Short term plan 49 Term 3 Unit 5 "Reading for pleasure" Date: School: № 65 Teacher’s name: Grade Number present: Theme of the lesson: Books and films: genres. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Plan Number absent: 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.15.1 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics All learners will be able to: Recognize and understand vocabulary of film genres, key phrases about likes and dislikes. Do a questionnaire on books and films. Identify verbs that are followed by -ing or to. Most learners will be able to: talk about likes and dislikes using verbs followed by -ing and to. Some learners will be able to: produce extended sentences talking about likes and dislikes. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; 2. Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions. An adventure story, a science fiction, a detective story, a thriller, a mystery, a western, a romance, a horror film, a spy film Appreciation the art of literature. Literature. Skills round-up 4. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, Internet, CD Breaks and physical activities used. Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.56. Answering questions. 1. What is the title of the last books you read? 2. Who is your favorite book character? 3. Why is reading a book better than watching a movie? Ex.1 p.56. Matching task. Answers: 1) a detective story 2) a romance 3) a horror story 4) a fantasy 5) a comedy 6) a musical 7) an adventure story/film 8) a science fiction story/film Ex.2 p.57. Sorting exercise. Ex.3 p.57. Discussing questionnaire. Main Activities Ex.4 p.57. Table completion. 35 min Answers: to: decide, 'd prefer, need -ing: prefer, love, finish Ex.5 p.57. Classifying words. Ex.6 p.57. Cued sentences. Ex.7 p.57. Speaking in a form of discussion. Extra task. Writing practice. Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. completes sentences using the rules of gerunds and infinitive. discusses the questions Giving the home task. WB p.40. Ending the Self-reflection. lesson Students attach their boat in the appropriate area of the map that reflects their emotions 2 min and mood after the lesson. Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 50 Term 3 Unit 5 "Reading for pleasure" Date: School: № 65 Grade Number present: Teacher’s name: Number absent: Theme of the lesson: Movie technology. 8.4.3.1 give an opinion at discourse level on a wide range of general and Learning objectives(s) that curricular topics this lesson is 8.3.2.1 understand specific information and detail in texts on a growing range of contributing to familiar general and curricular topics, including some extended texts All learners will be able to: identify the meaning of the text about the history of cinema. use suffixes -er and -or. Lesson objectives Most learners will be able to: discuss and give opinions about the use of technology in the movies. Some learners will be able to: express ideas about the history of cinema building extended sentences. Provide a point of view in conversations and discussions. Assessment criteria Identify particular information and details in reading passage. Target language Computer-generated images, 3D, digital projectors, sound, surround-sound. Value links Technology literacy. Cross curricular Literature, Art. links Previous learning Books and films: genres. Smart board for showing a presentation, getting additional information, playing Use of ICT the audio files. Resources Teacher’s book, Oxford vocabulary book, internet, CD Health and Safety Differentiation Breaks and physical activities used. Strong students will be able identify the meaning of the text about the history of Weak Students will be able to do ex.3,4 cinema, answer the questions ex.5 p.58 Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What do you know about the history of cinema? When did people make the first films? Have seen any very old films? What were the films like? (silent, in black and white). How are films continuing to improve now? Main Activities 35 min Ex.1 p.58. Predicting and guessing. Answers: 1) colour 2) sound 3) 3D 4) surround-sound 5) computer-generated images 6) digital projectors Ex.2 p.58. Detailed reading. Answering questions. Answers: 1) In 1902. 2) There were more than 4.000. 3) They listened to a pianist. 4) Some actors lost their jobs because they didn't have good voices or because they could not act and speak at the same time. 5) Surround-sound became popular in the 1970s. 6) With future technology it is possible that we will be able to feel a character's emotions by connecting our bodies to special cinema seats. Ex.3 p.58. Word formation activity. Answers: 1) viewer 2) producer 3) actor 4) projector Ex.4 p.58. Word formation activity. Answers: 1) director 2) speaker 3) conductor 4) inventor 5) painter 6) translator Ex.6 p.58. Speaking in a form of discussion. Descriptor: A learner: Ending the lesson 2 min expresses his/her opinion while answering the questions.. completes sentences with right phrases do word formation activity Giving the hometask. WB p.44 Self-reflection. "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. Additional information Assessment – how are you planning check learners’ and whichtopair worked well. learning? • • • Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 51 Term 3 Unit 5 "Reading for pleasure" Date: School: № 65 Grade 8 Number present: Theme of the lesson: Could, can, will be able to Learning objectives(s) that this lesson is contributing to Teacher’s name: Number absent: 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics All learners will be able to: recognize the present perfect with still, yet, just and already. Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Most learners will be able to: apply the present perfect with still, yet, just and already. Some learners will be able to: use the present perfect with still, yet, just and already fluently. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. Smell, enjoy, wear, connect, feel, and hear. Appreciation the art of literature. Literature. Movie technology. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, internet, CD Breaks and physical activities used. Strong students will be able to write sentences about their past, present and future abilities. Weak Students will be able to complete the sentences with could, couldn’t, can, can’t, ‘ll be able to and won’t be able Plan Planned timings Beginning the lesson 3 min Main Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. 1) Can we create realistic special effects now? (Yes, we can). 2) Can we feel the same emotions as the characters on the screen now? (No, we can't). 3) What was possible in the 1930s? (producers could include songs, ...) 4) What is possible now? (film makers can now create special effects, ...) 5) What will be possible in the future? (we'll be able to connect our bodies ...) Ex.1 p.59. Recognition exercise. Activities 35 min Answers: 1) could 2) can 3) be able to 1. Ability and possibility. 2. Film producers couldn't include songs. They can't create very realistic special effects. We won't be able to feel the character's emotions. 3. Yes, they do. Ex.2 p.59. Sentence completion task. Answers: 1) can't 2) can 3) won't be able to 4) couldn't 5) could 6) 'll be able to Ex.3 p.59. Filling in gaps. Answers: 1) could smell 2) couldn't hear 3) couldn't wear 4) can enjoy 5) 'll be able to feel 6) 'll be able to connect Ex.4 p.59. Completion drill. Asking and answering questions. Extra task. Writing practice. Descriptor: A learner: •selects an appropriate topical vocabulary. •completes sentences using modal verbs. does different tasks using modal verbs. Giving the hometask. WB p.41 Self-assessment. Ending the How well do I understand? 4 - I can do this and explain it to someone else. lesson 3 - I understand and can do this by myself. 2 min 2 - I need more practice. 1 - I don't understand this yet. Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their and others’ ideas Тексерілді Short term plan 52 Ж.Аршабаева Term 3 Unit 5 "Reading for pleasure" Date: 16.01.2020 School: № 65 Grade 8 з Number present: Theme of the lesson: Vocabulary and listening: Books and films: features Learning objectives(s) that this lesson is contributing to Assessment criteria Target Language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.4.7.1 develop and sustain a consistent argument when speaking or writing 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 8.4.7.1 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: Lesson objectives Teacher’s name: F.Ybyray recognize and use vocabulary of the features of books and films. Most learners will be able to: identify major concepts and ideas from an interview about books. Some learners will be able to: talk about films and books building extended sentences. Make an argument and evolve reasoning while speaking. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify facts and details in extended talks with little support. Special effects, novelist, film director, theme, subtitles, blockbuster, best-seller, plot, scene, character, biography, cast, setting, script, publisher. Appreciation the art of literature. Literature, Art. Could, can, will be able to Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, internet, CD Breaks and physical activities used. Strong students will be able to write different questions about films and books. Weak Students will be able to describe film actors. