Thematic curriculum for the 8th grade
Introduction.
English language proficiency is a developmental process. The main purpose of this thematic curriculum is to
support ESL teachers in implementing 8th grade English teaching. The content of 105 hours and has a
variety of subtopics related to the content of the time plain shown below. This curriculum extends students
`listening, speaker, reading and writing skills in English for everyday and academic purposes. Students will
be able to express their ideas in 70-90 words. Lexical sets consist of approximately 1100-1200 new words.
Students with the 8th grade proficiency have to understand language and can use it in a limited capacity.
Typically they memorize words and phrases and can comprehend and utilize language they have been
taught. The curriculum focuses on applying literacy skill to the development of new knowledge. In second
language acquisition social language usually precedes academic language development. The curriculum is
based on the principle focusing on language learning language teaching choice of materials topics tasks and
assessment. The teacher will use interesting and useful teaching materials in order to form a pleasant
environment suited to students` ages, interests, demands, and intellectual thinking. Teachers can add modify
or treat them in more detail as found appropriate.
Overall expectation
By the end of this class students will:
 Use English to communicate in social settings. Students will use English to participate in social
interactions. Students will interact in through and with spoken and written English for personal
expression and enjoyment. Students will use learning strategies to extend their communicative
competence.
 Use English to achieve academically in all content areas. Students will use English to interact in the
classroom students will use English to obtain process construct and communicate subject matter
information in spoken and written form. Students will use appropriate learning strategies to construct
and apply academic knowledge.
 Use English in socially and culturally appropriate ways in multicultural and diverse setting. Students
will use appropriate learning strategies to extend their communicative competence.
 Be able to talking about appearance make up a story predict the future and talk about cause and
effect of pollution.
Specific expectation
English language learners will develop the necessary listening speaking and reading skills for
communication word recognition comprehension interpretation analysis evaluation and appreciation of print
in order to be successful in the mainstream classroom.
Listening
Speaking










Reading





Students will show understanding of academic vocabulary
Students will demonstrate an understanding of various forms of oral communication
Students will follow simple directions with support of teachers.
Students will listen and participate in conversations on familiar topics
Students will communicate with appropriate pronunciation intonation and stress
Students will demonstrate knowledge of appropriate academic vocabulary
Students will use appropriate sentence constructing for clear communication.
Students will use appropriate language functions to obtain and give information recognition
Students will develop understand of and respect for diversity in language use patterns and dialects across
cultures ethnic groups geographic regions and social roles.
Students will the students will develop the reading skills necessary for word comprehension
interpretation and analysis
Students will identify main ideas and key information with assistance from textbooks resources and
dictionaries.
Students will begin to show some fluency in oral reading.
Students will choose and read books with assistance for a variety of purposes including personal
enjoyment
Students will the students will develop the structural skills of the writing process
Students will copy written information accurately.
Writing




Thinking
skills
Study
skills
Cultural
and social
knowledge









Students will write short coherent patterned compositions on personally relevant topic
Students will write messages captions and short notes with few errors
Students will produce short stories using appropriate verb tenses connectors and subject-verb agreement
with some accuracy.
Demonstrate ability to apply critical and creative thinking skills in their assimilation of and reaction to
presented information
Demonstrate ability to apply critical and creative thinking skills to research activities
Develop information gathering skill by listening everyday conversations asking relevant questions
reading short texts
Use a variety of text from various content areas effectively
Improve test-talking strategies.
Follow academic lectures and presentations.
Practice taking test.
Demonstrate understanding of cultural situations attitudes and beliefs
Demonstrate awareness of cultural allusions in text
Respect cultural perspectives that may differ from their own.
8th grade range of language: Content Area.
Everyday life
Personal and
social life
The word around
us
The world of
communications
Describing clothes and accessories.
Talking about likes and dislikes
Talking about types of jobs.
Talking about a herder’s day
Making up a story
Talking about traveling to school
Predicting the weather
Describing people , talking about good friends
Talking about appearance.
