Құрметті әріптес!
Қазақстан Республикасының «Авторлық құқық және сабақтас құқықтар туралы» заңына
сәйкес авторлық құқық заңмен қорғаланатынын ескертеміз. Сатып алған ҚМЖ – ны тарату
туралы факт анықталған жағдайда әкімшілік айыппұл салынады.
«USTAZ tilegi» ғылыми әдістемелік орталығының әкімшілігі
№472 бұйрығы бойынша жасалған ҚМЖ келесі бетте
Бұл ҚМЖ ust.kz сайтында жасалынған. «USTAZ tilegi» ғылыми-әдістемелік орталығының
сайтынының ҚМЖ бөлімінде кез-келген пән, кез-келген сынып бойынша ҚМЖ және
презентацияны жүктеп ала аласыз. Ол үшін сілтеме арқылы өтіңіз.
Lesson Plan1
Theme of the lesson:
Unit:8
Teacher’s name:
Date:
Grade:8A,G
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value link:
Plan:
Part of the lesson/Time
Beginning of the lesson
Warming-up
3 min.
Pre-learning
«Brainstorming»
method
5 min.
Nurlibayeva B.
27.03-28.03
Number present:
absent:
Food and drink. Vocabulary: foods and drinks
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
All learners will be able They will learn about food and drinks
They will talk about different habits or lifestyle.
They will share their ideas connected with healthy/unhealthy
food.
Be friendly, respect each other.
Teacher’s
activity
Organization
moment:
1.Greeting.
Ask about the
weather.
T puts on the
board a poster
with words:
Food and
drinks.
T gives Ss 2
min to write
down all the
words
connected with
them.
In
differentiation
part
«Discussion»
method was
used to check
up student’s
vocabulary
knowledge.
Student’s
activity
Assessment
Resources
At the
organization
moment T
tries to award
active Ss.
«The praise»
method is
used to
evaluate Ss
with phrases
like:
“Good job!
Well done!”
Ss look at the
Descriptor:
board and start
-know the
to write all the
meaning of
words
the words
connected with - collect
the food and
related
drinks.
vocabulary
- know
Aim: Revise the vocabulary
previous lessons of previous
material. Find
lesson.
out how much
do they
Total: 1point
remember.
Praise Ss
Efficiency: Ss
who has
refresh their
more cards
mind before
and could
starting new
name the
theme.
cards.
CD player
Microphone
cards
The aim: To
develop Ss
speaking skills
and create
friendly
atmosphere
Efficiency: By
telling the
wishes they
show their
appreciations .
Whiteboard
Cards
Student’s
book
After that T
introduces the
aim and theme
of the lesson.
Middle of the lesson
Presentation part.
7 min.
9 min.
6min.
«Vocabulary
builder»
method is used
to open up the
theme of the
lesson.
T asks Ss to
listen exercise 1
on page 87 and
T asks to listen
and repeat.
Ss open their
books on page
87 and write
down new
words.
Practice the
pronunciation.
Try to
remember them
and find out the
translation
«Memory quiz
»
T gives 2 min to
remember new
words.
Ss revise the
list of new
words
connected with
sport
T gives exercise
2,p 87. New
words. Listen
and repeat key
phrases.
T asks Ss to
answer the
questions.
Aim: work new
vocabulary
Efficiency:
To develop Ss
critical thinking
skills and find
out new words
Differentiation:
«Verbal
support»
method is used
to help Ss use
new words in
the sentences.
T presents new
words. Give
explanation.
T gives exercise
3 on page 87
Descriptor:
-can spell the
word
-can use
them
Whiteboard
Student’s
book
Flashcards
Total: 1point
T praise
active Ss
with phrases
such as:
“Good job!
Well done!”
“One more
time, please”
Ss listen and
Descriptor:
repeat new
-use phrases
phrases.
-work with
Write down new new
words.
grammar
Answer the
-make up
question in
sentences
exercise 2, page
87
Total: 1point
Whiteboard
Student’s
book
Poster
Ss use new
words and
answer the
question given
in exercise 3.
Whiteboard
Student’s
book
Poster
Descriptor:
-can use
active
vocabulary
Whiteboard
Student’s
book
Poster
5 min
End of the lesson.
Reflection
Individual work:
5 min.
answer the
question.
Aim: improve
writing
Efficiency:
To develop Ss
writing skills
and use new
vocabulary
Differentiation:
«Verbal
support»
method is used
to help Ss use
new words in
the sentences.
“Iwould
eat_____” task.
T asks Ss to use
the given
structure and
practice
speaking
Aim: enlarge
vocabulary
knowledge
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Differentiation:
«Change the
pair» game is
used to develop
their speaking
and listening
skills.
The Ladder
method was
used as a
reflection. T
asks Ss to stick
their stickers to
the Success
Ladder.
-answer the
question
Total: 1point
Ss use new
phrases and
grammar
material and
practice
speaking.
Ss speaks about
food and drink
they would like
to eat.
Descriptor:
-know new
words1point.
-can give
advice 1point.
Whiteboard
Student’s
book
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.
Descriptor:
Speak on the
theme “Food
and drinks”,
-can use
vocabulary
-give advice 2points.
Whiteboard
Pupils
Book Poster:
Success
Ladder.
Aim: To know
how many Ss
got the theme.
Efficiency:
Ss evaluate
each
other
and
encourage
classmate
with phrases
like:
Ss can use
Well done!
colors to show
Brilliant!
how much do
Good job! I
they remember. like it!
Differentiation:
«Conclusion»
method is used
to finish the
lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health
and
you plan to give more support? check learners’ learning?
safety rules
How do you plan to challenge
the more able learners?
During the lesson some tasks Reflection at the end of the lesson and
Provide some
differentiated by outcomes of the teacher summary provides support for
physical
students and by their abilities.
progress and achievement, and challenge to exercises for
All learners memorize the
thinking and setting future objectives.
learners
opinion of the speaker of
During the activity teacher after each right
curricular topics.
answer gives feedback with the method:
Most learners improve
“The Praise”.
interaction between students
“You are right”
through discussion.
“Great!”
Some learners describe basic
“Good”.
information about themselves
“Sandwich”
and others.
Well done, you can say the topical words
correctly, at home repeat words again and
learn by heart.
Reflection
Were the lesson
objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of
individuals that will inform my next lesson?
Lesson Plan 2
Theme of the lesson:
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value link:
Plan:
Part of the lesson/Time
Beginning of the lesson
Warming-up
3 min.
Pre-learning
«Brainstorming»
method
10 min.
Nurlibayeva B.
Number present:
absent:
Reading 8a. Live the dream. Sleep more.
8.L6 deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
8.R4 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
8.R5 deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics
8.R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
All learners will be able to: understand the main idea of the
text on a limited range of general and curricular topics.
Most learners will be able to: make a dialogue using
complex question on general and curricular topics
Some learners will be able to: demonstrate their retelling skill
and evaluate others in giving feedback.
Be friendly, respect each other.
Teacher’s
activity
Organization
moment:
1.Greeting.
Ask about the
weather.
T asks Ss to
look at the title
of the reading
text and asks Ss
to predict the
meaning of the
text.
In
differentiation
part «Think
and share»
method was
used to check
Student’s
activity
The aim: To
develop Ss
speaking skills
and create
friendly
atmosphere
Efficiency: By
telling the
wishes they
show their
appreciations .
Assessment
Resources
At the
organization
moment T
tries to award
active Ss.
«The praise»
method is
used to
evaluate Ss
with phrases
like:
“Good job!
Well done!”
Ss look at the
Descriptor:
title of the
-discuss the
reading text and topic
make
- make
prediction.
prediction
Share their ideas - know
with others.
vocabulary
of previous
Aim: Find out
lesson.
how much do
they remember. Total: 1point
CD player
Microphone
cards
Whiteboard
Cards
Student’s
book
Middle of the lesson
Presentation part.
8 min.
up student’s
vocabulary
knowledge.
After that T
introduces the
aim and theme
of the lesson.
Efficiency: Ss
refresh their
mind before
starting new
theme.
Praise Ss
who has
more cards
and could
name the
cards.
«Describing»
method is used
to open up the
theme of the
lesson. T asks to
Ss to look at the
picture from
exercise 1 on
page 88 T asks
to describe the
picture.
Ss open their
books on page
88 and describe
the picture
according to the
things that they
can see on it
Share their
thoughts about
the plot of the
text
Descriptor:
-can describe
the picture
-can answer
the general
questions
Ss read the plot
of the story very
quickly.
Compare with
their
predictions.
Share with new
information that
they found out
after reading the
plot.
Ss write down
new words and
practice the
pronunciation.
T gives exercise Ss watch the
2,p 88 Watch a
video and read
short video. T
the text several
asks Ss to read
times.
the text again
Look through
and match the
the sentences
paragraphs A-G. and match the
paragraphs.
Aim: work with
text
Efficiency:
To develop Ss
critical thinking
skills and
reading skills
Differentiation:
«Verbal
support»
method is used
T praise
active Ss
with phrases
such as:
“Good job!
Well done!”
“One more
time, please”
«Read the
plot»
T asks Ss to
look at the new
words
Check these
words
T asks Ss to
read the text in
exercise 1.
6 min.
Whiteboard
Student’s
book
Flashcards
Total: 1point
Whiteboard
Student’s
book
Poster
Total: 1point
Descriptor:
-get the
general idea
-match the
sentences
-find the
information
Total: 1point
Whiteboard
Student’s
book Poster
8 min.
5 min
End of the lesson.
Reflection
to help Ss use
new words in
the sentences.
T asks students
to look at
exercise 4
complete the
collocation.
Aim: improve
vocabulary.
Efficiency:
To develop Ss
speaking skills
and use new
vocabulary
Differentiation:
«Verbal
support»
method is used
to help Ss use
new words in
the sentences.
T gives task to
“Ask and
answer”
method is used
in this task
T gives exercise
3 on page 89.
T asks Ss to ask
and answer the
questions
according to the
text
Aim: enlarge
vocabulary
knowledge
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Differentiation:
«Change the
pair» game is
used to develop
their speaking
and listening
skills.
The Ladder
method was
used as a
reflection. T
asks Ss to stick
Ss read the text.