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What is your favourite film? What do you like about the film? Which part of the film do you like best and which character? Main Activities 35 min Ex.1 p.60. Conveying the meaning of new words. Classifying words. Answers: Books only: novelist, best-seller, publisher Films only: special effects, film director, subtitles, blockbuster, scene, cast, script Both books and films: beginning, ending, theme, plot, character, biography, setting Ex.2 p.60. Word and meaning matching. Answers: 1) cast 2) blockbuster 3) novelist 4) best-seller 5) biography 6) script 7) subtitles 8) setting Ex.3 p.60. Gist listening. Matching task. Answers: 1) plot, characters 2) characters, ending 3) plot 4) crime, setting, characters Ex.4 p.60. Listening for specific information. Blank-filling. Answers: 1) school 2) theme 3) science fiction 4) author/writer 5) characters 6) fantasy fiction 7) Australian 8) character Ex.5 p.60. Speaking in a form of discussion. Descriptor: A learner: gives reasonable arguments. uses the topical vocabulary while talking about a news story. chooses the right answers. listens for specific informаtion Giving the hometask. WB p.42 Self-reflection. Pair share Ending the At the end of a lesson learners share with their partner: lesson Three new things they have learnt. 2 min What they found easy. What they found difficult. Something they would like to learn in the future. Additional information worked well. Assessment – how are you planning to check learners’ learning? Critical thinking . Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Observation Feedback on the work Self-assessment Тексерілді Short term plan 53 Term 3 Unit 5 “Reading for pleasure” Date: 23.01.2020 School: №65 Grade 8 з Number present: Theme of the lesson: Second conditional Learning objectives(s) that this lesson is contributing to Ж.Аршабаева Teacher’s name: F.Ybyray Number absent: 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics All learners will be able to: recognize and understand the form and use of the second conditional. Lesson objectives Assessment criteria Most learners will be able to: apply the second conditional to talk about imaginary situations. Some learners will be able to: produce extended sentences using the second conditional. Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Convey fantasy ideas. Differentiate between if/unless in second conditional clauses. Appreciation the art of literature. Literature. Books and films: features Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard Breaks and physical activities used. Strong students will be able to write second conditional sentences with the adjectives. Weak students will be able to write second conditional sentences. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.61. Recognition exercise. Answers: 1) did 2) had 3) would 4) 'd 5) wouldn't Rules Main Activities 35 min 2. past simple 3. would, wouldn't Ex.2 p.61. Opening the brackets. Answers: 1) 'd enjoy; liked 2) had; wouldn't believe 3) wouldn't watch; hated 4) would be; changed 5) wouldn't be; didn't go 6) bought; 'd come Ex.3 p.61. Asking and answering questions. Answers: 1) What would you do if you became invisible? 2) If you travel back in time and meet Abai Qunanbaiuly, what would you ask him? 3) If you had a special power, what would it be? 4) If you were a superhero, would you tell your friends? 5) Would you love a person if you discovered he or she was a vampire? Ex.4 p.61. Speaking in a form of interview. Extra task. Writing practice. Descriptor: A learner: •uses imagination to express thoughts, ideas, experiences and feelings. •make up sentences with the second conditional. can make an interview Giving the hometask. WB p.43. Self-assessment. Ending the How well do I understand? lesson 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 min 2 - I need more practice. 1 - I don't understand this yet. Additional information worked well. Assessment – how are you planning to check learners’ learning? Critical thinking . Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Observation Feedback on the work Self-assessment Тексерілді Short term plan 54 Г.Тастанбекова Term 3 Unit 5 "Reading for pleasure" Date: 23.01 - 24.01.2020 School: №65 Grade 8в 8е Number present: Theme of the lesson: Speaking: Expressing preferences and recommending. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: F.Ybyray Number absent: 8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.2.5 recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.4.7 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 a dialogue in which people express preferences and recommend. Recognize key phrases for expressing preferences and recommending. Most learners will be able to: Recommend films to a friend. Some learners will be able to: Create and act out their own dialogues on the topic. Discuss a problem in groups and suggest a solution to a problem. Identify the position of speakers in an extended talk with some support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. What about this one? I’d only recommend that if…. I don’t fancy that. You might like. I’m not a big fan of…. Try this one. Appreciation the art of literature. Literature, Art. Second conditional. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard Breaks and physical activities used. Strong students will be able to prepare a dialogue about film. Weak students will be able to make sentences about film. Plan Planned timings Planned activities Beginning the lesson 2 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. Who has seen a good film recently? Would you recommend this film? Main Activities 35 min Do you think ... would enjoy this film? What do you say to someone if you want to recommend a film? Ex.1 p.62. Picture description. Answers: Tom and Caitlin are in the library. They are choosing a film. Ex.2 p.62. Gist listening. Answers: Tom chooses a comedy.. Ex.3 p.62. Classifying phrases. “Who said what?” questions. Role-play. Answers: Respond to recommendations: I don't fancy that. I'm not a big fan of ... Tom: What about this one?, I don't fancy that. I'm not a big fan of ... Caitlin: I'd only recommend that if ..., if they had (Avatar), I'd recommend that. You might like ..., Try this one. Ex.4 p.62. Answering multiple-choice questions. Answers: 1) a 2) a 3) b Ex.5 p.62. Table completion. Asking and answering questions. Ex.6 p.62. Creative exercise. Speaking in a form of a dialogue. Descriptor: A learner: brainstorms ideas while speaking in a group. identifies the author’s point of view and circles the correct answer. uses appropriate subject-specific vocabulary while speaking. asks and answers questions speaks in a form of dialogue Giving the hometask. SB ex.6 p.62. Peer-assessment. Rubric Category Fluency Ending the lesson 2 min Spelling and Grammar Presentation/ Memorization Pronunciation/ Expression Excellent 4 pts Author demonstrates normal pace, not too fast, not to slow. There are no spelling, punctuation, or grammar errors. Dialogue is well organized and flows like a natural conversation. No pronunciation errors are noted. Conversation is recited with appropriate expression. Good 3 pts Author demonstrates adequate normal pace, not too fast, not to slow. Fair 2 pts Author demonstrates some normal pace, not too fast, not to slow. There are 1-2 spelling, punctuation, or grammar errors. Dialogue is fairly well organized and mostly flows like a natural conversation. There are 3-4 spelling, punctuation, or grammar errors. Dialogue is slightly confusing and somewhat flows like a natural conversation. Poor 1 pts Author demonstrates little normal pace, not too fast, not to slow. There are more than 4 spelling, punctuation, or grammar errors. Dialogue is hard to follow and doesn't flow like a natural conversation. There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate There are 5 or more pronunciation errors. Appropriate expression not expression. expression. used. Additional information difficult to them and which pair worked well. Assessment – how are you planning to check learners’ learning? Critical thinking . Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Observation Feedback on the work Peer-assessment Short term plan 55 Тексерілді Term 3 Unit 5 "Reading for pleasure" Date:23.01- 24.01.2020 School: №65 Grade 8 в Number present: 8е Theme of the lesson: Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Г.Тастанбекова Teacher’s name: F.Ybyray Number absent: Writing: A review of a book. 8.1.10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of 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 All learners will be able to: Understand the general writing structure of a book review. Use key phrases to express facts and opinions for a review of a book or film. Most learners will be able to: Write a book review using writing guide. Some learners will be able to: Write a book review without support. Consider different perspectives on the world orally or in a written form. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; Make a clear plan of writing; Write a text; Check the written draft. I have recently read… I’d like to recommend… The main character is… The setting is… I particularly enjoyed… I’d / I wouldn’t changed it. Appreciation the art of literature. Literature. Expressing preferences and recommending. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard Breaks and physical activities used. Strong students will be able to write a review of a book with the help of key-phrases. Weak students will be able to answer the questions. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. How do you decide which films you want to see or which books you want to read? What can you read to find information about a book or film? Main Activities 35 min Ex.1 p.63. Reading for general understanding. Comprehension questions. Answers: 1) Paragraph 1 2) Paragraph 3, 4 3) Paragraph 2 describes the setting. 4) Paragraph 3 mentions the theme. 5) People who enjoy historical fiction, drama and realism would enjoy this book. Ex.2 p.63. Classifying phrases. Answers: Phrases which introduce an opinion: I'd like to recommend ..., I particularly enjoyed ..., All in all, I (really enjoyed) ..., I'd'/ wouldn't change it. Phrases which introduce a fact: I have recently read..., The main characters are ..., The setting is ... Ex.3 p.63. Paraphrasing. Answers: 1) I particularly enjoyed the characters and the theme. (§ 3) 2) I'd like to recommend this book to people who like history, drama and realism. (§ 2) 3) All in all, I really enjoyed the novel and I wouldn't change the plot or characters. (§ 4) 4) Not used. 5) I have recently read a novel called Ulpan is Her Name. (§ 1). 