Describing appearance
Talking about personalities.
Talking about preferences
Talking about job obligation
Talking about sports a school
Talking about zodiac signs, personalities
Talking about celebrities.
Talking about work places
Talking about problems.
Telling story
Talking about the Earth
Talking about cause and effects of pollution
Giving advice
Predicting future
Talking about countries and nationalities.
Making clarifications
Talking about classes and schools
Describing clothes and accessories
Asking for and telling directions
Personal predictions
Talking about locations.
Talking about sports
Talking about transport around the world
The international
world
Talking about life experiences
Talking about sports
Talking about life experiences
Talking about travel experiences
Asking and talking about personal experiences
Talking about adventure activities
The world of arts
and creativity
Talking about fine arts
Talking about abilities/at circus/
Needs
Students will consist of achieving a certain level of English language ability which will
reflect the comprehension of the above mentioned curriculum. Students will attain
reached and more developed level of English language skills than the previous years.
Phonetics
Intonation
of question
tags
(t) (id) in
past simple
tense
Contrasting
Stress
Grammar
Vocabulary
Lexical sets consist of approximately 1100-1200 new words
Countries nationalities: Canada- Canadian Russia-Russian GermanyGerman Turkey-Turkish Sweden-Swedish Brazil-Brazilian
Summer camp activities : to weep to team to arrive to laugh
Personalities : hardworking kind honest unkind friendly unreliable
reliable lazy dishonest unfriendly sensible silly shy sociable talkative
quiet impatient serous generous coward weak strong rude nasty brave
mean
Classes and schools: e-pal teddy bear diary adventure classmate gym
Appearance: curly hair straight hair bald looks like
Size shape colour : oval thin round wavy square slim blond
Clothes : a striped jacket a checked T-shirt spotted tights sandals a
plain skirt a long sleeved pullover a flowery blouse leather boots
Accessories : silver earrings a golden chain a golden ring a leather
belt plastic hairclips a wooden bracelet a cotton wallet nylon
Shopping: to prefer to woolen nylon
Types of jobs : a flight attendant a traffic officer a translator and
architect a photographer a dentist a journalist a firefighter a secretary
a waiter/a waitress a teller a carpenter a sales assistant
Countryside activities: to tame young horses to make dairy product
to water animals to clean a corral to herd sheep and goats to make a
fire to feed young animals
Job activities: to design buildings to control traffic to write articles to
examine people`s teeth to take pictures to fly to look after sick
animals to work outdoors to serve to take care of to fix to save
Problem related words : really scary really boring interesting quite
funny
Story related words. To invite to run out to turn around a ghost
thunder and lighting ferocious dogs a grave yard to lose to realize to
survive to fight to attack to save to kill to find to begin with next
before after finally to frighten
Places in the city: a museum a department store a post office a bus
stop a stadium a hospital a library a theatre kinds of transport: a train
a subway, a trolley-bus, a jeep, a van , a motorbike, a sky train, a
cable car, a boat, a snowmobile, a post bus
Directions: to get on the bus to get off the bus, take a taxi, to go three
steps
Sport related words: sumo wrestling, a sumo wrestler, to throw salt,
to bow, energetic, to gain wait, gymnastics, jumping, chess skating,
and running
Words related to arts: an opera, a story, a ballet, a sculpture, a
contortion, an architecture, crafts, a poetry, an opera, a novel, a
drama, a painting , fine arts, a literary art, a performing art, visual art,
-
Present simple
To be+ tag questions
Do+ tag questions
To be+ adjective
Linkers : and but or
Look like + noun
Adjective order
Articles a / an
Like/likes to wear
Adjective + clothes
Like… more than/
prefer….to
This/that these/those
prefer
Present simple 3rd person
singular
-yes/no question forms
Has to/ doesn`t have to
(obligation)
Past simple
Past continuous
Prepositions of place
Comparatives and
superlatives
Imperatives
Adverbs/comparison of
adverbs
Can/could for abilities
Present simple VS past
simple
Should/shouldn`t
(obligation)
Zero conditional
symphony
Words related circus : juggling a clown, animal acts, trained animals,
a magician, acrobatics, and tightrope walking
Earth related words : Earth orbit ,atmosphere, continent, surface ,
ocean
Environment related words : pollution, to recycle, to protect, to
pollute , to save, to waste, to converse , chemical wastes, cause,
consequences , to burn coal , to chop down trees, to run the tap, to
throw litter
Animal related words: a panda, a gorilla, a polar bear, a hippo, a
kangaroo, endangered animals, prezewalski horse, mazaalai bear.