Ss complete the
sentences.
Descriptor:
-read and
retell
-understand
general idea.
Whiteboard
Student’s
book
Poster
Total: 2
point
Ss make
discussion
according to the
text
Ss ask and
answer the
questions.
Descriptor:
-give advice1point.
-make a
discussion 1point.
Whiteboard
Ss use their
stickers to show
their knowledge
according to the
lesson
Descriptor:
Speak on the
theme “Food
and drinks”,
Whiteboard
Student’s
book
Student’s
book Poster:
Individual work:
5 min.
their stickers to
the Success
Ladder.
Green- I
understood
Yellow-I have
some questions
Red-I need a
help.
-can read and
understand
the general
idea
-can share
idea 2points.
Success
Ladder.
Aim: To know
how many Ss
Ss evaluate
got the theme.
each
other
and
Efficiency:
Ss can use
encourage
colors to show
classmate
how much do
with phrases
they remember. like:
Differentiation: Well done!
Brilliant!
«Conclusion»
method is used
Good job! I
to finish the
like it!
lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health
and
you plan to give more support? check learners’ learning?
safety rules
How do you plan to challenge
the more able learners?
During the lesson some tasks Reflection at the end of the lesson and
Provide some
differentiated by outcomes of the teacher summary provides support for
physical
students and by their abilities.
progress and achievement, and challenge to exercises for
All learners memorize the
thinking and setting future objectives.
learners
opinion of the speaker of
During the activity teacher after each right
curricular topics.
answer gives feedback with the method:
Most learners improve
“The Praise”.
interaction between students
“You are right”
through discussion.
“Great!”
Some learners describe basic
“Good”.
information about themselves
“Sandwich”
and others.
Well done, you can say the topical words
correctly, at home repeat words again and
learn by heart.
Reflection
Were the lesson
objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of
individuals that will inform my next lesson?
Lesson Plan 3
Theme of the lesson:
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value link:
Plan:
Part of the lesson/Time
Beginning of the lesson
Warming-up
3 min.
Number present:
absent:
Vocabulary 8a.
8.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.C8 develop intercultural awareness through reading and
discussion
8.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
8.W2 write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general
topics and some curricular topics
All learners will be able to: use speaking and listening skills to
solve problems creatively and cooperatively in groups
Most learners will be able to: begin to link comments with
some flexibility to what others say
Some learners will be able to link with little or no support,
sentences into coherent paragraphs using a variety of basic
connectors on a range of familiar general topics
Be friendly, respect each other.
Teacher’s
activity
Organization
moment:
1.Greeting.
Ask about the
weather
Student’s
activity
The aim: To
develop Ss
speaking skills
and create
friendly
atmosphere
Efficiency: By
telling the
wishes they
show their
appreciations .
Assessment
Resources
At the
CD player
organization Microphone
moment T
cards
tries to award
active Ss.
«The praise»
method is
used to
evaluate Ss
with phrases
like:
“Good job!
Well done!”
Pre-learning
«Brainstorming»
method
5 min.
Middle of the lesson
Presentation part.
13 min.
6 min.
T puts the cards
with the pictures
of active
vocabulary from
previous lesson
and asks Ss to
name them, then
make up as
many sentences
as they can.
In
differentiation
part «Think
and share»
method was
used to check
up student’s
vocabulary
knowledge.
After that T
introduces the
aim and theme
of the lesson.
«Vocabulary»
method is used
to open up the
theme of the
lesson. T asks to
Ss to look at
exercise 6 on
page 89.
T asks to
complete the
text with the
given words.
«Read and
check»
T asks Ss to
check each
other.
Ss look through
the cards and
words
connected food
and drinks.
Aim: Find out
how much do
they remember.
Efficiency: Ss
refresh their
mind before
starting new
theme.
Descriptor:
-know key
words
- can give
examples
Ss open their
books on page
89 and complete
the sentences in
exercise 6.
Write down new
words
Descriptor:
-can use new
words
-can evaluate
each other
T gives exercise
7,p 89. T
presents new
words. Explain
the meaning and
gives examples.
T asks make a
discussion
according to the
examples.
Ss write down
new words
Practice
pronunciation
Make up
examples with
new words
Make a
discussion
.
Whiteboard
Cards
Student’s
book
Total: 1point
Praise Ss
who has
more cards
and could
name the
cards.
Whiteboard
Student’s
book
Flashcards
Total: 1point
Ss revise the
vocabulary and
read sentences
one by one.
Ss check each
other and
themselves.
T praise
active Ss
with phrases
such as:
“Good job!
Well done!”
“One more
time, please”
Descriptor:
-use new
words
-make
examples
Total: 1point
Whiteboard
Student’s
book
Poster
Whiteboard
Student’s
book Poster
8 min.
5 min
Aim: work with
vocabulary
Efficiency:
To develop Ss
critical thinking
skills and
speaking skills
Differentiation:
«Verbal
support»
method is used
to help Ss use
new words in
the sentences.
T asks students
to look at
exercise 8 on
page 89. T asks
Ss to make a list
of festivals in
our country
Aim: improve
vocabulary.
Efficiency:
To develop Ss
speaking skills
and use new
vocabulary
Differentiation:
«Verbal
support»
method is used
to help Ss use
new words in
the sentences.
T gives task to
“Writing”
method is used
in this task
T gives exercise
9 on page 89.
T asks Ss to
write a short
paragraph about
festival.
Aim: enlarge
vocabulary
knowledge
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Ss do exercises
8.
Ss think and
make a list with
famous festivals
in KZ.
Descriptor:
-think and
share
-make a list
Whiteboard
Student’s
book
Poster
Ss read the text
again.
Follow the
writing structure
and write a
short paragraph.
Whiteboard
Descriptor:
-use new
vocabularyStudent’s
1point.
book
-write a text 1point.
Total: 1point
End of the lesson.
Differentiation:
«Change the
pair» game is
used to develop
their speaking
and listening
skills.
The Ladder
method was
used as a
reflection. T
asks Ss to stick
their stickers to
the Success
Ladder.
Ss use their
Descriptor:
stickers to show Speak on the
Reflection
their knowledge theme “Food
according to the and drinks”,
lesson
-can use key
Individual work:
Green- I
words
understood
-can share
5 min.
Yellow-I have
idea some questions 2points.
Red-I need a
help.
Ss evaluate
Aim: To know
each
other
how many Ss
and
got the theme.
encourage
classmate
Efficiency:
Ss can use
with phrases
colors to show
like:
how much do
Well done!
they remember. Brilliant!
Differentiation: Good job! I
like it!
«Conclusion»
method is used
to finish the
lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to
you plan to give more support? check learners’ learning?
How do you plan to challenge
the more able learners?
During the lesson some tasks Reflection at the end of the lesson and
differentiated by outcomes of the teacher summary provides support for
students and by their abilities.
progress and achievement, and challenge to
All learners memorize the
thinking and setting future objectives.
opinion of the speaker of
During the activity teacher after each right
curricular topics.
answer gives feedback with the method:
Most learners improve
“The Praise”.
interaction between students
“You are right”
through discussion.
“Great!”
Some learners describe basic
“Good”.
information about themselves
“Sandwich”
and others.
Well done, you can say the topical words
correctly, at home repeat words again and
learn by heart.
Reflection
Were the lesson
objectives/learning objectives
realistic?
Did all learners achieve the LO?
Whiteboard
Student’s
book Poster:
Success
Ladder.
Health
safety
and
rules
Provide some
physical
exercises for
learners
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of
individuals that will inform my next lesson?
Lesson Plan 4
Unit:8
Teacher’s name:
Date:
Grade:8A,G
Theme of the lesson:
Learning objectives(s) that this
lesson is contributing to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of
the lesson
Pre-learning
«Brainstormi
ng» method
5 min.
Middle of the
lesson
7 min.
8 min.
7 min.
Food & Drink
Nurlibayeva B.
3.04-4.04
Number present:
absent:
8b. Countable/Uncountable
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
All learners will be able to: know the rule of countable/uncountable
& quantifiers
Most learners will be able to: know the usage of C/U, quantifiers
Some learners will be able to: answer the questions
Respect each other.
Teacher’s activity
Student’s
activity
Revision of previous lessons Ss give their
materials with the help of the possible answers.
teacher.
Revise
vocabulary
Differentiation: “verbal
connected with
support”
T asks different questions
previous lesson
connected with the theme
and tries to help Ss to give
Aim: Revise the
the correct answer. T asks
previous lessons
leading questions to clarify
material.
the theme to the Ss who
Efficiency: Ss
needs T support.
refresh their mind
Ss give their possible
before starting
answers. After that T
new theme
introduces the aim and
theme of the lesson.
Go through the table with Ss
Exercise 1
and elicit the L1 equivalents
Read the theory
for the examples. Ask and
and answer the
elicit answers for the question questions.
in the rubric. Explain that we
also use any in questions.
Aim: To present countable /
uncountable & quantifiers
Explain the task and give Ss
Exercise 2
time to complete the task
Choose the
Aim: to practise countable /
correct words
uncountable & quantifiers
Differentiation: practice
method is used to assess Ss
writing
Explain the meaning of any
Exercise 3
unknown words.
List the words
under the
headings
Assessment
Resources
Descriptor:
-correct answers
Whiteboard
Cards
Total: 2points
Students
Book
Encourage Ss
who answer the
questions
Descriptor:
-find right
answers
2 points
Whiteboard
Students
Book
Poster
Whiteboard
Descriptor:
-choose the right Students
answer
Book
2points
Descriptor:
-write correct
answers
Whiteboard
Students
Book
Poster
8 min.
Writing task
End of the
lesson.
Reflection
Individual
work:
5 min.
Give Ss time to copy and
complete the table in their
notebooks.
Then give Ss two minutes to
add as many more words as
they can.
Aim: to present vocabulary
related to food/drinks
Differentiation: «Flash»
method is used to identify the
quickest Ss.
Explain the task. Give Ss to
complete it.
Aim: to practise using
quantifiers, a/an and
some/any, much/many
Differentiation: practice
method is used to assess Ss
writing
Then write C for
countable or U for
uncountable.