6) lovely long red dress Ex.4 p.63. Writing guide. Descriptor: A learner: •gives evaluation to the problem. •uses appropriate subject-specific vocabulary while speaking. •writes an appropriate information. Giving the hometask. WB p.45. Peer-assessment. Rubric. Ending the lesson 2 min Title/Author Sentence Characters Excellent 20 pts First sentence listing title and author is attention-getting and provides information in addition to title and author. Includes genre and how it fits. The most important characters are mentioned in the review and described. Relationships between characters are clear. Acceptable 15 pts Title and author are both listed immediately, but no other information is provided in that sentence. Needs Work 10 pts Title and author are not immediately mentioned but are eventually provided in a sentence or two. Poor 5 pts Title and/or author are not mentioned, or they are written on a separate line instead of in a sentence. The most important characters are mentioned and described. Relationships between characters may not be clear. Characters are mentioned. Description of characters is minimal and/or confusing. The review does not mention essential characters to the story. No elaboration if a main character is mentioned. Plot Recommendation Mechanics The plot description is brief, does not seem to give away too much, and is clear and easy to follow. After reading the description, the reader feels curious about the plot. The review provides a clear recommendation statement with strong reasons/support. The book is recommended to specific types of readers. No grammatical, spelling or punctuation errors. The plot description is brief and easy to follow. A bit more information should have been given or too much has been provided. The description lacks interest. The plot description is overly complicated, overly simple, or overly boring. Events may also be disorganized. The plot description is very minimal, way too detailed, or confusing due to disorganization. The review provides a clear recommendation statement but without sufficient rationale. It is assumed that every reader would feel the same about the book. Almost no grammatical, spelling or punctuation errors The review provides a recommendation statement. However, it is general such as, "This is a good book." The review does not include a recommendation statement. A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Additional information difficult to them and which pair worked well. Assessment – how are you planning to check learners’ learning? Critical thinking . Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Observation Feedback on the work Peer-assessment Тексерілді Short term plan 56 Г.Тастанбекова Term 3 Unit 5 "Reading for pleasure" Date: 27.01.2020 School: №65 Grade 8 в 8 е Number present: Theme of the lesson: My country: Reading for pleasure. Word-building nouns. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: F.Ybyray Number absent: 8.3.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics 8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics All learners will be able to: Identify the meaning of a legend about a Kazakh hero. Recall how to use adjectives and adverbs, comparatives and superlatives. Form nouns from verbs and adjectives. Most learners will be able to: Discuss a Kazakh legend. Some learners will be able to: Understand details in reading extracts. Skim the extended fiction or non-fiction texts to identify the general information. Apply some abstract nouns and complex noun phrases in the context. Apply the rule for different type of adjectives. Apply regular and irregular adverbs and comparative degree structures accurately. Queen Tomiris, Alpamys Batyr, Koblandy Batyr, Kozy and Bayan, Aisha Bibi. Appreciation the art of literature. Literature. A review of a book. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to give short information about one of the Kazakh batyrs. Weak students will be able to make sentences with comparative adjectives. Plan Planned timings Planned activities Beginning the lesson 2 min Main Activities 35 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.64. Brainstorming. Ex.2 p.64. Detailed reading. Re-ordering of events according to their occurrence in the text. Answers: 1) Bayburi's wife gave birth to a boy, Alpamys. 2) Bayburi invited Baysari to a big feast. 3) Baysari and Bayburi played a game of kokpar. 4) Baysari went to live in the Kalmyk country. 5) Alpamys ride the horse Baychobar. 6) Alpamys found a message from Gulbarshin. Ex.3 p.64. Table completion. Answers: recently, gladly, well, unfairly, far, fearlessly, fast, finally, clearly. The adverbs well, far and fast are irregular (they don't end in -ly). Ex.4 p.64. Blank-filling. Answers: 1) more 2) -est 3) far 4) as 5) less Ex.5 p.64. Listening for global information. Odd one out. Ex.6 p.64. Writing practice. Descriptor: A learner: •reads the text. •illustrates basic rules for abstract nouns and completes the task. •chooses the right form of adjectives. •applies the rule for comparative degree adverbs and their usage. Giving the home task. SB p.65. Peer-assessment. Ending the Two stars and a wish. lesson You did a really good job on ... 2 min I really like how you ... Maybe you could ... Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Тексерілді Short term plan 58 Ж.Аршабаева Term 3 Unit 5 "Reading for pleasure" Date: 29.01.2020 School: №65 Grade 8 з Number present: Theme of the lesson: Review 5. Project: A film poster. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: F.Ybyray Number absent: 8.1.5 use feedback to set personal learning objectives 8.1.9 use imagination to express thoughts, ideas, experiences and feelings All learners will be able to: Revise taught material. Analyze the film poster to find out information. Most learners will be able to: Demonstrate learned grammar and vocabulary with sure. Some learners will be able to: Use taught vocabulary and grammar with accuracy. Produce a film poster. Consider classmates' advice and set personal learning objectives based on their feedback. Convey opinions, notion, experiences and feelings creatively. Reader, character, ending, beginning, novelist, themes, setting, best-seller. Appreciation the art of literature. Literature, Art. My country: Reading for pleasure. Word-building nouns. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to write questions for the second conditional sentences. Weak students will be able to match questions with the responses. Plan Planned timings Beginning the lesson 3 min Main Activities 35 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. Ex.1 p.66. Matching task. Answers: 1) comedy 2) fantasy 3) horror 4) adventure 5) science fiction 6) musical Ex.2 p.66. Blank-filling. Answers: 1) novelist 2) best-seller 3) character 4) setting 5) beginning 6) themes 7) ending 8) reader Ex.3 p.66. Sentence completion task. Answers: 1) can't 2) couldn't 3) can 4) wouldn't be able to 5) could 6) will be able to Ex.4 p.66. Opening the brackets. Answers: 1) wouldn't go, had 2) was/were, would make 3) had, would choose 4) wouldn't like, had 5) met, wouldn't know Ex.5 p.66. Putting questions. Answers: 1) Would you go to see a film if it had bad reviews? If a film had bad reviews, would you go to see it? 2) If you were a film director, would you make war films? Would you make war films if you were a film director? 3) If the director had more money, would he choose better actors? Would the director choose better actors if he had more money? 4) Would you like the story if it had a happy ending? If the story had a happy ending, would you like it? 5) If you met Liam Harmsworth, would you know what to say to him? Would you know what to say to Liam Harmsworth if you met him? Ex.6 p.66. Matching task. Answers: 1) f 2) b 3) d 4) e 5) c 6) g 7) a Ex.7 p.66. Listening for global information. Odd one out. Answers: 1) detective 2) hates 3) has 4) didn't write 5) book 6) would Descriptor: A learner: •makes evaluation of classmates’ answers. •uses imagination to express thoughts, ideas, experiences and feelings. Giving the hometask. SB. p.67. Peer-assessment. Ending the Two stars and a wish. lesson You did a really good job on ... 2 min I really like how you ... Maybe you could ... Additional information and which pair worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Тексерілді Short term plan 59 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 б Number present: Theme of the lesson: Vocabulary and language focus: Nouns: art. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Teacher’s name: Number absent: 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics All learners will be able to: Pronounce and name nouns related to art. Recognize and use the present passive affirmative and negative. Most learners will be able to: Do a quiz on art. Some learners will be able to: Speak fluently about nature in works of art. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Sculptor, gallery, landscape, auction, critic, art movement, masterpiece, museum, exhibition, collector, portrait. Appreciating the magnificence of the world around you. Target language Value links Cross Natural environment, Art. curricular links Previous Review 5. Project: A film poster. learning Smart board for showing a presentation, getting additional information, playing the Use of ICT audio files. Resources Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Health and Breaks and physical activities used. Safety Plan Planned timing Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from Beginning the the lesson. lesson 3min Warm up. Start thinking p.68. Answering questions. 1. Do you know any artists or paintings? 2. Are there any endangered species in your country? 