 point

Descriptor:

- choose ONE of the topics

Total: 6 point

Descriptor:

- work in pairs.

- choose one of the cards and answer the questions

Total: 6 point

End of the lesson

5 min

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Short term plan: term 2

Unit 4 Sport, health and exercise		Lesson 48
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Edutainment
Learning objectives	8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
Lesson objectives	Learners will be able to: - demonstrate understanding of multiple perspectives through reflection and paraphrasing
Instilling values of the program “Adal Azamat”	Health and well-being: Taking care of your body and mind. Discipline and responsibility: Exercising regularly and eating well. Teamwork: Supporting each other in group challenges.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm up

Energize students and introduce the topic.

Procedure:

Play upbeat background music.

Teacher acts out simple exercises (e.g., jumping, running, stretching).

Students guess: “You’re jogging!”, “You’re doing push-ups!”

After a few examples, ask:

“What are we doing today?” → Fitness!

Transition: “Today we’ll learn English through fun fitness activities!”

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Flashcards or pictures of exercises

Music (for warm-up activity)

Worksheets (matching, fill-in, and speaking prompts)

Board and markers

Projector or printed visuals (optional)

Middle of the lesson

7 min

10 min

8 min

10 min

Ex:1 a P: 52

Learn about the value of fitness and personalise the topic

Ask Ss to read the list of statements about fitness and tick the ones that apply to them.

Being honest about one’s habits and respecting others’ differences reflects adal azamat — fairness, integrity, and respect for individuality.

Ex: 1 b P: 52

Discuss the value of fitness Ask Ss to discuss the question in pairs and then ask some Ss to share their answers with the rest of the class.

Listening and responding honestly to others’ ideas reflects adal azamat — fairness, honesty, and respect for different perspectives.

Ex: 2 P: 52

Test knowledge learnt in this module/ to do a quiz

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.

Being truthful in marking answers, even if unsure, reflects adal azamat — honesty, fairness, and integrity.

Ex: 3 P: 52

Consolidate vocabulary learnt in the module/to write a quiz

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. Quidditch comes from the Harry Potter books. [T])

Ss can swap their quiz with another pair and do it and then report back to the class.

Marking answers honestly and respecting the work of other pairs demonstrates adal azamat — fairness, honesty, and integrity.

Pupils read the statements below. Tick (✓) the ones that are true for you.

ANSWERS

Students own answer

Pupils tell the class. Answer the question

ANSWERS

I think it’s important to exercise because you need to get your body fit and healthy. When you don’t exercise, you are more likely to develop a disease.

Pupils do the quiz. Decide if the sentences are T (true) or F (false).

ANSWERS

1 F

3 T

5 T

7 T

2 F

4 F

6 F

8 T

Pupils go through Module 4 and write a T/F quiz of your own.

ANSWERS

1 There are seven players in a Quidditch team. [T]

2 Sepak Takraw comes from Malaysia. [T]

3 Exercise builds up stress. [F]

4 Exercise burns fat and builds muscle. [T]

5 Dmitriy Balandin was born in 1995. [T]

6 Adam Peaty always loved being in the water. [F]

7 Both Dmitriy and Adam won gold medals in Rio. [T]

8 Smooth muscles are voluntary muscles. [F]

Descriptor:

- read the statements

- tick (✓) the ones that are true

Total: 3 point

Descriptor:

- tell the class

- answer the question

Total: 3 point

Descriptor:

- do the quiz

- decide if the sentences

Total: 2 point

Descriptor:

- write a T/F quiz of your own.

Total: 3 point

End of the lesson

5 min

FEDBACK

“What new words did you learn today?”

“Why is fitness important for young people?”

“What will you do this week to stay healthy?”

Homework:

Write 5–6 sentences about your daily fitness routine.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success

Жүктеу

Бөлісу

ЖИ арқылы жасау

Файл форматы:

docx

Шет тілі Сабақ жоспары 8 сынып

24.11.2025

Жүктеу

ЖИ арқылы жасау

Жариялаған:

Амангелді Аяулым Серікжанқызы

Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз,
шағым қалдыра аласыз

Complete the sentences

Complete the sentences

Complete the sentences.

Match

Complete the sentences

Complete the sentences

Water experiences

Water experiences

Complete the sentences

Complete the sentences

Complete the sentences.

Match

Complete the sentences

Complete the sentences

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру

Unit 3: Entertainment and media		Lesson 32
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Everyday English: Expressing opinions
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 8.3.7.1 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 texts
Lesson objectives	Learners will be able to: -jot down some key words and phrases - identify and interpret the author’s tone/opinion at basic level
Instilling values of the program “Adal Azamat”	Respect: Listen to others’ ideas carefully. Tolerance: Accept different viewpoints. Friendship: Discuss without arguing, using kind language.
Plan

Unit 3 Entertainment and media		Lesson 33
Teacher name:
Date:
Grade: 8		Number present:	absent:
Lesson title	Across cultures: Festivals around the world
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 8.3.7.1 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
Lesson objectives	Learners will be able to:y - demonstrate reflection and deep thinking on acquired information/knowledge - explain the topical word by giving definition/synonym - identify the central idea, the intended audience and the author’s purpose
Instilling values of the program “Adal Azamat”	Respect for cultural diversity. Appreciation of world traditions. Cooperation and sharing ideas respectfully.
Plan