wild camel
Weather related vocabulary: weather forecast, stormy, partly cloudy
Prediction related words: to predict to depend on , zodiac signs,
horoscope
Experiences related words: to eat seafood, to sleep in the tent, to ride
a reindeer, to ski on the mountain, travel by berry, fly in a helicopter,
to swim in the river. To dance Thai dance
Adventure related words: an adventure, an organization, ordinary, to
join, a whale, to dig up
-
Will be/ won’t be, will,
won’t (question), will be +
noun, will be + adj.
-
Present perfect
-
Present perfect vs. past
simple.
Evaluation and Assessment
During each marking period a combination at methods will be used to evaluate students’ performance.
Assessment is the process of identifying, gathering and interpreting information about students’ learning.
The central purpose of assessment is to provide information on student achievement and progress and set the
direction for ongoing teaching and learning. Evolution is an action of making judgments about student
learning
Different types of evolution are used at different points throughout the academic year.
Diagnostic evolution is usually used at the beginning of course, unit or lessons to assess the students’
interests’ strengths and weaknesses relative to the work about to be undertaken. Information gathered at this
stage will assist the teacher in making decisions about modifications for individual students or groups of
students, about structuring appropriate learning groups and about designing effective learning experiences
Formative evolution is an on going process that keeps students and the teacher informed about student
progress. By providing immediate feedback to students, corrective action can be taken to ensure achieve the
desired learning outcome. Formative evolution also helps teachers modify their planned lessons if necessary
to accommodate student learning. Normally the results of formative evolution are not used to determine a
student mark.
Summative evaluation is most often used at the end of a unit of study to determine what has been learned
and to report on progress. It is a judgment on the student’s global competence. Ability of using new
vocabulary and grammatical structure.
Homework and class assignment
Tests
Class participation
Skills of understanding and distinguishing main an specific information from listening
Answer the question on their own
Saying word definitions
Ability to use new vocabulary and expressions orally
Ability to communicate in the frame of the topic
Reading the text correctly and answer the questions on their own
Skills of working individually pairs and small groups
ability to understand others’ talk and respond
Expected specific out
comes
Listening.
Listen to the every day
conversations or tapes
and respond the main
points by oral or writing
Speaking :
Present and describe
own ideas tough the
specific instructions
Reading:
Understand and extract
the needed information
from fictional texts and
take notes
Content
Knowledge
countries and
nationalities
appearance
size, color,
shape,
clothes
types of job
problems
directions
means of trans
fort
words related to
sports
words related to
circus
environmental
issues
weather
vocabulary
experiences
summer camp
activities
more personality
descriptions
present simple
tag questions
look like+ noun
adjective order
articles
past simple past
continuous
comparatives
and superlatives
comparison of
adverbs
can/ could
+ability
zero conditional
future simple
present perfect
read explain and
translate the
texts about
countries fairy
tales, stories,
articles written in
a simple , folk
stories, poems,
songs,
ask questions,
make summaries
Skills
understand and
respond to the
gist of other’s
speech
identify the main
points
express personal
thoughts and
interests within
topics and
vocabulary
understand the
main points
trough the
reading
An application
To use listening
information or learning
grammar through the
following instruction
related to the topics
Give advice new
information ,to someone
and exchange the
information
identify and use
new vocabulary
and sentences
structure within
studied topics
Writing:
Content
An assessment
Criteria
listening
 Understand and
identify the main
points of listening
 Understand and
identify the needed
information of
listening
Speaking
 Use the new
vocabulary and
grammar correctly
 Speak within known
topics
reading
 Read and identify the
general points
 Determine the
structure sort of texts
Tasks
Listen and complete the questions listen and read listen and
answer listen to the description and draw listen and write
Listen and put a tick in chart
Listen and check
Complete the sentences
Practice using tag questions
Describe his or her personality describe members of family ask
and answer about likes and preferences of clothes Role-play a
guessing game
Ask and answer
Read the text and choose a title read answer t or f
Read translate
Read and complete the chart
Put these in order
Find the correct answer of reading

Writing:
Learning environment:
Materials base
text book
student book
flash cards
posters
food things pictures
Real objects
tape and CD
visual cast
text prepared by
teacher
Students creative work
This of salad
student’s portfolio
riddles
Search word card.