3. What are the most important museums in your town or country? Creating a cluster "Art" Main activities 35 min Ending the lesson 2 min Ex.1 p.68. Classifying words. Answers: Places: gallery, museum People: critic, collector Works of art: painting, sculpture, landscape, masterpiece, portrait Events: auction, exhibition Not in any list: art movement Completing questionnaire. Ex.2 p.68. Gist listening. Comparing answers. Answers: 1) a 2) b 3) c 4) a 5) b 6) b Ex.3 p.68. Guessing words through definitions. Ex.4 p.68. Sentence completion task. Answers: 1) are exhibited 2) aren't usually made d) isn't found 4) shows 5) don't like Ex.5 p.68. Recognition exercise. Answers: 1) is 2) are not, aren't past participle Ex.6 p.68. Opening the brackets. Answers: 1) is exhibited, is made 2) isn't shown, is kept 3) aren't owned, are sold 4) is painted, are included 5) is visited, is located Ex.7 p.68. Blank filling. Answering questions. Answers: 1) is spoken 2) is made 3) are mixed 4) is sung 5) are bought, sold (auctions) 6) are used (glasses) Ex.8 p.68. Putting the words into context. Guessing game. Answers: Extra task. Writing practice. Descriptor: A learner: •uses the topical vocabulary while talking about quantities of things people use; writes a short paragraph using correctly grammar structure Giving the home task. WB p.48 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 60 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 Number present: Theme of the lesson: Reading: The lost world. Learning objectives(s) that this lesson is contributing to Teacher’s name: Number absent: 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.3.2.1 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: Identify the meaning of the text about endangered and extinct species. Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Most learners will be able to: Discuss and give opinions about endangered species. Some learners will be able to: Discuss and give their opinions about endangered species building extended sentences. Make an argument and evolve reasoning while speaking. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify particular information and details in reading passage. Create global, danger, exist, weapon, and paint. Intelligent. Being environmentally conscious/friendly, actively providing solutions to global problems. Natural environment. Nouns: art. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to give their own opinions about extinct and endangered species. Weak students will be able to find the translation of the words in blue. Plan Planned timings Beginning the lesson 3 min Main Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.70. Conveying the meaning of new words. Prediction based on the title, pictures. Answers: Wolly mammoths, they became extinct because they were hunted. Ex.2 p.70. Reading for general understanding. Activities 35 min Ex.3 p.70. Detailed reading. True/false statements. Answers: 1) False. They are already extinct. 2) True. 3) False. They study the fossils of animals that lived a long time ago. 4) True. 5) False. 6) True. Ex.4 p.70. Showing lexical relations (synonyms). Answers: 1) wandered 2) evidence 3) very large 4) roughly 5) pictures 6) started 7) discovered 8) numerous Ex.5 p.70. Showing lexical relations. create = make danger = peril weapon = arm intelligent = clever global = worldwide exist = live paint = decorate Ex.6 p.70. Speaking in a form of discussion. Descriptor: A learner: •concludes ideas and arguments based on own experience. •uses appropriate subject-specific vocabulary while speaking. •completes sentences with right phrases. Ending the Giving the hometask. WB p.52 Self-reflection. lesson "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. 2 min Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 62 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Past passive: affirmative and negative. Learning objectives(s) that this lesson is contributing to Teacher’s name: Ахметова Г.С. Number absent: 8.1.6.1 organise and present information clearly to others 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics All learners will be able to: recognize how to change sentences from active to passive. Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Most learners will be able to: Understand forming affirmative and negative passive sentences. Some learners will be able to: use past passive: affirmative and negative fluently. Demonstrate an ability to organize and express ideas clearly; Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Paint, sell, make, find, exhibit, buy. Being environmentally conscious/friendly, actively providing solutions to global problems. Natural environment. The lost world. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to write five passive sentences about famous Weak students will be able to use the things. Think of books, films, buildings past passive to talk about nature. and inventions. Plan Planned timings Beginning the lesson 3 min Main Activities Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.71. Recognition exercise. Answers: Rules 1) subject 2) agent 3) active 4) by Ex.2 p.71. Opening the brackets. Answers: 35 min 1) was found 2) were discovered 3) was built 4) were domesticated 5) weren't painted 6) were decorated Ex.3 p.71. Putting the words into context (writing sentences). Extra task. Writing practice. Descriptor: A learner: •selects useful information and plans the answer; •writes a short paragraph using correctly grammar structure. Giving the hometask. WB p.49 Self-assessment. Ending the How well do I understand? 4 - I can do this and explain it to someone else. lesson 3 - I understand and can do this by myself. 2 min 2 - I need more practice. 1 - I don't understand this yet. Additional information worked well. Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 63 Term 3 Unit 6 "The natural world" Date: School: № 65 Grade 8 Б Number present: Theme of the lesson: Vocabulary and listening: Adjectives: describing art. Learning objectives(s) that this lesson is contributing to Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.1.6.1 organise and present information clearly to others 8.1.2.1 understand with little or no support most specific information in extended talk on a wide 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 All learners will be able to: Lesson objectives Teacher’s name: Ахметова Г.С. Recognize and use adjectives for describing art. Most learners will be able to: Identify major concepts and ideas from a podcast about a photography exhibition. Some learners will be able to: talk about art building extended sentences. Demonstrate an ability to organize and express ideas clearly. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. Controversial, amusing, shocking, imaginative, ridiculous, traditional, dull, colourful, original, strange, provocative. Appreciating the magnificence of the world around you. Natural environment, Art. Past passive: affirmative and negative. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to describe the pictures using the adjectives. Week students will be able to find the translation of the words. Plan Planned timings Beginning the lesson 3 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.72. Conveying the meaning of new words Main Activities 35 min Ending the lesson 2 min Ex.2 p.72. Putting the words into context (writing sentences). Ex.3 p.72. Gist listening. Re-ordering of photos. Checking comprehension. Answers: 1) Sunrise, Sunset 2) Who has seen the wind? 3) Game Over 4) Underwater Forest Tamsin's favourite image is 'Underwater Forest'. Ex.4 p.72. Listening for specific information. Answering multiple-choice questions. Answers: 1) b 2) a 3) b 4) a 5) c Ex.5 p.72. Putting the words into context (writing sentences). Descriptor: A learner: •selects useful information and plans the answer. •uses the topical vocabulary while talking about a news story. •completes sentences using modal verbs. Giving the hometask. WB p.50 Self-reflection. My participation in the lesson My feelings and emotions during the lesson My difficulties Valuable thoughts for me from the lesson Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 64 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Present and Past passive: affirmative, negative and questions. Learning objectives(s) that this lesson is contributing to Teacher’s name: Ахметова Г.С. Number absent: 8.1.6.1 organise and present information clearly to others 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics All learners will be able to: Recognize the form of present and past passive questions. Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Most learners will be able to: Apply asking and answering quiz questions using the present and past passive. Some learners will be able to: use present and past passive: affirmative, negative and questions fluently. Demonstrate an ability to organize and express ideas clearly; Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; Apply correctly active and passive simple present and past forms and past perfect simple forms in the context Claude Monet, impressionist, the Nympheas, Modern art, private collectors Appreciating the magnificence of the world around you. Art. Adjectives: describing art. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to look through the book and write a revision quiz, to use the present and past passive. Weak students will be able to write questions to the text in the passive. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.73. Recognition exercise. Answers: a) are b) created c) is d) What e) Were f) was 1) Sentences a, c and d are in the past. 2) Sentences b, e and f are in the present. 3) the past participle. 4) Questions are formed by putting the correct form of be in front of the subject of the passive sentence. A question word (What, Why, etc.) can also be used in from of be. Main Activities 35 min Ex.2 p.73. Opening the brackets. Answers: 1) was named 2) was shown 3) was criticized 4) are called 5) were painted 6) were kept 7) were bought 8) were damaged 9) was sold 10) are owned 11) are seen Ex.3 p.73. Asking and answering questions. Answers: 1) What was the building used as in the past? 2) Where are bigger works of art exhibited? 3) How much are visitors charged to go into the gallery? 4) Who was the Guggenheim Museum built? 5) When was the Guggenheim Museum built? 