Total: 2points
Exercise 4
Complete the
dialogue
Descriptor:
-write correct
answers
2 points
The One-Minute Papers
method was used as a
reflection. It provides the
opportunity to the students to
provide a quick reflection on
what they learned by
responding to questions.
Ss answer the
questions like :
What is the most
important issue
discussed today?
What did you find
difficult to
comprehend?
What are some
questions you
would like to
explore further?
Aim: To know
how many Ss got
the theme.
Efficiency: To
make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Ss evaluate each Whiteboard
other
and Students
encourage
Book
classmate with
phrases like:
Well
done!
Brilliant! Good
job! I like it!
Whiteboard
Students
Book
Additional information
Differentiation – how do you plan to
give more support? How do you
plan to challenge the more able
learners?
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
Differentiation by task
Reflection
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation work
well?
Did I stick to timings?
What changes did I make from my
plan and why?
Students will be assessed through
ICT links
-grammar exercises
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Lesson Plan 5
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Middle of the
lesson
Presentation part.
10 min.
Food & Drink
Nurlibayeva B.
5-6.04.23
Number present:
absent:
Quantifies
8.6.4.1 use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
general and curricular topics
8.5.2.1 write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics
All learners will be able to: understand the grammar
Most learners will be able to: answer the questions
Some learners will be able to: know the usage of grammar
Respect each other.
Teacher’s activity
Student’s activity
Assessment
Resources
Revision of previous
lessons materials with
the help of the teacher.
Differentiation:
T asks different
questions connected
with the theme and
tries to help Ss to give
the correct answer. T
asks leading questions
to clarify the theme to
the Ss who needs T
support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Go through the table
with Ss and elicit the
L1 equivalents for the
examples.
Aim: to present
several ,plenty, of,
amount/number.
Ss give their possible Descriptor:
Whiteboard
answers.
-correct
Revise vocabulary
answers
Cards
connected with
previous lesson
Students
Total: 2points Book
Aim: Revise the
previous lessons
Encourage Ss
material.
who answer
Efficiency: Ss
the questions
refresh their mind
before starting new
theme.
Exercise 5a
Read the examples,
say them in your
language.
T praise
active Ss
with phrases
such as:
“Good job!
Well done!”
Explain the task. Give
Ss time to complete it.
Aim: to practise
several, plenty, of,
amount/number.
Efficiency: to develop
their writing skills
Exercise 5b
Fill in
Descriptor:
-choose the
correct item
Total: 2points
Whiteboard
Students
Book
slide
Differentiation:
practice method is used
to assess Ss writing
6min
Read out the containers
in the list and ask Ss to
complete the gaps
under the pictures with
them. Play the
recording for Ss to
listen and check their
answers.
Aim: To present
containers
Differentiation:
practice method is used
to assess Ss
writing
Ask Ss to read the
theory box and then
explain the task. Give
6min.
Ss time to complete the
task.
Aim: practicing word
formation(verb
suffixes)
Efficiency: to develop
their writing skills
Differentiation:
practice method is used
to assess Ss writing
Go through the table
with Ss and explain any
8 min.
points they are unsure
of.
Give Ss time to
complete the sentences.
Aim: to present and
practice all, both, half
Differentiation:
practice method is used
to assess Ss writing
End of the lesson. The One-Minute Papers
method was used as a
Reflection
reflection. It provides
the opportunity to the
students to provide a
Individual work: quick reflection on
what they learned by
5 min.
responding to
questions.
Exercise 6
Fill in
Listen and check
Descriptor:
- choose the
correct
answer
2points
Whiteboard
Students
Book
Exercise 7
Complete
sentences
Whiteboard
Descriptor:
the - Do exercise Students
without
Book
mistakes
slide
Total: 2points
Exercise 8
Complete
sentences
Whiteboard
Descriptor:
the -choose the
Students
correct item
Book
Total: 2points
Ss answer the
questions like: What
is the most important
issue discussed
today?
What did you find
difficult to
comprehend?
What are some
questions you would
Ss evaluate Whiteboard
each
other
Students
and
Book
encourage
classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency:
To make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Lesson Plan 6
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Food & Drink
Number present:
absent:
8C Food for thought
8.4.2.1 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
8.4.3.1 understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Middle of the
lesson
Presentation part.
13 min.
8.4.4.1 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.1.9.1 use imagination to express thoughts, ideas, experiences
and feelings
8.2.3.1 understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
All learners will be able to: understand the meaning of words
from new vocabulary
Most learners will be able to: understand the text, to express
their opinion
Some learners will be able to: answer the questions, make a
poster
Respect each other.
Teacher’s activity
Student’s
activity
Revision of
Ss give their
previous lessons
possible
materials with the answers.
help of the teacher. Revise
vocabulary
Differentiation:
“Verbal support”
connected with
T asks different
previous lesson
questions
connected with the Aim: Revise the
theme and tries to previous lessons
help Ss to give the material.
correct answer. T
Efficiency: Ss
asks leading
refresh their
questions to clarify mind before
the theme to the Ss starting new
who needs T
theme.
support.
Ss give their
possible answers.
After that T
introduces the aim
and theme of the
lesson.
Ask Ss to look at
Exercise 1
the picture and
read the title of the Listen and read,
text. Elicit Ss’
then answer the
guesses to what
question.
the text is about.
Play the recording.
Ss read the text
and find out.
Assessment
Resources
Descriptor:
-correct answers
Whiteboard
Cards
Total: 2points
Students
Book
Encourage Ss
who answer the
questions
Descriptor:
-give correct
answer
-correct
pronunciation of
the words
Total: 2points
Whiteboard
Students Book
7min
8 min.
7min
Play the video for
Ss and elicit their
comments.
Aim: To listen
and read for gist
Ask Ss to read the
questions and
answer choices 13.
Give Ss time to
read the text and
complete the task.
Refer Ss to the
Word List to look
up the words in the
Check These
Words box.
Aim: To read for
specific
information
Efficiency:to
develop their
reading skills
Ask Ss to discuss
the questions.
Aim: To assess
acquired
knowledge from a
text, to express an
opinion.
Differentiation:
“Verbal support”
This technique
relies on T-S
interaction and an
ability in the
educator to engage
Ss in both simple
and complex
dialogue according
to their learning
needs.
“Project time”
Make a poster
“Food for
thought”. Explain
the activity and
give Ss time to
make their poster.
Aim: To
consolidate the
language of the
lesson
Exercise 2
Choose the
correct answer
Descriptor:
-choose correct
answer
Whiteboard
Students Book
Total: 2points
Exercise 3
Answer the
questions
Descriptor:
-make sentences
correctly
-give correct
answers
Whiteboard
Students Book
Total: 2points
Make a poster
Descriptor:
-make sentences
correctly
Total: 2points
Whiteboard
Students Book
Poster
End of the lesson. “Finger” method is
used to find out
Reflection
was the lesson
clear or not.
Individual work:
5 min.
Ss show their
knowledge
according to the
lesson
5 fingers- I
understood
4 fingers -I have
some questions
2 fingers-I need
a help.
Aim: To know
how many Ss
got the theme.
Efficiency:
Ss can use our
fingers to show
how much do
they remember.
Differentiation:
«Conclusion»
method is used
to finish the
lesson.
Whiteboard
Ss evaluate each
Students Book
other
and
encourage
classmate with
phrases like:
Well
done!
Brilliant! Good
job! I like it!
Lesson Plan 7
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Food & Drink
Number present:
absent:
8C Prepositions
8.2.4.1 understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
topics
8.5.2.1 write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general
topics and some curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.6.13.1 use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
and curricular topics
All learners will be able to: understand the meaning of words
Most learners will be able to: understand the text , answer the
questions
Some learners will be able to: create a poster
Respect each other.
Teacher’s activity
Student’s
activity
Revision of
Ss give their
previous lessons
possible
materials with the answers.
help of the teacher. Revise
vocabulary
Differentiation:
“Verbal support”
connected with
T asks different
previous lesson
questions
connected with the Aim: Revise the
theme and tries to previous lessons
help Ss to give the material.
correct answer. T
Efficiency: Ss
asks leading
refresh their
questions to clarify mind before
the theme to the Ss starting new
who needs T
theme.
support.
Ss give their
possible answers.
After that T
introduces the aim
Assessment
Resources
Descriptor:
-correct answers
Whiteboard
Cards
Total: 2points
Encourage Ss
who answer the
questions
Students
Book
Middle of the
lesson
Presentation part.
5min.
5min.
5 min.
10 min.
and theme of the
lesson.
Explain the task
and give Ss some
time to complete
it.
Aim: To present
and practice
prepositional
phrases
Differentiation:
practice method is
used to assess Ss
writing
Read out the box
and explain the
task. Give Ss time
to complete the
task.
Aim: To present
and practise
phrasal verbs with
break.
Efficiency:to
develop their
writing skills
Explain the task
and ask Ss to look
at the gapped text
and think about
what the missing
information might
be.
Play the recording.
Ss listen and
complete the
blanks 1-5.
Aim: To listen for
specific
information
Differentiation:
practice method is
used to assess Ss
writing
Ask Ss to talk
about their eating
habits using the
table to help them.
Aim: To talk about
eating habits
Efficiency:to
develop their
speaking skills
Exercise 4
Complete
sentences with
suitable
prepositions
Descriptor:
-choose correct
answer
Whiteboard
Students Book
Poster
Total: 1point
Exercise 5
Descriptor:
Read the box
-choose correct
and complete the answer
sentences.
Total: 1point
Whiteboard
Students Book
Poster
Exercise 6
Listen and fill in
the gaps.
Whiteboard
Students Book
Descriptor:
-correct answer
Total: 2points
Exercise 7
Whiteboard
Descriptor:
- make sentences
Students Book
correctly
Poster
Total: 2points
Differentiation:
«exchange
questions» game is
used to develop
their speaking
skills
Explain the task.
Allow time for Ss
10min
to complete their
emails following
the directions.
Aim: to write an
email
Differentiation:
practice method is
used to assess Ss
writing
End of the lesson. “Finger” method is
used to find out
Reflection
was the lesson
clear or not.
Individual work:
5 min.