Activities
Psychological
Completing sentences
Role play
Report to class
Group work
Pair work
Individual work
Key visual
Representing
Matching
Smile of teacher
Set up warm atmosphere
understanding respecting
each other
encouragement students nice
classroom language
good communication
between teacher and students
students activity
Evalution.-1
writing
speaking
listening
reading
Conversation-1
game
dictation
Song, poem
T/ F
Read clearly.
Students.
name
Composition
New
words
10
5
5
5 5
5 10
10
Portfoli
o.
10
Exerci
ses.
15
Test.
All
points
.
20
100A
Anudar,
7. Evaluation For the 8th grade
I quarter
II quarter
III quarter
IY quarter
Date of
assessm
ent
2nd week of Sep.
2nd week of Nov.
3rd week of Dec.
4th week of Feb.
2nd week of May
Criteria
1.Understand and
respond to the
gist of other’s
speech
1.To know the kind
of sentences
1.Understand
summarize and
discuss the
content of the
written texts
1.To express own
ideas Use and identify
paragraphs
3.Use combination
of the sentences
3.Understand the
written texts with
instructions from the
text books and write
a summary in once
own words
2.Listen and
understand the
main points
3.Memorize new
vocabulary and
grammar within
new topics and
practice
2.Present and
describe events
happening around
us
3.To explain the
reason of the text
4.Understand and
respond to
sequences of
spoken language
2.Verbally express
personal thoughts
2.Finding new
and interests within
materials and use it studied topics and
in yourself
vocabulary
4.To note the
reading materials
4. Give a short
presentation of
everyday life
activities and
plans
Task
1. Giving a title of
listening
information.
2.Guess the main
idea of the
listening
1. Filling missing
words. Dictation.
Find main ideas
and answer the Q.
1. Write a letter
2.Give speech in
correct order
3. Describe the
pictures
3. Make dialogues. 3.Give your opinion
in a special topic
4. Role play
4. Give instructions
5. Test
2. Put in correct
order the words
4. Write biography.
5. Give instructions
6. Test
1. Understand other’s
opinion and express
owns.
2. To write a note
3 Write an essay
4. Use a mobile
phone
5. Give instructions
6.exchange opinions
5.Test
by writing
7. Compare and give
suggestions on
writing
Done by :
List of knowledge and skills.
Subtopics
Knowledge.
Skills
Vocabulary
Portfolio
1st term
10hours.
Making friends.
Present simple. /to be/
To be + tag questions
Do+ tag questions
To be+ adjective /
appearance/
Linkers: and, but, or
Describing people
Look like + noun
/ appearance/
Adjective order
/size, shape, color/
To be+ adjective
/ personality/
Indefinite article a/an
What do you prefer?
Like/likes to wear.
Adjective + clothes.
Adjective order/ opinion,
color, material/
Like…more than…
Prefer …to…
Prefer vs. This/ that,
these/ those
Listening:
listen to small conversation and
read
listen and complete the chart
listen and say T or F
listen and complete the CISV
song
Listen and complete the chart
with the information about Mike.
Listen and answer.
Speaking:
Role play. Meet foreign students
at the summer camp. Introduce
yourself.
Ask students about their name,
age, country, and nationality.
Report to the class.
Reading:
Read and complete the tag
questions.