6) What is the Guggenheim Museum used for? Ex.4 p.73. Putting the words into context (writing questions). Ex.4 p.73. Speaking in a form of role-play. Extra task. Writing practice. Descriptor: A learner: • selects useful information and plans the answer; • uses appropriate subject-specific vocabulary while speaking; • writes a short paragraph using correctly grammar structures Giving the hometask. WB p.51 Self-assessment. Ending the lesson 2 min Plus Minus Interesting If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 64 Term 3 Unit 6 "The natural world" Date: School: № 65 Grade 8 Б Number present: Theme of the lesson: Speaking: Expressing doubt. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target Language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 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 8.4.7.1 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 a dialogue in which people express preferences and recommend. Recognize key phrases for expressing preferences and recommending. Most learners will be able to: Recommend films to a friend. Some learners will be able to: Create and act out their own dialogues on the topic. Identify the position of speakers in an extended talk with some support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. It reminds me of… It doesn’t look like…What on earth is that? I’m not sure about… It looks as if… Appreciating the magnificence of the world around you. Art. Present and Past passive: affirmative, negative and questions. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to express opinions and doubts. Weak students will be able to prepare a dialogue by the picture. Plan Planned timings Beginning the lesson 3 min Main Activities 35 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.74. Picture description. Answers: The painting is an example of abstract art. Ex.2 p.74. Gist listening. Checking comprehension. Answers: Lucy dislikes the picture because she things the face is a bit strange, as of a child painted it. Ex.3 p.74. Classifying phrases. “Who said what?” questions. Role-play. Answers: Lucy says all the phrases. Ex.4 p.74. Conveying the meaning of new items. Blank-filling. Answers: Look = see here Look like = resemble Looks = appears to be Looks as if = seems as though 1) look 2) looks 3) looks like 4) looks like 5) look Ex.5 p.74. Odd one out. Answers: 1) look as if 2) like 3) looks 4) looks like 5) like Ex.6 p.74. Creative exercise. Speaking in a form of a dialogue. Descriptor: A learner: •identifies the author’s point of view and circles the correct answer. •uses appropriate subject-specific vocabulary while speaking. Giving the hometask. SB ex.6 p.74 Peer-assessment. Rubric Category Fluency Ending the lesson 2 min Spelling and Grammar Presentation/ Memorization Pronunciation/ Expression Excellent 4 pts Author demonstrates normal pace, not too fast, not to slow. There are no spelling, punctuation, or grammar errors. Dialogue is well organized and flows like a natural conversation. No pronunciation errors are noted. Conversation is recited with appropriate expression. Good 3 pts Author demonstrates adequate normal pace, not too fast, not to slow. Fair 2 pts Author demonstrates some normal pace, not too fast, not to slow. There are 1-2 spelling, punctuation, or grammar errors. Dialogue is fairly well organized and mostly flows like a natural conversation. There are 3-4 spelling, punctuation, or grammar errors. Dialogue is slightly confusing and somewhat flows like a natural conversation. Poor 1 pts Author demonstrates little normal pace, not too fast, not to slow. There are more than 4 spelling, punctuation, or grammar errors. Dialogue is hard to follow and doesn't flow like a natural conversation. There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression. There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression. There are 5 or more pronunciation errors. Appropriate expression not used. Additional information difficult to them and which pair worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 65 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Writing: A description of a piece of art. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of 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 All learners will be able to: Understand the general writing structure of a model text about a piece of art. Use key phrases for describing a painting. Most learners will be able to: Write about a piece of art using writing guide. Some learners will be able to: Write about a piece of art without support. Consider different perspectives on the world orally or in a written form. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; Make a clear plan of writing; Write a text; Check the written draft The scenery / composition includes…in the foreground/ background…was first exhibited… This type of work is typical of… Their work often shows. Appreciating the magnificence of the world around you. Art. Expressing doubt. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to follow the steps in the writing guide. Weak students will be able to answer the questions. Plan Planned timings Beginning the lesson 3 min Main Activities Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Picture description p. 68-69. Ex.1 p.75. Reading for general understanding. Matching headings with paragraphs. Answers: 35min 1) d 2) a 3) b Ex.2 p.75. Discussion questions. Answers: 1) In 1891. 2) simple, vivid, exotic, unconventional 3) In the National Gallery, London. Ex.3 p.75. Classifying phrases. Answers: ... in the foreground/background..., (Surprised!) was first exhibited ... This type of work is typical of ... / Their work often shows ... . Ex.4 p.75. Showing lexical relations (synonyms). Answers: a) fierce b) distant c) unconventional d) vivid 1) original 2) amusing 3) sombre 4) symbolize Ex.5 p.75. Writing guide. Descriptor: A learner: • gives evaluation to the problem. • uses appropriate subject-specific vocabulary while speaking. • writes an appropriate information. Giving the hometask. WB p.53 Peer-assessment. Ending the lesson 2 min Your text is interesting to read Your text is well structured Your English sounds fluent. You vary your sentences in length and structure You know a lot of words You spell the words right Your text is grammatically correct and your sentences make sense worked well. Additional information Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 66 Term 3 Unit 6 "The natural world" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: My country: Tamgaly petroglyphs. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.1.5.1 use feedback to set personal learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics All learners will be able to: Understand the history of rock art in Kazakhstan. Use much, many, most, a little, a few, less, fewer, none. Most learners will be able to: Identify the main idea in the text. Some learners will be able to: Discuss and give their opinions about rock art. Consider classmates' advice and set personal learning objectives based on their feedback. Raise awareness about cultural diversity through reading and discussion. Make a clear plan of writing; create a description; Check the written draft. Cave, petroglyph, gorge, slope, tool, bull, tribe, shepherd, settlement, speculation. Appreciating the magnificence of the world around you. Natural environment, Art. A description of a piece of art. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to Weak students will be able to check make short information about rock art. the meaning of the word in a dictionary. Plan Planned timings Beginning the lesson 3 min Main Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion. Look at the photo and guess where it is. What can you see on the rock on the left side of the photo? Guess who carved or panted these images? Ex.1 p.76. Conveying the meaning of new words. Use of dictionaries. Activities 35 min Answers: Petroglyphs, bull, gorge, slope Ex.2 p.76. Detailed reading. Comprehension questions. Answers: 1) In the south-east of Kazakhstan. 2) They were discovered in 1957. 3) There are more than 5000 petroglyphs. 4) They used tools made of stone and metal. 5) Because for the people who lived in the Bronze Age, the bull was a symbol of power. Ex.3 p.76. Table completion. Odd one out. Answers: 1) much-many-more-(the most) 2) (a) little-less-(the)least 3) (a)few-fewer-(the)fewest 1) quantity 2) before, after 3) uncomfortable, countable 4) than 5) not any Ex.4 p.76. Paraphrasing. Answers: 1) The train ticket to Almaty costs less. 2) I've got three cameras, and none of them work. 3) There are fewer tourists than in Ulytau. 4) Most (of the) scientists support the idea. 5) Three isn't much traffic on a Sunday. Ex.5 p.76. Writing practice. Descriptor: A learner: •makes evaluation of classmates’ answers •recalls some events based on his/her own experience. •writes an appropriate information; •writes and edits the work. Giving the home task. SB ex.5p.76 Self-assessment. Ending the “Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb something interesting, the index lesson finger something difficult, the middle one - something that was not enough, 2 min the ring finger - the mood, the little finger - the suggestions. Additional information worked well. Assessment – how are you planning to check learners’ learning? Critical thinking Observation Feedback on the work Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 68 Term 3 Unit 6 "The natural world" Date: School: 65 Teacher’s name: Ахметова Г.С. Grade 8 Б Number present: Theme of the lesson: CLIL: Geography. Natural environments. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.3.