Exercise 8
Write an email
Whiteboard
Descriptor:
-make sentences Students Book
without mistakes Poster
2 points
Ss show their
knowledge
according to the
lesson
5 fingers- I
understood
4 fingers -I have
some questions
2 fingers-I need
a help.
Aim: To know
how many Ss
got the theme.
Efficiency:
Ss can use our
fingers to show
how much do
they remember.
Differentiation:
«Conclusion»
method is used
to finish the
lesson.
Whiteboard
Ss evaluate each
Students Book
other
and
encourage
classmate with
phrases like:
Well
done!
Brilliant! Good
job! I like it!
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to challenge
the more able learners?
● Students will support each
other.
● More capable students will be
given more challenging
material to work with in order
to allow them to be more
challenged.
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
Students will be assessed through
- questioning
- grammar exercises
- writing tasks
ICT links

The students will be supported
by the teacher during
independent work.
Reflection
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Lesson Plan 8
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Middle of the
lesson
Presentation part.
7min.
Food & Drink
Number present:
absent:
8D Ordering breakfast
8.4.5.1 deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics
8.2.6.1 deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
8.3.6.1 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges
All learners will be able to: understand the dialogue and can
make similar dialogue to it.
Most learners will be able to: know synonymous phrases
Some learners will be able to: answer the questions
Create friendly atmosphere
Teacher’s activity
Student’s activity
Revision of previous
lessons materials with
the help of the teacher.
Differentiation:
“Verbal support” T
asks different questions
connected with the
theme and tries to help
Ss to give the correct
answer. T asks leading
questions to clarify the
theme to the Ss who
needs T support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Refer Ss to the first and
last sentences in the
dialogue and elicit Ss’
guesses as to what the
dialogue is about.
Play the recording. Ss
listen and read the text
and find out.
Aim: to listen and read
for gist
Differentiation:verbal
support
Ss give their
possible answers.
Revise vocabulary
connected with
previous lesson
Aim: Revise the
previous lessons
material.
Efficiency: Ss
refresh their mind
before starting
new theme.
Descriptor:
-correct
answers
Exercise 1
Answer the
question
Descriptor
-give right
answer
- Total:
3points
Assessment
Total: 3points
Resources
Whiteboard
Cards
Students
Book
Encourage Ss
who answer
the questions
Whiteboard
Students
Book
Poster
Read out the phrases.
Refer
Ss back to the dialogue
and elicit which of the
underlined phrases are
synonymous with each
one from various Ss
around the class.
Aim: To learn
synonymous phrases
Differentiation:
practice method is used
to assess Ss writing
Explain the situation and
ask Ss to read the menu.
Remind Ss that they can
13 min.
use the dialogue inEx.1
as a model as well as
any ideas of their own to
complete the task. Ss
complete the task. To
help Ss draw the
following diagram on
the board and elicit
appropriate phrases Ss
should use.
Aim: to practice roleplaying
Efficiency:to develop
their speaking skills
Play the recording with
pauses for Ss to repeat.
7 min.
• check Ss’ intonation.
Aim: To pronounce ou
Efficiency:
Ss develop Ss listening
and speaking skills
End of the lesson. The One-Minute Papers
method was used as a
Reflection
reflection. It provides
the opportunity to the
students to provide a
quick reflection on what
they learned by
5 min.
responding to questions.
8min.
Exercise 2
Match the
underlined phrases
with the ones from
the list
Descriptor:
-find the right
answer
- pronounce
the words
correctly.
Whiteboard
Students
Book
Total: 2point
Exercise 3
-give correct
answers
2points
Whiteboard
Students
Book
Poster
Exercise 4
Listen and repeat
T praise active Whiteboard
Ss with
Students
phrases such
Book
as: “Good job!
Poster.
Well done!”
Ss answer the
questions like :
What is the most
important issue
discussed today?
What did you find
difficult to
comprehend?
What are some
questions you
would like to
explore further?
Aim: To know
how many Ss got
the theme.
Efficiency: To
make appropriate
Ss
evaluate Whiteboard
each other and Students
encourage
Book
classmate with
phrases like:
Well
done!
Brilliant!
Good job! I
like it!
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information
Differentiation – how do you plan Assessment – how are you
Health and safety check
to give more support? How do
planning to check learners’
ICT links
you plan to challenge the more
learning?
able learners?
ICT links
 more support can be given during The teacher will be able to assess
how well the students can speak
elicitation, instruction and
using studied vocabulary and
questioning phases of the lesson
by nominating learners to answer structures during the speaking, and
how sell students have developed
items relating to more high
their receptive skills during
frequency vocabulary to build
listening.
confidence through participation
 more able learners will be
challenged by prompting their
groups to narrate parts of the
body
Reflection
Use the space below to reflect on your lesson. Answer the most
Were the lesson objectives/learning relevant questions from the box on the left about your lesson.
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?
Lesson Plan 9
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Food & Drink
Number present:
absent:
8E The best way to start the day
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
8.4.2.1 understand specific information and detail in texts on a
growing range of familiar general and curricular topics,
including some extended texts
8.4.4.1 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.1.8.1 develop intercultural awareness through reading and
discussion
8.5.4.1 use with some support style and register appropriate to a
variety of written genres on general and curricular topics
All learners will be able to: know the vocabulary
Most learners will be able to: understand the text and answer
the questions
Some learners will be able to: write a short text
create friendly atmosphere
Value links:
Plan:
Part of the
Teacher’s activity
lesson/Time
Beginning of the Revision of previous
lessons materials
lesson
with the help of the
Pre-learning
«Brainstorming» teacher.
Differentiation: T
method
asks different
questions connected
5 min.
with the theme and
tries to help Ss to give
the correct answer. T
asks leading questions
to clarify the theme to
the Ss who needs T
support.
Ss give their possible
answers. After that T
introduces the aim
and theme of the
lesson
Direct Ss’ attention to
the title of the text and
Middle of the
the pictures and elicit
lesson
Presentation part. how breakfast in the
UK is
similar/different to
10min.
Student’s
Assessment
activity
Ss give their
Descriptor:
possible answers. -correct
Revise vocabulary answers
connected with
previous lesson
Total: 3points
Aim: Revise the
previous lessons
Encourage Ss
material.
who answer
Efficiency: Ss
the questions
refresh their mind
before starting
new theme.
Exercise 1
Read and answer
the questions
Descriptor:
-give correct
answer
2 points
Resources
Whiteboard
Cards
Students
Book
Whiteboard
Students
Book
Poster
breakfast in
Kazakhstan.
Ask Ss to use their
dictionaries to look up
the meanings of the
words in the Check
These Words box.
Play the video.
Aim: To introduce the
topic, to read for gist
Differentiation:
verbal support
Explain the task. Play
10min.
the audio and ask Ss
to listen and follow
the text in their books.
Then ask Ss to
compare the breakfast
habits of people in the
UK and in
Kazakhstan.
Aim: To read and
listen for key
information; to
compare breakfast
habits of two
countries.
Explain the task and
tell Ss they must
15 min
Writing task
research online and
collect information
about lunch foods in
the UK and in
Kazakhstan and then
write a short text.
Aim: To write a text
about what people in
the UK and in
Kazakhstan eat for
lunch
Differentiation:
Digital resources
The Ladder method
Capabilities of
the human brain was used as a
End of the lesson. reflection. T asks SS
to stick their stickers
Reflection
to the Success Ladder
5 min.
Exercise 2
Read and listen to
the texts.
Descriptor:
-do task
without
mistakes
2 points
Exercise 3
Descriptor:
Write a short text . - find
interesting and
captivating
information
-write
sentences
without
mistakes
-use
vocabulary
Total: 3points
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.
Whiteboard
Students
Book
Whiteboard
Students
Book
Whiteboard
Ss
evaluate Students
each other and Book
encourage
classmate with
phrases like:
Well
done!
Brilliant! Good
job! I like it!
Aim: To know
how many Ss got
the theme.
Efficiency:
Ss can use colors
to show how
much do they
remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information
Differentiation – how do you plan
to give more support? How do
you plan to challenge the more
able learners?
● Students will support each other.
● More capable students will be
given more challenging material
to work with in order to allow
them to be more challenged.
 The students will be supported by
the teacher during independent
work.
Reflection
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from my
plan and why?
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
Students will be assessed through
- questioning
- discussing
- after-reading activity
creating and sharing sentences with
new vocabulary
ICT links
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Lesson Plan 10
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Middle of the
lesson
Presentation part.
8 min.
12 min.
Food & Drink
Number present:
absent:
8f Food labeling
8.1.3.1 respect differing points of view
8.1.10.1 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.2.6.1 deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts
All learners will be able to: understand, know the vocabulary
Most learners will be able to: answer the questions
Some learners will be able to: make a presentation
Respect each other, create friendly atmosphere
Teacher’s activity
Revision of previous
lessons materials with
the help of the teacher.
Differentiation:
“verbal support”
T asks different
questions connected
with the theme and
tries to help Ss to give
the correct answer. T
asks leading questions
to clarify the theme to
the Ss who needs T
support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to look at the
labels. Elicit Ss’ guesses
as to what they are for.
Play the recording. Ss
listen and read the text
and find out.
Aim: to introduce the
topic and listen and read
for gist
Differentiation:verbal
support
Ask Ss to read the
statements 1-5. Give Ss
time to read the text
Student’s
activity
Ss give their
possible answers.
Revise
vocabulary
connected with
previous lesson
Aim: Revise the
previous lessons
material.
Efficiency: Ss
refresh their mind
before starting
new theme.
Assessment
Descriptor:
-correct
answers
Total: 2points
Resources
Whiteboard
Cards
Students
Book
Encourage Ss
who answer
the questions
Exercise 1
answer the
questions
Descriptor:
Exercise 2
Read the text and
mark statements
Descriptor:
-answer the
questions
2 points
Whiteboard
Students
Book
Poster
Whiteboard
again and complete the
task.
Refer Ss to the Word
List to look up the
words in the Check
These words box.
Play the video.
Aim: to read for specific
information
Give Ss time to read the
text again and formulate
5min.
their answers.
Aim: To consolidate
comprehension of a text
Differentiation:
«exchange questions»
game is used to develop
their speaking skills
Ask Ss to collect labels
10min.