Read the text and choose a title.
Read and answer T or F
Read and answer the questions
Writing:
Write a paragraph about your
best friend.
Describe his/ her personality.
Why do you respect your friend?
Listening:
Listen to the conversation
and complete the names
on his/ her family tree.
Listen to the descriptions
and choose the correct
person.
Speaking:
In pairs, decide T or F.
Then correct the false
sentences.
In groups, discuss some
questions
Who do you look like?
Whose eyes / nose, hair/
do you have?
Tell your opinion to the
partner using the
personality adjectives.
Describe the picture of
famous person
Reading:
Read the text and answer
the questions.
Read about Selena and
answer. What kind of
person is she?
Writing:
Write about yourself. Begin
with:
I look like…
Listening:
Listen to the conversation
and choose a or b
Listen to the conversation
and write a Tom’s shopping
list
Speaking:
Work in pairs. Ask and
answer the questions.
What clothes do you like to
wear?
What do you wear at
school?
Play a game. Ask
questions from 3 students
in your class and report.
Ask and answer about likes
and preferences of clothes.
Role play the situation in
the shop. What do you
want to buy?
Reading:
Read the text and answer
the questions
Read and answer T or F
Writing:
Write about your
classmates’ accessories.
Appearance
Size, shape, color
Personality
descriptions
Make the mini book.
Describe 3 people in
your country
Write a letter to your
pen-friend. Follow the
plan below.
Clothes
Accessories
Shopping
Countries and nationalities:
Summer camp activities.
Personalities.
Classes and schools
Make questions and ask
their names, ages,
personality, likes and dislikes.
Write a composition.
About your best friend.
Make your own shopping
list.
Make the crossword
Plan: Introduction.
Main body
Conclusion.
Your name.
Approved by:……… / The senior training manager B.Altansarnai /
The 1st term
Unit curriculum
Lessons
Dates
level:
Hours
total 30
Units
Grade – 8th
Structure
Revision
2
9/3
Present of to be all forms
There is/are+ noun
Present simple
To be + tag questions
Present simple
do + tag questions
Present simple
To be + adjective
Present simple
Linkers: and, but, or
Unit-3. What do you prefer?
38-52
Unit -2. Describing people
23-37
- Sept
L -2. At the summer
camp
L -3. A friend in need is a
8
friend indeed
L -4. E-pal
L -5. Self -check
Reviewing
Sept
Unit -1. Making friends
8-22
L -1. Meeting friends
Review/ testing
L -1. Meet my family
L -2. Which one is your
friend?
L -3. People we love
Testing
Look like + noun
Adjectives order
To be + adjective
L -4. Celebrities
Article a /an
10
L -5. Self-check
Reviewing
Review/ testing
L -1. I like to wear …
Testing
Like/ likes to wear
Adjective + clothes
Adjective order
Like … more than
Prefer … to
L -2. Accessories
L -3. I prefer …
10
L -4. Shopping for
clothes
L -5. Self-check
Review/ testing
This/ that, these/ those
Prefer
Reviewing
Testing
Vocabulary
Skills
All skills
Countries and
nationalities.
Summer camp
activities
L and S
Personalities
R and S
R and S
Classes and schools R and W
Unit words and
expressions
All skills
Unit words
Appearance
Size, shape, color
Personality
descriptions
More personality
descriptions
Unit words and
expressions
L and S
L and S
R and W
R and S
All skills
Unit words
L and S
Clothes
Accessories
Clothes,
accessories
Shopping
Unit words and
expressions
R and W
R and S
PS-3rd
person
All skills
Unit words
Planned by : Kh. Sarantyua
Approved by:…………… / The senior training manager B.Altansarnai /
The 2nd term
Unit curriculum
L-1. Jobs in the
city.
L-2. A herder’s
day
10h
L-3. At work
L-4. I’d like to be
L-5. Self -check.