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics All learners will be able to: Recognize and use vocabulary of natural environments. Identify the meaning of the text about tropical rainforests.. Most learners will be able to: Write about coral reefs in accordance with the structure. Some learners will be able to: Write about coral reefs without support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics Make a clear plan of writing; create a description. Check the written draft. Wildlife, mammals, layers, natural, vegetation, shrubs. Appreciating the magnificence of the world around you. Natural environment. My country: Tamgaly petroglyphs. Smart board for showing a presentation, getting additional information, playing the audio files. https://www.youtube.com/watch?v=ZiULxLLP32s https://www.teacherspayteachers.com/Product/REEFSGeography-Worksheetsand-Activities-637593 Breaks and physical activities used. Strong students will be able to Weak students will be able to check compare the differences of Asia and the meaning of the words. Central Americas forests. Plan Planned timings Planned activities Beginning the lesson 5 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "Rainforest". What do you know about tropical rainforests? What do you know about the conditions in a rainforest? What types of animals and plants are there and where do they live in the forest? Ex.1 p.77. Conveying the meaning of new words. Use of dictionaries. Skimming. Blankfilling. Answers: 1) vegetation 2) wildlife 3) layers 4) mammals 5) shrubs 6) natural Ex.2 p.77. Listening for global information. Checking comprehension. Text completion. Main Activities 30 min 3) recycles 4) community 5) facilities 6) save Ex.3 p.77. Reading for specific understanding. Filling out diagram. Answers: 1) emergent layer 2) canopy 3) understorey 4) forest floor Ex.4 p.77. Writing practice. Descriptor: A learner: •chooses the right answer. •writes a letter with introduction, main body and conclusion. •writes an appropriate information; •writes and edits the work. Giving the home task. WB p.54-55 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Ending the Red: How do you feel about your work today? lesson 5 min White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson? Additional information worked well. Assessment – how are you planning to check learners’ learning? Critical thinking Observation Feedback on the work Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Reading text: A message to a new friend Hi Lucia How are you? It was so nice to meet you last week in Sydney at the sales meeting. How was the rest of your trip? Did you see any kangaroos? I hope you got home to Mexico City OK. Anyway, I have the documents about the new Berlin offices. We’re going to be open in three months. I moved here from London just last week. They are very nice offices, and the location is perfect. There are lots of restaurants, cafés and banks in the area. There’s also public transport; we are next to an U-Bahn (that is the name for the metro here). Maybe you can come and see them one day? I would love to show you Berlin, especially in the winter. You said you have never seen snow – you will see lots here! Here’s a photo of you and me at the restaurant in Sydney. That was a very fun night! Remember the singing Englishman? Crazy! Please send me any other photos you have of that night. Good memories. Please give me your email address and I will send you the documents. Bye for now Mikel Task 1 Match the sentences (a–d) with the places (1–4). Places Sentences 1. …… Berlin a. Mikel and Lucia met here. 2. …… London b. Mikel’s new offices are here. 3. …… Mexico City c. Mikel used to live here 4. …… Sydney d. Lucia lives here 4\____________ Are the sentences true or false? Answer 1. Mikel and Lucia were friends from school. 2. They work for a company that sells things. 3. The new offices are in a very good location. 4. There is a metro next to the offices. 5. Mikel has never seen snow before. 6. Mikel and Lucia had dinner together. Short term plan 69 Term 3 Unit 7 "Travel and transport" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Vocabulary and language focus: Transport: nouns. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.1.8.1 develop intercultural awareness through reading and discussion 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics All learners will be able to: Pronounce and name verbs to do with travelling and transport. Recognize and use the form of the past perfect. Most learners will be able to: Do a questionnaire about famous explorers. Some learners will be able to: Speak fluently about past event using the past perfect. Raise awareness about cultural diversity through reading and discussion. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; Form simple perfect forms for recent, indefinite and unfinished past actions Boat, bus, camel, helicopter, horse, lorry, plane, ship, spacecraft, submarine, train, tram, airship. Travelling to broaden the mind. Geography, History. CLIL: Geography. Natural environments. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to use reported questions and commands. Weak students will be able to write a story about a journey. Plan Planned timings Planned activities Beginning the lesson 3 min Main activities 35 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Start thinking p.81. Answering questions. 1. Who is the most famous explorer from your country? 2. Do you like to travel? Why/ Why not? 3. How do you usually get to school? Ex.1 p.80. Classifying words. Matching task. Answers: Land: bus, camel, car, bicycle, train, horse, lorry, tram Water: boat, ship, submarine Air: plane, helicopter, spacecraft, airship Marco Polo photo - camels; Amelia Earhart photo - plane; Roald Amundsen photo - ship Ex.2 p.80. Completing questionnaire. Gist listening. Comparing answers. Answers: 1) a 2) b 3) c 4) b 5) c Ex.3 p.80. Matching extracts with photos. Expressing opinion (reacting to a text). Answers: 1) a 2) b 3) d 4) e 5) c Ex.4 p.80. Recognition exercise. Answers: a) had b) never c) before Ex.5 p.80. Paraphrasing. Answers: 1) hadn't seen/ had never seen 2) had made 3) had tried 4) hadn't eaten 5) had sailed Ex.6 p.80. Odd one out. Answers: 1) had seen 2) got 3) arrived 4) hadn't flown 5) had taken 6) moved Ex.7 p.80. Putting the words into context. Extra task. Writing practice. Fact finder table Name of explorer Dates and length of expedition Purpose of expedition Food Shelter Transport Clothing Other equipment Difficulties faced Descriptor: A learner: •recalls some events based on his/her own experience. •uses the topical vocabulary while talking about quantities of things people use; •uses the simple perfect forms accurately. Ending the Giving the hometask. WB p.56 lesson Self-assessment. 2 min Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson? Additional information Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 70 Term 3 Unit 7 "Travel and transport" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Reading: Youth travel. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.4.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.3.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.6.14.1 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics All learners will be able to: Identify the meaning of the text about why young people travel, where they go, what they do. Apply vocabulary with preposition by, off, in and on. Most learners will be able to: Discuss your own ideas about travel and transport. Some learners will be able to: Discuss and give their opinions about travel and transport building extended sentences. Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Modern nomads, abroad, survey, travel preferences, educational purposes, exotic destinations, low-cost airlines, accommodation online, previous generations. Travelling to broaden the mind. Geography, History. Transport: nouns. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to give some reasons for travelling. Weak students will be able to ask and answer the questions. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What does the word "nomad " mean? What is the difference between a traditional nomad and a modern nomad? Would you like to be modern nomads? What would you enjoy? Ex.1 p.82. Prediction based on the title, pictures. Reading for general understanding. Comparing answers. Answers: 2, 4, 6. Ex.2 p.82. Detailed reading. “Who said what?” questions. Answers: 1) more than 50% of the participants in the survey 2) Peter Jones 3) Peter Jones 4) Peter Jones 5) Maral Akhmadieva 6) Maral Akhmadieva 7) 25% of the participants in the survey Main Activities 35 min Ex.3 p.82. Completion drill. Answers: 1) on 2) on 3) in 4) in 5) off 6) by Ex.4 p.82. Odd one out. Answers: 1) on 2) by 3) on 4) in 5) off 6) in Ex.5 p.82. Speaking in a form of discussion. Descriptor: A learner: • expresses his/her opinion while answering the questions. • completes sentences with right phrases. • underlines adjectives in common prepositional phrases. Giving the home task. WB p.60 Ending the Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions lesson and mood after the lesson. 2 min Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 71 Term 3 Unit 7 "Travel and transport" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Reported speech: tense changes. Learning objectives(s) that this lesson is contributing to Teacher’s name: Ахметова Г.С. Number absent: 8.1.6.1 organise and present information clearly to others 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 All learners will be able to: Identify direct speech and reported speech. Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Most learners will be able to: Understand the tense changes used in reported speech. Some learners will be able to: Change direct speech into reported speech fluently. Demonstrate an ability to organize and express ideas clearly; Apply the rule for reported speech forms for statements in the context Grammar rules Travelling to broaden the mind. Geography, History. Youth travel. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to write a Weak students will be able to rewrite short summary about travel the sentences in direct speech. preferences. Plan Planned timings Beginning the lesson 3 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ex.1 p.83. Recognition exercise. Answers: present simple present continuous present perfect past simple will past simple past continuous past perfect past perfect would Answers: 1) past 2) pronouns 3) say Main Activities 35 min Ex.2 p.83. Sentence completion task. Answers: 1) told 2) said 3) told 4) said 5) said Ex.3 p.83. Transformation exercise. Answers: 1) Assel told us that she was writing a book about the travels of the Moroccan explorer Ibn Battuta. 2) Ilyas and Maxim said that they always read online reviews before they booked a holiday. 3) Jake said that he had never tried koumiss before. 