Writing task
from various food
products in their
country. Then ask Ss to
present them to the
class.
Aim: to consolidate
vocabulary from a text
Efficiency:Develop
their writing skills
Differentiation:
practice method is used
to assess Ss writing
End of the lesson. The One-Minute Papers
method was used as a
Reflection
reflection. It provides
the opportunity to the
students to provide a
quick reflection on what
5 min.
they learned by
responding to questions.
pronounce
words
correctly
- find right
answer
2 points
Students
Book
Exercise 3
Discuss
Descriptor:
-label the
diagram
without
mistakes
Total: 2points
Whiteboard
Students
Book
Poster
Exercise 4
Project work
Descriptor:
-make
sentences
without
mistakes
2 points
Whiteboard
Students
Book
Ss answer the
questions like :
What is the most
important issue
discussed today?
What did you find
difficult to
comprehend?
What are some
questions you
would like to
explore further?
Aim: To know
how many Ss got
the theme.
Efficiency: To
make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Ss
evaluate Whiteboard
each other and Students
encourage
Book
classmate with
phrases like:
Well
done!
Brilliant!
Good job! I
like it!
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to challenge
the more able learners?
Teacher circulates the room
constantly offering support to
weaker students
and encouraging stronger students
to
think of more complex, abstract
thoughts.
Reflection
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
The teacher and students will give
brief feedback.
ICT links
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Lesson Plan 11
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing
to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Pre-learning
«Brainstorming»
method
5 min.
Middle of the
lesson
Presentation part.
5 min.
Food & Drink
Number present:
absent:
8g Writing an email
8.4.7.1 recognise typical features at word, sentence and text
level in a range of written genres
8.4.4.1 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics
8.4.5.1 deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.5.4.1 use with some support style and register appropriate to a
variety of written genres on general and curricular topics
All learners will be able to: answer the questions
Most learners will be able to: say the measurements (recipe)
Some learners will be able to: write an email
Respect each other, create friendly atmosphere
Teacher’s activity
Revision of previous
lessons materials with
the help of the teacher.
Differentiation:
“verbal support”
T asks different
questions connected
with the theme and
tries to help Ss to give
the correct answer. T
asks leading questions
to clarify the theme to
the Ss who needs T
support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to read the text
and then elicit answers
to the questions.
Aim: to read for
specific information
Differentiation:verbal
support
Student’s
activity
Ss give their
possible answers.
Revise
vocabulary
connected with
previous lesson
Aim: Revise the
previous lessons
material.
Efficiency: Ss
refresh their mind
before starting
new theme.
Exercise 1
Read the email,
then answer the
questions
Assessment
Descriptor:
-correct
answers
Total: 2points
Resources
Whiteboard
Cards
Students
Book
Encourage Ss
who answer
the questions
Descriptor:
-give correct
answers
1 points
Whiteboard
Students
Book
Poster
Explain the task and ask
Ss to read the email
10min.
again. Give Ss time to
complete the task using
their dictionaries as
necessary.
Play the recording for
Ss to listen and check
their answers.
Aim: to read for
cohesion and coherence
Differentiation:
practice method is used
to assess Ss writing
Ask Ss to look at the
recipe for chocolate
10 min.
cake and read the box
explaining
measurements and ask
and answer following
the example. Give Ss
time to complete the
task.
Aim: To practice saying
measurements
Differentiation:
“Verbal support” This
technique relies on T-S
interaction and an
ability in the educator to
engage Ss in both
simple and complex
dialogue according to
their learning needs.
Explain the task and
10min.
Writing task
give Ss time to write
their emails using the
plan to help them.
Aim: To write an email
Efficiency: to develop
their writing skills
Differentiation:
practice method is used
to assess Ss writing
End of the lesson. The One-Minute Papers
method was used as a
Reflection
reflection. It provides
the opportunity to the
students to provide a
quick reflection on what
5 min.
they learned by
responding to questions.
Exercise 2
Complete the
gaps
Descriptor:
- find right
answer
2 points
Exercise 3
Ask and answer
Descriptor:
-Make
questions and
answers
without
mistakes
Total: 2points
Whiteboard
Students
Book
Descriptor:
-write
sentences
without
mistakes
- follow the
plan
120-180
words
3 points
Ss answer the
Ss
evaluate
questions like :
each other and
What is the most encourage
important issue
classmate with
discussed today?
phrases like:
What did you find Well
done!
difficult to
Brilliant!
comprehend?
Good job! I
What are some
like it!
questions you
Whiteboard
Students
Book
Exercise 4
Write an email
Whiteboard
Students
Book
Whiteboard
Students
Book
would like to
explore further?
Aim: To know
how many Ss got
the theme.
Efficiency: To
make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to challenge
the more able learners?
By individual support, peer
support and tasks
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
Students will be assessed through
- questioning
- writing exercises
- vocabulary
ICT links
Reflection
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Unit:8
Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that
this lesson is contributing to:
Lesson objectives:
Value links:
Plan:
Part of the
lesson/Time
Beginning of
the lesson
Pre-learning
«Brainstorm
ing» method
5 min.
Middle of
the lesson
Presentation
part.
10 min.
Lesson Plan 12
Food & Drink
Number present:
absent:
Edutainment
8.1.8.1 develop intercultural awareness through reading and
discussion
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
8.4.5.1 deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics
All learners will be able to: prepare a poster
Most learners will be able to: answer the questions
Some learners will be able to: write their own quiz
Respect each other, make a friendly atmosphere
Teacher’s activity
Student’s activity
Revision of previous
lessons materials with
the help of the teacher.
Differentiation:
«Verbal support» T
asks different questions
connected with the
theme and tries to help
Ss to give the correct
answer. T asks leading
questions to clarify the
theme to the Ss who
needs T support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to read the list of
healthy eating habits
and ask Ss to discuss
which ones they follow
and which bad habits
they are going to
change.
Aim: to discuss the
value of healthy eating
habits and express an
opinion
Efficiency:
To develop their reading
and speaking skills
Differentiation: verbal
support
Ss give their
possible answers.
Revise vocabulary
connected with
previous lesson
Assessment
Descriptor:
-correct
answers
Total: 2points
Aim: Revise the
previous lessons
material.
Efficiency: Ss
refresh their mind
before starting new
theme.
Exercise 1
Read and answer
Resources
Whiteboard
Cards
Students
Book
Encourage Ss
who can name
object that is
connected with
new lesson.
Descriptor:
- give correct
answers
Pronounce
words
correctly
Total: 1point
Whiteboard
Pupils Book
5min.
5 min.
5min
5min
5min
Explain the task and ask
Ss to research on the
Internet and gather
information to prepare a
poster. Give Ss time to
complete the task.
Aim: preparing a poster
Differentiation:digital
resources
Explain the task. Allow
Ss some time to read the
statements and mark
them accordingly.
• Tell Ss they can
review the module and
find the
relevant information to
help them if necessary.
Aim: To test knowledge
learnt in this module/ to
do a quiz
Differentiation:
“memory” is used to
identify their
memoraziation
Explain the task and
allow Ss time to look
through the module and
think of quiz
questions.
• Tell Ss they can use
the quiz in the previous
task as a model.
Aim: to consolidate
vocabulary learnt in the
module/to write a quiz
Differentiation:
practice method is used
to assess Ss writing
Read out the list of
words and explain the
meanings. Elicit Ss’
guesses as to what the
song is about.
Play the recording. Ss
listen and read and
check if their guesses
were correct.
Aim: to listen and read
for gist
Ask Ss to think about
the question in the
rubric.
Exercise 2
Prepare a poster
Exercise 3
Do the quiz
Descriptor:
- find
interesting and
captivating
information
-write
sentences
correctly
Total: 2points
Descriptor:
- give correct
answers
Whiteboard
Pupils Book
poster
Whiteboard
Students
Book
Poster
Total: 1point
Exercise 4
Write a T/F quiz of
your own similar to
the one in ex3.
Descriptor:
- make
sentences
correctly
-follow the
plan
Whiteboard
Students
Book
Poster
Total: 2points
Exercise 5
Listen, read and
check.
Descriptor:
-read the
words
correctly
-answer the
question
1 point
Exercise 6
Why does the
singer enjoy family
Descriptor:
-answer the
question
Whiteboard
Students
Book
End of the
lesson.
Reflection
5 min
• Ask various Ss to
discuss their thoughts
and then share their
answers with the class.
Play the video and elicit
Ss’ comments at the
end.
Aim: to discuss the
main message of the
song
The Ladder method was
used as a reflection. T
asks Ss to stick their
stickers to the Success
Ladder
celebrations? What
about you?
-make
sentences
correctly
1 point
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.
Ss
evaluate Whiteboard
each other and
Students
encourage
Book
classmate with
phrases like:
Well
done!
Brilliant! Good
job! I like it!
Aim: To know how
many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Poster
Module 9 “The world of work”
LESSON: Module 9 Lesson 1
Vocabulary
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s)
that this
lesson is
contributing
to
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics;
8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
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
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of
entertainment
Assessment
criteria
Learners have met the learning objective if they can: talk about entertainment
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous
learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNING
THE LESSON
8.3.7.1
Teacher’s activity Student’s activity
To generate topic- Look at the pictures
related vocabulary (1-12). Listen and
Write the title
repeat
‘entertainment’ on
the board and the
examples ‘actor’
and ‘singer’.
Explain the task to
Ss. Allow them one
minute to complete
the task.
Ask Ss to share
their answers with
their partner and
then with the rest of
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
the class.
1. What does each Suggested
person do at work? Answer Key
Use the phrases to dancer,
tell the class.
comedian,
Write the title
musician, clown,
‘entertainment’ on director,
the board and the
composer,
examples ‘actor’
magician,
and ‘singer’.
ballerina, circus
Explain the task to performer, etc
Ss. Allow them one
minute to complete Suggested
the task. • Ask Ss to Answer KeyThe
share their answers pictures show
with their partner
people who have
and then with the
strange jobs.
rest of the class.
There is someone
2. Find the page
dressed as a
numbers for ……… cartoon character
Direct Ss’ attention and a woman
to the pictures. •
who looks like a
Elicit a variety of
statue. I think the
answers to the
cartoon character
questions in the
worksat a theme
rubric.
park and the
To introduce the
statue woman
topic and predict the might be an
content of the text actress.