Dates
October 17- October 25
Lessons
Hours
total 27
level:
Structure
Vocabulary
Skills
Present simple 3rd person
singular
Present simple 3rd person
Singular Yes/ No
question forms
Present simple 3rd person
Singular ( negative
forms)
Has to / doesn’t have to
( obligation)
Reviewing
Types of jobs
L and S
Countryside
activities
R and S
Work places
L and
W
Job activities
L and S
Unit words and
expressions
Review / testing
L-3. A true story
L-4. A picture
story
L-5. Self -check.
10h
Review / testing
L-1. A modern
city
L-2. Transport
around the world
7h
L-3.
How can I get
to..?
Review /
October 28- December 6
Testing
Past simple
L-1. The lights
went out
L-2. A ghost story
December 7- December
Unit-.6. Getting
around.
83-97
Unit -5. Telling stories.
68-82
Unit -4. Jobs and occupations.
53-67
Units
Grade – 8th
All
skills
Unit words
L and S
Really/ quite
Past simple
Regular/ irregular
Past continuous
Past simple
Story
Story pilot
Strip pictures
Reviewing
Unit words and
expressions
Testing
Prepositions of place
Unit words
Places in the city
R and S
Comparative and
superlatives
Kinds of transport
R and S
Imperative
Directions
L and S
Testing
Unit words
R and S
L and S
S and
W
All
skills
27
Planned by : Kh. Sarantyua
Approved by:………………………….. / The senior training manager B.Altansarnai /
The 3rd term curriculum
Dates
Lessons
Hours
total 24
Level:
Structure
Vocabulary
Skills
L-4. Going to
school
Present simple.
Means of
transport
L and
W
L-5. Self check.
Reviewing
Unit words and
expressions
All
skills
Review / testing
L-1.Sumo wrestling
Testing
Present simple
Unit words
Names of sports
L-2.Sports in our
school
Adverbs,
comparison of
adverbs
Past simple
Words related to
sports
L and S
10h
December 19- December
Unit -.7. Sports and arts.
98-112
Unit-.6.
Getting around.
3-9
Units
Grade – 8th
L-3.Fine arts
L-4. At the circus
L-5. Self -check
Unit – 8. Save the Earth.
113-127
Checking
knowledge
L -1. Our planet
Review
L -2. Pollution
10h
L -3. Consequences
L -4. Endangered
animals
L -5. Self-check
L -6, Test -10
Can / could for
abilities
Reviewing
Words related to
arts
Words related to
a circus
Unit words and
expressions
R and
W
R and
W
L and S
All
skills
Unit words
Testing
Present simple vs
Past simple
Should/shouldn’t
obligation
Zero conditional
If + present simple,
present simple
Present simple
facts
Reviewing
Earth
Environment
R and
W
R and S
Environmental
issues
L and S
Animals
R and
W
Self-questioning
1h
24h
Approved by:………………………….. / The senior training manager B.Altansarnai /
The 4th term curriculum
level:
Hours
total
Dates
30
Units
Grade – 8th
Lessons
Unit – 10 Experienced
143-157
Unit-9. Predictions
128-142
L -1. Weather
L -2. Can we
predict our future?
L -3. Looking into
our future
L -4. Horoscopes
12h
Structure
Vocabulary
Skills
Will be / won’t be.
Weather
vocabulary
Predictions years
L and S
Predictions.
L and S
Will/ won’t
Will/ won’t
(questions)
Will be + noun
Will be + adjective
L -5. Self- check
Reviewing
Testing
L -1. Life
experiences
L -2. I haven’t done
much
L -3. Have you ever
…?
L -4. Adventure
L -5. Self - check
Testing
Present perfect
positive
Present perfect :
negative
Present perfect :
questions
Present perfect vs.
past simple
Reviewing
L -6. Test
Testing
12h
R and W
R and W
Zodiac
vocabulary.
Unit words and
expressions
Unit words
Experiences
Travel
experiences
Personal
experiences
Adventure
activities
Unit words and
expressions
Unit words
All skills
L and S
R and S
L and S
R and W
All skills
24
hours
Approved by ……… ./A training manager B. Altansarnai /
Unit 1 “Making friends”
Total hours: 10hours.