4) The reporter said that about five million people had travelled to Kazakhstan in 2017. 5) The tourists said that they would buy some souvenirs from the bazaar. 6) Yerzhan told his sister that he had lost the guidebook that she had given to him. Ex.4 p.83. Speaking in a form of interview. Summarizing. Extra task. Writing practice. Answers: 2) 'We will book the train tickets online,' they said. 3) 'I don't want to go on a backpacking holiday", Mukhtar told me. 4) 'I'd visited ten different countries by the age of 16,'said Elmira. 5) 'Adventure is just bad planning,' the famous explorer Roald Amundsen once said / said the famous explorer Roald Amundsen. Descriptor: A learner: • selects useful information and plans the answer; • chooses the correct answers. Giving the home task. WB p.57 Self-assessment. Ending the How well do I understand? 4 - I can do this and explain it to someone else. lesson 3 - I understand and can do this by myself. 2 min 2 - I need more practice. 1 - I don't understand this yet. Additional information worked well. Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 72 Term 3 Unit 7 "Travel and transport" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Vocabulary and listening: The future of transport. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics All learners will be able to: Recognize and use verbs describing movement. Identify forms of transport discussed in a radio program. Most learners will be able to: Discuss various forms of transport and their benefits and drawbacks. Some learners will be able to: talk about the future of transport building extended sentences. Make an argument and evolve reasoning while speaking. Identify facts and details in extended talks with little support. Figure out the content of a conversation with some support in extended talk. Set off, break down, go up, go down, take off, turn back, stop off, pull off. Travelling to broaden the mind. Geography, History. Reported speech: tense changes. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to prepare a radio program. Weak students will be able to ask ann answer questions. Plan Planned timings Beginning the lesson 2 min Main Activities 35 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming "New forms of transport" (electric cars, drones, etc). What are the advantages and disadvantages of new forms of transport might be? Ex.1 p.84. Conveying the meaning of new words. Sentence completion task. Answers: 1) stopped off 2) takes off / will take off / is going to take off 3) turn back 4) set off 5) pull off 6) went up Ex.2 p.84. Gist listening. Checking comprehension. Answers: electric cars, solar-powered cars, driverless cars and space elevators Ex.3 p.84. Listening for specific information. Answering multiple-choice questions. Answers: 1) a 2) b 3) a 4) b 5) b 6) b Ex.4 p.84. Speaking in a form of discussion. Descriptor: A learner: •concludes ideas and arguments based on own experience •chooses the correct answer. listens for specific information. answers multiple-choice questions. Giving the hometask. WB p.58 Ending the Self-assessment. Most ……. thing lesson Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned 2 min today. Additional information worked well. Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 73 Term 3 Unit 7 "Travel and transport" Date: School: №65 Grade 8 Б Number present: Theme of the lesson: Reported questions, commands and requests. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Teacher’s name: Ахметова Г.С. Number absent: 8.1.6.1 organise and present information clearly to others 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 All learners will be able to: Identify the difference between reported questions, commands and requests. Most learners will be able to: Identify the appropriate verbs and phrases to report questions, commands and requests. Some learners will be able to: Apply reported questions, commands and requests fluently. Demonstrate an ability to organize and express ideas clearly; Apply the rule for reported speech forms for statements in the context Commands, requests, rules. Travelling to broaden the mind. Geography, History. Youth travel. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to write Weak students will be able to five things people have asked you today make a short dialogue about a capital and five things they have told you to do. Nur-Astana. Plan Planned timings Beginning the lesson 2 min Main Activities 35 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Look at the photo p.85 and say where it is and what it is (It's the Astana Museum of the Future). Would you like to visit the museum and what would you do there? Ex.1 p.85. Recognition exercise. Table completion. Answers: Reported questions: The reporter asked Samat whether the red car was his. She asked him what the main differences between electric and petrol cars were. She asked him if he had been in a driverless car. Reported commands and requests: She asked him to show her how to drive the car. (request) Samat told the reporter not to press that button. (command) He told her to turn left after the traffic lights. (command) Ex.2 p.85. Listening for global information. Blank-filling. Answers: 1) Is that red car yours? 2) What are the main differences between electric and petrol cars? 3) Can you show me how to drive it? 4) Don't press that button. 5) Have you been in one (a driverless car)? 6) Turn left after the traffic lights. Answers: 1) ask 2) do 3) if 4) to 5) not Ex.3 p.85. Odd one out. Answers: 1) whether 2) she wanted 3) told 4) not to 5) to turn Ex.4 p.85. Making questions. Answers: Ex.5 p.85. Transformation exercise. Answers: 1) The teacher asked us if / whether we had seen a solar-powered car before. 2) The teacher told us not to touch the cars. 3) The teacher told us to go to the Moon Hall on the seventh floor. 4) The teacher asked us what hydroelectric power was. 5) The teacher told us to look at the model of a submarine. 6) The teacher asked us to close the door. 7) The teacher asked us which of the cars we liked the most. 8) The teacher told us not to make so much noise. He / She told us to be quiet. Extra task. Writing practice. Descriptor: A learner: •selects useful information and plans the answer; •chooses the correct answers. does transformation exercises Giving the hometask. WB p.59 Self-assessment. Ending the How well do I understand? 4 - I can do this and explain it to someone else. lesson 3 - I understand and can do this by myself. 2 min 2 - I need more practice. 1 - I don't understand this yet. Additional information worked well. Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 74 Term 3 Unit 7 "Travel and transport" Date: School: 65 Teacher’s name: Ахметова Г.С. Grade 8 Б Number present: Theme of the lesson: Speaking: Apologizing and explaining. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.1.8.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 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 to: Understand a dialogue in which people express preferences and recommend. Recognize key phrases for expressing preferences and recommending. Most learners will be able to: Recommend films to a friend. Some learners will be able to: Create and act out their own dialogues on the topic. Identify the main idea in extended talks with little support. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apologizing, explaining, mean, worry, sorry, matter, happen. Travelling to broaden the mind. Geography, History. Reported questions, commands and requests. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to make a dialogue with key phrases of apologizing and explaning. Weak students will be able to describe the pictures. Plan Planned timings Planned activities Beginning the lesson 3 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What is the difference between the words 'apology' (noun) and 'apologize' (verb)? Think of last time you apologized. Who did you apologize to? What did you apologize for? Ex.1 p.86. Picture description. Answers: Jane is not looking at Mark and her facial expression suggests she is not happy. Mark is looking sympathetic or apologetic with his hand on Jane's arm. Ex.2 p.86. Gist listening. Checking comprehension. Answers: Mark couldn't call Jane because he hadn't charged his phone. Main Activities 35 min Ex.3 p.86. Classifying phrases. “Who said what?” questions. Role-play. Answers: 1) mean (Mark) 2) don't (Mark) 3) sorry (Mark) 4) worry (Mark) 5) happen (Mark) Ex.4 p.86. Matching task. Answers: A 1, 3 B 7, 8 C 2, 4, 6 D5 Ex.5 p.86. Speaking in a form of dialogue. Ex.6 p.86. Creative exercise. Speaking in a form of dialogue. Descriptor: A learner: •selects an appropriate answer. •uses appropriate subject-specific vocabulary while speaking. Giving the hometask. SB ex.6 p.86 Peer-assessment. Rubric Category Fluency Ending the lesson 2 min Spelling and Grammar Presentation/ Memorization Pronunciation/ Expression Excellent 4 pts Author demonstrates normal pace, not too fast, not to slow. There are no spelling, punctuation, or grammar errors. Dialogue is well organized and flows like a natural conversation. No pronunciation errors are noted. Conversation is Good 3 pts Author demonstrates adequate normal pace, not too fast, not to slow. Fair 2 pts Author demonstrates some normal pace, not too fast, not to slow. There are 1-2 spelling, punctuation, or grammar errors. Dialogue is fairly well organized and mostly flows like a natural conversation. There are 3-4 spelling, punctuation, or grammar errors. Dialogue is slightly confusing and somewhat flows like a natural conversation. Poor 1 pts Author demonstrates little normal pace, not too fast, not to slow. There are more than 4 spelling, punctuation, or grammar errors. Dialogue is hard to follow and doesn't flow like a natural conversation. There are 1-2 errors in pronunciation. There are 3-4 pronunciation errors. Conversation There are 5 or more pronunciation recited with appropriate expression. Conversation is recited with mostly appropriate expression. is recited somewhat appropriate expression. with errors. Appropriate expression used. not Additional information difficult to them and which pair worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 75 Term 3 Unit 7 "Travel and transport" Date: School: 65 Teacher’s name: Ахметова Г.