Direct Ss’ attention
to the pictures.
Answer Key 1 A 2
Elicit a variety of B 3 B 4 A 5 A •
answers to the
Direct Ss tothe
questions in the
Word List to look
rubric.
up the meanings of
3. In a minute, write the words in the
as many jobs as you Check these words
can related to
box. • Play the
entertainment
video and elicit Ss’
(actor, singer, etc). comments.
Compare with your
partner.
Allow Ss some time
to read the text
again and answer
the questions. •
Check Ss’ answers
4. Look at the
pictures. Where do
these people work?
What do they do for
a living? Listen and
read to find out.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
ENDING
THE
LESSON
Then match the
pictures to the texts
Read the texts
and answer the
questions.
Which of the
entertainers (A
or B). ...
Student’s
Book:
Language
Review 9a
Workbook: 9a
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 2
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s) that
this lesson is
contributing to
8.1.3.1 respect differing points of view;
8.3.3.1 - give an opinion at discourse level on a wide range of general and
curricular topics;
8.2.2.1 - understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics;
8.3.6.1 - link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information, learn about compound
nouns and compound adjectives
Most learners will be able to:
Listen and read for gist, read for specific information, learn about compound
nouns and compound adjectives, talk about water attractions
Some learners will be able to:
Listen and read for gist, read for specific information, learn about compound
nouns and compound adjectives, talk about water attractions, recommend and
write a blog entry
Assessment
criteria
Learners have met the learning objective if they can: talk about water
attractions and write a blog entry
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
Teacher’s activity Student’s activity
lesson/Time
BEGINNING THE Complete with the
words: costume,
LESSON
statue,
humor, still,
room, mask,
slowly, clothes,
job, paint. Use
the phrases to
present Christina
and Joeto the
class.
Tell the class three
things you
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
remember from the
texts in Ex. 2
1. Which of the
PRESENTATIO
jobs in the
NAND
texts would/
PRACTICE
wouldn’t you
like to do?
Why?
In
three minutes
write a few
sentences.
Read
your
sentences to
your partner .
Ex 6b
2. Fill in: artist,
presenter,
trainer,
guard,
worker,
driver, agent,
surgeon,
designer,
programmer,
pilot,
assistant to
form
compound
nouns. Listen
and check.
Listen again
and repeat.
Mind
the
stressed
syllables. Ex
7a
ENDING
THE
LESSON
Listen to Petra
talking about her
job and work
routine and
complete the table
in your notebook.
Talk about Petra’s
job and work
routine Ex 8a,b
Think of an
unusual job.
Make notes
under the
headings in Ex.
8a. Write a short
text. Present your
Ask various Ss
aroundthe
class to say
three things
they remember
from the text.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Draw Ss’
attention to the
Study Skills box
and readthrough
the examples. •
Explain the task
and any unknown
words. • Allow Ss
some time to
completethe task.
• Play the
recording. Ss
listen and check
their answers
Explain the task. Go
through the table
and make sure that
Ss understand the
vocabulary. •
Encourage Ss to
suggest possible
answers. • Play the
recording. Ss listen
and complete the
table. Play the
recording again if
necessary. • Check
Ss’ answers around
the class.
Explain the task
and ask Ss to work
in small groups
and think of an
unusual job. •
Then ask Ss to
copy the table
Student’s
Book:
Language
review 3a
Workbook: 3a
job to the class.
from Ex. 8a into
their notebooks
and complete it. •
Allow Ss some
time to complete
the task. • Ss share
their jobs with the
rest of the class.
Lesson plan
LESSON: Module 9 Lesson 3
Use of English
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
8.3.3.1 - give an opinion at discourse level on a wide range of general and
curricular topics;
8.6.11.1 - use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar
general and curricular topics
8.2.2.1 - understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics;
8.5.3.2 - write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
All learners will be able to:
Learn about past simple and past continuous
Most learners will be able to:
Learn about past simple and past continuous, learn word formation (-ing/-ed
participles), learn comparatives
Some learners will be able to:
Learn about past simple and past continuous, learn word formation (-ing/-ed
participles), learn comparatives, learn used to/would, talk about types of
media
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Learners have met the learning objective if they can: talk about types of
media, past events
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNING
THELESSON
Teacher’s activity Student’s activity
Assessment
Resources
Reported speech Explain that we can Ss evaluate each Whiteboard
1 Read the theory use the word that to other and encourage Students Book
and answer the
introduce the
classmate
with
questions
reportedspeech or phrases like:
Say then write on we can omit it.
Well
done!
the board: “I’m very
Brilliant! Good job!
tired,” John said.
I like it!
Explain that direct
speech is the exact
words someone says
and it is written in
quotation marks.
Say then write on
the board: John said
(that) he was tired.
Explain that
reported speech is
the exact meaning
of what someone
says but not the
exact words and we
do not use quotation
marks.
1. Read the
PRESENTATIO
sentences.
N
When do we
AND PRACTICE
use the verbs
said?
told?
Ask Ss to
read the
table and
then elicit
when we use
theverbs
said/told
Answer Key We
use said in direct
and reported
speech
without to when it
is not followed by
the person being
spoken to and with
to when it is
followed by the
person
being spoken to.
We use told in
direct and reported
speech
with to + personal
pronoun.
2. Read the
sentences.
When do we
use the verbs
said?
told?
Explain the
task and
then give Ss
time to
complete it.
•Check Ss’
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
answers
• Explain the task
and then give Ss
time to complete
the
task. • Check Ss’
answers
ENDING
THE
LESSON
8.6.11.1
8.5.3.2
3. Fill in: said or
told.
Rewrite the
sentences from
direct into reported
speech.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s) that
this lesson is
contributing to
8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody,
anyone, anything and quantitative pronouns everyone, everything, none, more,
less, a few on a range of familiar general and curricular topics;
8.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
8.6.11.1 - use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar
general and curricular topics
8.3.2.1 - ask more complex questions to get information about a growing range
of general topics and some curricular topics;
8.1.6.1 - organise and present information clearly to others;
Lesson objectives
All learners will be able to:
Learn about past simple and past continuous
Most learners will be able to:
Learn about past simple and past continuous, learn word formation (ing/-ed participles), learn comparatives
Some learners will be able to:
Learn about past simple and past continuous, learn word formation (ing/-ed participles), learn comparatives, learn used to/would, talk
about types of media
Assessment criteria
Learners have met the learning objective if they can: talk about types of
media, past events
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
Teacher’s activity Student’s activity
1.Report the
questions and
commands. Ex5
Answer Key
1 He asked where
the manager’s
office was. 2 He
asked me if
To practise
Fatiha was at the
reported
meeting. 3 Inkar
questions/
saidto/told Azat
commands
Explain the task
not to forget his
and give Ss time to papers. 4 He told
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
complete it.
Then, check Ss’
answers.
2. Read the
theory and
report the
sentences.
Use the
special
introductory
verbs in
brackets. Ex
6
To
present/practi
se reporting
verbs
• Ask Ss to
read the table
and then give
them time to
complete the
task. • Check
Ss’ answers
and then refer
Ss to the
Grammar
Reference
section for
more
information.
3.
Read
the theory box.
Then, complete
each sentence with
the correct noun
formed from the
words in brackets.
Ex 7
To present/practise
word formation
(people nouns from
verbs/nouns) • Read
out the theory box
and the examples. •
Then give Ss time
to complete the
sentences by
me tocheck if the
file was on his
computer. 5 Lucy
asked Ben if he
had read the
report. 6 Mum
said to/toldNurlan
to wake up.
Answer Key 1
He ordered me to
go to my room. 2
She asked himto
give her the book.
3 Ulan apologized
for shouting at
me. 4 He refused
to go to the shop.
5Sholpan offered
to show Nurgul
how to use the
cash register.
Answer Key
1 writer 4 artist,
mathematician
2 actor 5
president
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
forming a noun
from the words in
brackets. • Check
Ss’ answers around
the class.
4. Phrasal verbs
(take) 8 Read the
box, then complete
the sentences. Ex 8
To present/practise
phrasal verbs with
take
Read out the box
and explain the task.
Give Ss time to
complete the task. •
Check Ss’ answers.
5. Work in groups
of three. Two of
you act out a short
dialogue about what
jobs you want to do
when you’re older.
The third reports the
dialogue to another
group. Ex 9
To act out a
dialogue and
practice reported
speech
Explain the task and
divide the class into
groups of three. •
Ask two of the
students to act out a
short dialogue of
two exchanges. •
Ask the third
student to make
notes and then
report what was
said to another
group. • Monitor the
activity around the
class and swap the
roles of the Ss so
every takes a turn at
reporting. •
Encourage Ss to
include statements,
questions and
commands and to
ENDING
THE
LESSON
use reporting verbs
wherever
Ask various Ss
around the
class to read
theiremails
aloud to the
class.
(Other Ss listen
carefully and
ask questions if
necessary)
Workbook: 3b
& Use of
English 3
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 5
Skills
School:
Date:
Teacher name:
CLASS:
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
absent:
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;
8.2.7.1 - recognize typical features at word, sentence and text level of a
growing range of spoken genres;
8.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
8.3.6.1 - link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
8.3.2.1 - ask more complex questions to get information about a growing
range of general topics and some curricular topics;
8.2.8.1 - understand extended narratives on a wide range of general and
curricular topics
All learners will be able to:
Listen and read for gist, read for specific information, learn phrasal verbs with
keep
Most learners will be able to:
Listen and read for gist, read for specific information, learn phrasal verbs with
keep, decide what to watch on TV
Some learners will be able to:
Listen and read for gist, read for specific information, learn phrasal verbs with
keep, decide what to watch on TV, create and present a TV guide
Assessment
criteria
Learners have met the learning objective if they can: create and present a TV
guide
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
Teacher’s activity
lesson/Time
BEGINNINGTHE Read the title and
look at the
LESSO
picture. What
does Dylan do for
a living? Think of
three questions
you would like to
ask him. Read the
text and see if you
Student’s activity
Recording
Suggested Answer
Key Dylanis an
artist. 1) When did
Dylan first begin
painting? (As a
child) 2) How did
Dylan become
known in the art
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
can answer them. world? (Through art
Ex 1
shows) 3) What
advice wouldDylan
To predict the
topic of the text; give to other young
to read for specific people about
information • Read finding a job?
the title of the text (Don’t let anyone
aloud and direct Ss’ tell you that you
attentionto the
can’t do what you
picture. • Elicit Ss’ love.)
guesses as to what
Dylan does for a
living and elicit
three questions from
the class. • Give Ss
time to read the text
and see if they can
answer the
questions.
