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