С. Grade 8 Б Number present: Theme of the lesson: Writing: A memorable journey. Project: A travel brochure. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.1.8.1 develop intercultural awareness through reading and discussion 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics 8.6.14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics All learners will be able to: Understand a text that tells a story. Use time phrases with prepositions. Most learners will be able to: Consolidate the language of the units in a personalized context. Some learners will be able to: Write an original text. Raise awareness about cultural diversity through reading and discussion; Make a clear plan of writing; create a description. Check the written draft. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Bayanaul National Park, amazing rock formations, Kempirtas Rock, SayramUgam. Travelling to broaden the mind. Geography, History. Apologizing and explaining. Smart board for showing a presentation, getting additional information, playing the audio files. https://www.youtube.com/watch?v=etlvDOAj0as Breaks and physical activities used. Strong students will be able to change adverbs of time and place, Weak students will be able to write a story about a journey. Plan Planned timings Beginning the lesson 3 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What do you know about such places as Bayanaul and Lake Zhasybay? Teacher’s book What is there to see and do there? Where is it? Are these good places to go to on a school trip? Main Activities 35 min Ending the lesson 2 min Ex.1 p.87. Discussion questions. Ex.2 p.87. Reading for general understanding. Checking comprehension. Answers: Yes, the writer enjoyed the trip. Key sentences and phrases: I was very excited, amazing, beautiful, I was tired but really happy, I learnt a lot, made some new friends. Ex.3 p.87. Sentence completion task. Answers: 1) from 2) to 3) by 4) on 5) By 6) At Ex.4 p.87. Table completion. Answers: 1) that day 2) last 3) the following year 4) two years before 5) there Ex.5 p.87. Transformation exercise. Ex 6 p.87. Writing guide. Descriptor: A learner: • recalls some events based on his/her own experience; • writes an appropriate information. • underlines adjectives in common prepositional phrases. Giving the hometask. SB p.91 Peer-assessment. Your text is interesting to read Your text is well structured Your English sounds fluent. You vary your sentences in length and structure You know a lot of words You spell the words right Your text is grammatically correct and your sentences make sense Additional information worked well. Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 76 Term 3 Unit 7 "Travel and transport" Date: School: 65 Teacher’s name: Ахметова Г.С. Grade 8 Б Number present: Theme of the lesson: My country: Almaty Metro. Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Number absent: 8.1.8.1 develop intercultural awareness through reading and discussion 8.4.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.14.1 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics All learners will be able to: Understand a text about the metro system in Almaty. Use adjectives to describe a transport system. Most learners will be able to: Use the present simple to talk about timetables and schedules. Some learners will be able to: Discuss and give their opinions about a metropolitan railway. Raise awareness about cultural diversity through reading and discussion; Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Cheap, clean, comfortable, convenient, fast, modern, reliable, safe. Travelling to broaden the mind. Geography, History. A memorable journey. Smart board for showing a presentation, getting additional information, playing the audio files. https://www.youtube.com/watch?v=-QchmRGNNlk Breaks and physical activities used. Strong students will be able to talk about the future of Almaty Metro. Weak students will be able to ask and answer the questions. Plan Planned timings Beginning the lesson 2 min Planned activities The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Using pictures related to the text for discussion. Look at the photo p.85 and say where do you think it is. What do you like or dislike about it? Ex.1 p.88. Matching task. Expressing opinion. Answers: 1) convenient 2) safe 3) comfortable 4) cheap 5) fast 6) reliable 7) clean 8) modern Main Activities 35 min Ex.2 p.88. Detailed reading. True/false statements. Answers: 1) true. 2) false - In future, the Almaty Metro will have 45 kilometres of track. 3) false - Yeldos said that the trains were always on time. 4) true 5) false - Tolkyn said she liked all the stations. Ex.3 p.88. Recognition exercise. Answers: 1) present 2) time Ex.4 p.88. Blank-filling. Answers: 1) takes off 2) closes 3) starts 4) finishes 5) set off 6) is Ex.5 p.88. Speaking in a form of discussion. Cross discussion. Arguments for Argument against 1. 2. 3. Yes, because … Conclusion No, because Descriptor: A learner: •recalls some events based on his/her own experience; •uses appropriate subject-specific vocabulary while speaking. •underlines adjectives in common prepositional phrases Giving the hometask. WB p.61 Ending the Self-reflection. lesson "Message". Pupils write 11 words of the greatest importance for the topic of the lesson. 2 min worked well. Additional information Assessment – how are you planning to check learners’ learning? Observation Feedback on the work Self-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Short term plan 78 Term 3 Unit 7 "Travel and transport" Date: Grade 8 Б School: 65 Teacher’s name: Ахметова Г.С. Number present: Number absent: CLIL: Language and literature: Adventure stories. Review Unit 7. 8.4.8.1 recount some extended stories and events on a range of general and curricular topics 8.3.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.6.14.1 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics All learners will be able to: Understand an extract from a classic work of literature. Use prepositions with sure. Most learners will be able to: Discuss an adventure story. Some learners will be able to: Analyse the style and content of the story. Skim the extended fiction or non-fiction texts to identify the general information; 2. Retell extended stories and episodes on a given topic; 3. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Adventures, Huckeleberry Finn, Cairo in Illinois, Ohio, George Jackson. Travelling to broaden the mind. Theme of the lesson: Learning objectives(s) that this lesson is contributing to Lesson objectives Assessment criteria Target language Value links Cross curricular links Previous learning Use of ICT Resources Health and Safety Differentiation Geography, History. My country: Almaty Metro. Smart board for showing a presentation, getting additional information, playing the audio files. Teacher’s book, Oxford vocabulary book, pictures, whiteboard, cards Breaks and physical activities used. Strong students will be able to think about an adventure story that they have read. Weak students will be able to work with preposition. Plan Planned timings Planned activities Beginning the lesson 2 min The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Free talk. What books have you read recently? Give details of the author, the characters, and the story. Ex.1 p.89. Using picture related to the text for discussion (prediction). What can you see in the photo? Guess where and when the story is set. What are the characters? Reading for general understanding. Checking comprehension. Answers: Huckleberry is running away from his father and Jim is a runaway slave that people are looking for. Ex.2 p.89. Blank-filling. 1) on 2) On 3) to 4) in 5) of 6) at 7) off 8) out 9) to 10) out 11) of 12) at 13) off 14) in Ex.3 p.89. Reading for specific understanding. True/false statements. Answers: 1) false 2) true 3) false 4) don't know 5) don't know 6) true 7) false 8) false Main Activities 35 min Ex.4 p.89. Speaking in a form of discussion. Ex.1 p.90. Word and meaning matching. Answers: 1) submarine 2) lorry 3) bicycle 4) boat 5) camel 6) bus Ex.2 p.90. Gap-filling. Answers: 1) down 2) off 3) up/back 4) back 5) off/ up 6) off Ex.3 p.90. Opening the brackets. Answers: 1) Sarah had never tried beshbarmak before she travelled to Kazakhstan. 2) I didn't remember his name, but I was sure I had met him before. 3) Galymzhan was hungry because he hadn't had breakfast. 4) After we had packed our suitcases, we went to the airport. 5) Before they travelled to Japan, Inzhu and Bibugul had visited Mongolia and Kyrgyzstan. 6) Kamilla knew Petropavl so well because she had grown up there. Ex.4 p.90. Blank-filling. Answers: 1) said 2) asked/told 3) asked/told 4) asked 5) said 6) told Ex.5 p.90. Transformation exercise. Answers: 1) He said (that) he was writing a book about space travel. 2) Irina asked Nurgaly what time the programme started. 3) Daulet told them to call him the next / following day. 4) The teacher told the students not to be late. 5) Akbota said (that) she had learnt to drive two years before. 6) Kuanysh asked us where we had bought the skateboard Ex.6 p.90. Completion drill. Answers: 1) I couldn't 2) You see 3) really sorry 4) it happened 5) Don't 6) won't happen Ex.7 p.90. Listening for specific information. Odd one out. Answers: 1) 1492 2) Atlantic 3) Vikings 4) 500 5) East Asia 6) Spain 7) tomatoes Descriptor: A learner: • reads the text; • retells the story in the order of sequences; underlines adjectives in common prepositional phrases Giving the hometask. WB p.62-63 Peer-assessment. Ending the Two stars and a wish. lesson You did a really good job on ... 2 min I really like how you ... Maybe you could ... Additional information worked well. Assessment – how are you planning to check learners’ learning? . Observation Feedback on the work Peer-assessment Critical thinking Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
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