Read the text and Answer Key A 5 B Ss evaluate each Whiteboard
complete the gaps 3 C 7 D 1
other and encourage Students Book
(A- F) with the parts E 4 F 2
classmate
with
of the sentences (1- Suggested Answer phrases like:
7).
Key
Well
done!
There is one extra A: What kind of job Brilliant! Good job!
part. Then explain would you like to I like it!
the
do for a living? B:
words in bold.
I’d like to be a pilot.
Listen, read and
A: Really? Why? B:
check.
Well, I don’t mind
Ex 2
working long hours
To read for
or shifts
cohesion and
coherence
Ask Ss to read the
parts of sentences 17 and then allow Ss
time to read the text
again and complete
the task. • Check
Ss’ answers
2. Which of the
following would
you consider when
choosing a career?
Discuss in pairs. Ex
3
To present and
practise topicrelated
vocabulary;to
discuss choosing a
career
Go through the list
of phrases and
explain or elicit the
meanings of any
unknown words and
ask Ss to read out
the example
dialogue. • Ask Ss
to
discuss in pairs
what is important to
them when
choosing a career
following
the example. •
Monitor the activity
around the class and
then ask various Ss
to tell the rest of the
class what they
discussed.
3. Listening 4 a)
Look at the CV
below.
What type of
information is
missing? Ex
4
To present a CV; to
prepare for a
listening task
Ask Ss to look at
the CV and elicit
what
type of information
is missing (e.g. a
name, a phone
number, etc). Check
answers around the
class.
Listen and complete
the gaps. Write in
your note book,
Imagine you want
to apply for a parttime job as a shop
assistant. Write
your CV in your
notebook
Listen to the text in
Ex. 2 again. Work
in pairs. Interview
Dylan. Prepare your
questions based on
the text. Ask: what
ENDING
THE
LESSON
8.3.2.1
8.6.5.1.
his job is; how he
started; where he
works; how much
he earns; how he
feels about his job.
Then take roles and
act out your
interview. Record
yourselves. Ex 5
To compose and act
out an interview
Explain the task and
divide Ss into pairs.
• Play the recording.
Ss listen to the text.
• Give Ss time to
think of questions to
ask Dylan and find
the answers in the
text. • Then ask
pairs to take roles
and act out their
interviews for the
class. Record the
interviews.
Interview a
Workbook: 9c & Ss evaluate each Whiteboard
person you know PresentationSkills other and encourage Students Book
who has a jobthat 4
classmate
with
you find
phrases like:
interesting. You
Well
done!
can use questions
Brilliant! Good job!
similar to the
I like it!
ones in Ex. 5.
Recordthe
interview and
then write a short
article about
them for the
school magazine
Lesson plan
LESSON: Module 9 Lesson 6
Every day English 9 D
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s) that
this lesson is
contributing to
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;
8.2.7.1 - recognize typical features at word, sentence and text level of a
growing range of spoken genres;
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts;
8.4.9.1 - recognise inconsistencies in argument in short texts on a limited
range of general and curricular subjects
8.2.8.1 - understand extended narratives on a wide range of general and
curricular topics
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information, learn intonation when
expressing feelings
Most learners will be able to:
Listen and read for gist, read for specific information, learn intonation when
expressing feelings, roleplay a dialogue
Some learners will be able to:
Listen and read for gist, read for specific information, learn intonation when
expressing feelings, roleplay a dialogue, make up own dialogue
Assessment
criteria
Learners have met the learning objective if they can: express feelings with the
correct intonation in the dialogues
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNIN
G THE
LESSON
Teacher’s activity Student’s activity
A job interview 1
Read the advert.
What is it about?
Ex 1
To read for gist
Ask Ss to read the
advert and then
elicit what it is
about.
Recording
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
1. Listen and repeat. 4. Listen to the
Ss evaluate each Whiteboard
• Come in and sit dialogue again. In other and encourage Students Book
down. • Why do
pairs, take roles and classmate
with
you want to work read it aloud. Ex 5 phrases like:
for us? • I am
To act out a
Well
done!
hardworking, honest dialogue
Brilliant! Good job!
and patient. • There Play the recording. I like it!
are a number of
Ss listen and then
other
take roles
candidates. • Thank and read out the
you for your time. • dialogue in pairs. •
I’m
Remind Ss to
looking forward to pay attention to the
hearing from you. rhythm of the
Ex 2
conversation. •
To present language Monitor the activity
related to a job
around the class and
interview
then ask
Play the recording some pairs to read
with pauses for Ss out the dialogue in
to repeat
front of the
either chorally or class
individually. • Pay 5. In pairs, write a
attention to
similar interview
Ss’ pronunciation and/or act it out
and correct as
in front of the class.
necessary
Use the dialogue in
Ex. 3 as a
2. The sentences
model. Ex 6
above are from the To practise roledialogue below.
playing
What is the
Ask Ss to work in
dialogue about? Is pairs and act out a
the dialogue formal similar
or informal? Listen dialogue using the
and check. Ex 3
dialogue in Ex. 3 as
To predict the
a model. •
content of a
To help Ss draw the
dialogue
following diagram
Ask Ss to read the on the
sentences in Ex. 2 board and elicit
again and
appropriate phrases
elicit Ss’ guesses as Ss should use.
to what it may be Write them on the
about and
board. Ss can refer
what style it is. Play to the diagram
the audio for Ss to while doing the
listen and
task.
read and check if Listen and repeat. •
their guesses were part time • sales
correct
assistant •
3. Find sentences in hardworking •
the dialogue which footsteps • video
mean: ex 4
games . ex 7
To learn
To learn intonation
synonymous
in compound nouns
phrases
Play the recording
Read out the
with pauses for Ss
phrases in the list to repeat either
and give Ss time to chorally or
find the
individually. • Pay
synonymous ones in attention to Ss’
the dialogue and
pronunciation and
then
correct as necessary
check Ss’ answers
around the class.
ENDING
THE
LESSON
Ss in pairs
prepare similar
dialogues and
then act them
out.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 7
Every day English 9e
School:
Date:
Teacher name:
CLASS:
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
absent:
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;
8.6.5.1 - use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text level of agrowing
range of spoken genres;
8.1.6.1 - organise and present information clearly to others;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics;
8.3.8.1 - recount some extended stories and events on a range of general and
curricular topics
All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, present two festivals
Some learners will be able to:
Listen and read for gist, read for specific information, present two festivals,
write about cultural festival
Assessment
criteria
Learners have met the learning objective if they can: present and write about
festivals
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNIN
G THE
LESSON
Teacher’s activity Student’s activity
Look at the
pictures and read
the titles of the
texts. What do
people celebrate
on these days?
Read through to
find out. Ex 1
To introduce the
topic; to read for
Recording
Suggested
Answer Key
People celebrate
May Day in the
UK and Women’s
Day in
Kazakhstan.
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
gist
Direct
Ss’
attention to the
titles of the text
and the pictures
and elicit what Ss
think
people
celebrate on these
days. Allow Ss
time to read
through the texts
and find out
1. Read the texts
Video
and complete the Ask Ss to use their
gaps with words
dictionaries
derived from the
to look up the
words in brackets. meanings of the
Listen and
words in the Check
check. Ex 2
these words box. •
To read for
Play the video for
cohesion and
Ss
coherence; to
and elicit their
practise word
comments.
formation
Explain the task.
Allow Ss time to
read the texts and
complete the gaps
with derivatives of
the words in
brackets. • Remind
Ss to read the
completed texts for
cohesion and
coherence and then
check Ss’ answers.
2. Listen to and read
the texts again.
Make notes under
the headings: name
of festival/holiday –
date – why is it a
special day –
celebrations. Use
your notes to
present the festivals
to the class ex 3
To read and listen
for key information;
to
compare festivals in
two countries
Ask Ss to copy the
headings into their
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
notebooks
and then ask Ss to
read the texts again
and make
notes under the
headings. • Then
ask individual Ss
to come up in front
of the class and give
a short
presentation on the
festivals to the class
using
their notes.
ENDING
THE
LESSON
3. Think of a public
holiday in your
country. Make
notes under the
headings in Ex. 3.
Use your notes
to write a short text
for the school
English
magazine. Ex 4
To write a text
about a public
holiday in your
country
Explain the task and
ask Ss to make
notes in
their notebooks
under the headings
in Ex. 3 for a
public holiday in
their country. •
Then allow Ss
time to use their
notes to write a
short text. Ask
various Ss to read
out the texts to the
class.
Ask various Ss to Student’s book:
read their text to the Language Review
class. Alternatively, 3e
assign the task as
HW and check Ss'
answers in the next
lesson.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 8
Across the Curriculum
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s) that
this lesson is
contributing to
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
8.4.9.1 - recognise inconsistencies in argument in short texts on a limited
range of general and curricular subjects
8.3.5.1 - interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks;
8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody,
anyone, anything and quantitative pronouns everyone, everything, none, more,
less, a few on a range of familiar general and curricular topics;
8.2.8.1 - understand extended narratives 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;
8.3.3.1 - give an opinion at discourse level on a wide range of general and
curricular topics;
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, read for order
Some learners will be able to:
Listen and read for gist, read for specific information, read for order, present a
monologue
Learners have met the learning objective if they can: present a monologue
Assessment
criteria
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Cross - curricular
links
Entertainment & the Media
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNIN
G THE
LESSON
8.2.2.1.
Teacher’s activity Student’s activity
What is the
story A
Christmas
Carol about?
Answer Key It is
about a miser
called Ebenezer
Scrooge who
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
8.4.6.1.
8.4.9.1.
Read the
mistreats his
biography to
employee, but his
find out. Ex
life changes after
1
some unusual
visitors
To read for gist
Ask Ss to read
the short
biography to
find out what
‘AChristmas
Carol’ is
about. Elicit
answers
PRESENTATIO 1. Listen to and read Ask Ss to use their
the text. For
dictionaries to look
NAND
questions 1-3,
up the meanings of
PRACTICE
8.2.8.1
choose the correct the words in the
8.4.2.1
answer (A, B, C or Check these words
8.3.3.1
D). Then, explain box. • Play the
8.3.5.1
the
video for Ss and
8.6.6.1
words in bold. Ex 2 elicit their
To read for specific comments.
information
Ask Ss to read the
questions 1-3 and
the answer choices.
Then give them
time to read the
main text
and choose the
correct answers for
the questions. •
Check Ss’ answers.
2. Which adjectives
best describe
Scrooge? The clerk?
Ex 3
To make inferences
and describe
characters in a
story
Read out the list of
adjectives and
explain or elicit
the meaning if any
unknown words. •
Then allow Ss
time to consider
which ones apply to
which
characters in the
story by making
inferences. • Ask
various Ss to tell the
Well
done!
Brilliant! Good job!
I like it!
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
ENDING
THE
LESSON
class giving reasons
for their
answers.
To make a positive
change by being a
global citizen you
can:
volunteer for a
group that helps
your local
community.
sign a petition that
campaigns for
positive action to
help the
environment.
email/tweet your
local MP or a world
leader to encourage
them to make a
positive change.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 9
Writing
School:
Date:
Teacher name:
CLASS:
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
absent:
8.4.1.1 - understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts;
8.2.7.1 - recognize typical features at word, sentence and text level of agrowing
range of spoken genres;
8.4.2.1 - understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts;
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts;
8.5.2.1 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics;
8.5.3.2 - write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for cohesion and coherence
Some learners will be able to:
Listen and read for gist, read for cohesion and coherence, write an email
reviewing a concert
Assessment
criteria
Learners have met the learning objective if they can: write an email reviewing
a concert
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Entertainment & the Media
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
BEGINNIN
G THE
LESSON
8.4.1.1
Teacher’s activity Student’s activity
Assessment
Resources
To read for specific Students book
information
Ask Ss to read the
text and then elicit
what the problem is.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
1. Read the essay.
What is the writer’s
Ss evaluate each Whiteboard
other and encourage Students Book
opinion on the
topic? What
reasons/examples
do they use to
support
their opinion? What
is the opposing
viewpoint? Ex 1
To identify an
opinion and read for
structure and
content
Ask Ss to read the
essay and the elicit
answers to the
questions.
Suggested
Answer Key First
of all: Firstly
Secondly:
Furthermore For
instance: For
example
2.
Read However: On the
the model again and other hand In
replace the linkers conclusion: All in
in bold with other
all
appropriate ones
from the Useful
Language box. Ex 2
To read for
comprehension; to
substitute linkers
Ask Ss to read the Suggested
TIP box and explain Answer Key
any points
Many university
they are unsure of. • students want to
Then give Ss time spend some time
to read
studying abroad.
through the model However, is this
again and the
beneficial? I
Useful Language
believe all
box. • Direct Ss’
students should
attention to the
spend some time
linkers in bold in
abroad as it offers
the
a number of
model and elicit
benefits
appropriate
alternatives from
the
Useful Language
box from various Ss
around the
class
3. Read the rubric.
Then match the
viewpoints below
(13) to their
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
ENDING
THE
LESSON
reasons/examples
(A-C). Compare
with
your partner. Ex 3
Ss to read the rubric
and then read the
viewpoints
and the reasons.
Give Ss time to
match the
viewpoints to the
reasons and then
elicit answers from
Ss around the
class. • Play the
recording. Ss listen
and check.
4. Use ideas from
Ex. 3 and phrases
from the Useful
Language box to
write your essay
(120-180 words).
Follow the plan. Ex
4
To write an opinion
essay
Direct Ss to the plan
and give them time
to
complete the task
using their answers
to Ex. 3.
Remind Ss to use
appropriate linking
words/ phrases.
Alternatively,
assign the task as
HW and check Ss’
answers in the
following lesson.
Ss present their
Student’s Book:
writings.
Self-Check3
Workbook´3g
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 10 – 11
Summative assessment for Unit 9
Edutainment 9
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objectives(s) that
this lesson is
contributing to
8.1.1.1 - use speaking and listening skills to provide sensitive feedback to peers;
8.5.1.1 - plan, write, edit and proofread work at text level with little support on
a growing range of general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text level for a range of
written genres on familiar general and curricular topics;
8.6.1.1 - use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics;
8.6.13.1 - use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a... that in giving explanations on a
range of familiar general and curricular topics
8.1.3.1 - respect differing points of view;
8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
8.2.1.1 - understand with little or no support the main points in extended talk on
a wide range of general and curricular topics;
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information, learn about values
Most learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a
quiz
Some learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a
quiz, write a quiz
Assessment
criteria
Learners have met the learning objective if they can: discuss the values
Value links
Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
Cross-сurricular
links
Entertainment & the Media
ICT skills
Using videos& pictures, working with URLs
Previous learning
Daily routines & free-time activities
Plan
Part of the
lesson/Time
Teacher’s activity Student’s activity
Assessment
Resources
1. What does it
Listen to and read Ss evaluate each Whiteboard
mean to works as a the song. What jobs other and encourage Students Book
team? Read what does the singer
classmate
with
various people say. mention?
phrases like:
Do you agree or
To consolidate
Well
done!
not?
vocabulary learnt in Brilliant! Good job!
Tell your partner. the module/to write I like it!
Ex 1
a quiz
To discuss the value Explain the task and
of working as a
allow Ss time to
team and
work in pairs and
agreeing/disagreein look through the
g with an opinion module and think of
Ask Ss to read the quiz questions.
list of quotes about Tell Ss they can use
working as a team the quiz in the
and ask Ss to
previous task as a
discuss in pairs
model. Offer an
what it means
example (e.g. A
and which quotes plumber fixes
they agree with.
electrical problems.
Monitor the activity [F]).
around the class and Ss can swap their
then elicit further quiz with another
answers from Ss
pair and do it and
around the class.
then report back to
the class.
2. Why do you
What is your dream
think employers
job? In three
consider the ability minutes, write down
to be a “team
a few sentences
player” as one of about the job that
the most important you think is suitable
qualities in an
for you. Say: what
employee? Discuss the job is, what you
in pairs.
have to do and why
Expressing an
you like it. Read
opinion
your sentences to
Give Ss time to
the class.
consider their
To listen and read
answers to the
for gist
question in pairs. Play the recording.
Ask various Ss to Ss listen and read
share their answers and see what jobs
with the rest of the the singer Mentions.
class.
To discuss your
Do the quiz. Decide dream job
if the sentences are Ask Ss to think
T (true) or F (false) about the question
To test knowledge in the rubric.
learnt in this
Ask various Ss to
module/ to do a quiz discuss their
Explain the task.
thoughts and then
Allow Ss some time share their answers
to read the
with the class.
statements and mark
ENDING
THE
LESSON
them as true or
false.
Tell Ss they can
review the module
and find the
relevant information
to help them if
necessary.
Suggested
To discuss the
main message of Answer
Key
the song and
express an
The singer feels
opinion
• Ask Ss to
happy and
think about carefree when
the question he/she listens to
in the
music.
rubric.
• Ask various
I also feel happy
Ss to discuss
when I listen to
their thoughts
music and it
and then share
helps me escape
their answers
my worries for a
and their
while.
opinions with
Play the video and
the class.
elicit Ss’ comments
at the end.
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
Lesson plan
LESSON: Module 9 Lesson 12
School:
Date:
Teacher name:
CLASS:
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson
objectives
absent:
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.4.2.1 - understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts;
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.2.5.1- recognize the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.5.6.1- link, independently, sentences into coherent paragraphs using a variety
of basic connectors on a range of familiar general topics and some curricular
topics
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks;
8.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
All learners will be able to:
use some language from the module to express views and pose some relevant
activity accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of
relevant activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a
range of relevant activity accurately
Previous
learning
Plan
Part of the
lesson/Time
Beginning the
lesson
Environment vocabulary
Teacher’s activity Student’s activity
Describe the
picture. What
is a green
roof?Discuss.
Ex 1
A green roof is a
roof of a building
that is
partly or totally
covered in
vegetation:
grass, flowers or
any other kind of
Green roofs help
the environment
becausethey
reduce heating
and cooling
needsof
buildings.
Also, they give
wildlife a natural
habitat to live in
Assessment
Resources
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it!
plant.
Under the soil in
which the
vegetation grows
are several layers
which prevent
water and
roots from
damaging the
original roof.
How do you think
green roofs help
theenvironment?
Ex 2
Read the text and Suggested
Ss evaluate each Whiteboard
mark the
Answer
other and encourage Students Book
sentences as T
Green roofs look
classmate
with
(true) or F (false). very nice and are a phrases like:
Ex 3
colorful
Well
done!
Match the words in change if you live in Brilliant! Good job!
bold (1-13) in the a drab and grey city. I like it!
text to their
If
meanings (a-m). Ex you have a green
4
roof you can save
money on
Say two things that heating costs. Also,
impressed you
they encourage
from the text. Give insects
reasons. Ex 5
and birds to set up
Suggested Answer home.
I was impressed
Use the Internet
with the fact that
and/or other
green roofs
available resources
can be built in the to find out
middle of the city. more about ‘green
I liked the idea that roofs’. Write
roof gardens can
about: ex 7
save you
(Ss’ own answers)
money in heating These are some of
costs, which means the many websites
they are
that Ss
better for the
can collect
environment.
resources from.
In pairs, read the
http://www.greenro
text again and
ofs.com/
discuss the
http://www.greenr
advantages of
oofs.org/
having a
green roof. Ex 6
Ending the lesson
Use the Internet
and/or other
available
resources to find
Ss evaluate each Whiteboard
other and encourage Students Book
classmate
with
phrases like:
a similar story.
Then presentit to
the class
Well
done!
Brilliant! Good job!
I like it!