Target group; grade 8 students
Previous knowledge: In the 7th grade students have learnt names of some countries, nationalities and simple
adjectives, for example: honest friendly, generous, tidy. They know how to use Present Simple tense in short
sentences.
Aim: At the end of this unit, the students will be able to talk about where they are from and their
nationalities and make clarifications. Also they are expected to learn how to describe other people’s
appearance and character and get information using Question tag.
Objectives;
 Listening; Listen and identify words related to the friendship and understand the main and specific
information from listening
 Speaking; ask and answer the question about free time activities and describe friends’ personality
 Reading; Skim paragraphs and find general and detailed information
 Writing; Write an essay about ‘ My best friend ‘’
 Vocabulary; nationalities, countries, summer camp activities, adjectives describing people.
 Structure; modals to be+ question tags, do + question tags
Learning strategies;
 To construct knowledge of modals and new vocabulary
 To select appropriate information and work on it
 To use dictionary
 To work on books and visual aids
 To work in pairs and small groups
 To express personal views
Communication: You are Russian, aren’t you? You aren’t Russian, are you? You speak English, don’t
you? You don’t speak Mongolian, do you? He is kind. They are loyal.
Social and cultural competence; Learn about the Children’s International Summer Village (CISV).
Time planning
IT sources
Subtopics
Hours
Meeting friends
2
www.olloo.mn
At the summer camp
2
www. English-mes.com
“Making friends”
A friend in need is friend indeed
2
www.lessonplanet.com
E-pals
2
www.breakingnewsenglish.com
Self-check
1
www.englishclub.com
Review/ testing analyzing /
1
Organization of lessons: Pair work, whole class doing same activity, (Role play) individual work,
Classroom management: Creating an inviting environment, getting students to communicate during
class, whole class demonstration, circle of activities, giving clear orders, setting up positive interaction
among class members.
Integration with other subjects: Telecommunication, Music
Content:
Unit
L-1.
Knowledge
Present simple
To be + tag questions
L -2
(Present Simple)
do +tag questions
to be + adjective
Linkers(and, but
L-3
L-4
Skills
Application
Listening:
To able to: listen texts and dialogues
and understand them
Reading :
To be able to: put sentences and word
stress.
Talking about countries, nationalities,
classes and schools.
Making clarifications
Describing people
Talking about classes and school.
Find the main idea of the text.
Speaking:
To be able to: introduce yourself ask
others.
Name the countries and nationalities.
Gets information about others using
question tags?
Writing:
To be able to: - use and recognize
present simple.
Phonetics:
-Sentence stress
Vocabulary:
Words related to countries,
nationalities, personalities, classes
and schools.
Practicing present simple and use
question tag correctly in sentence.
Assessment:
Criteria
Tasks
Check the ability to:
 Apprehend what they listen and read
 of communication in target language
 Discuss about what children do at the camp.
 Express their ideas using new vocabulary and grammar in speaking and writing.
 Recognize the types of the reading material.
 Completing varieties of tasks and getting necessary information.
 Using linkers / but, and, or/ in sentences.
 To listen the dialogue and complete the chart.
 To listen and complete the tag questions.
 To report about yourself.
 To answer the question.
 To ask the questions.
 To read and choose a title.
 To read & answer true or false.
 To read the text & complete the sentence.
 To write e-mail and letter using new vocabulary.
 To write descriptions of people.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 8-10
Lesson-2
Lesson-3
Communicative
method
P:11-13
Lesson-4
Self-check
Review/ testing
Direct method
Cooperative
learning
Techniques
Exercising
P:14-16
P:17-19
P:20-22
Work book
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to free time activities, nationalities, countries. Some additional texts
Approved by ……… ./A training manager B.Altansarnai /
Curriculum for Unit 2 “Describing people”
Total hours: 10
Target group; grade 8 students
Previous knowledge: In the 7th grade students have learnt to introduce themselves and talk about other
people in short sentences and phrases.
Aim: At the end of this unit, students develop their listening and speaking skills in describing people.
Moreover, they extend their vocabulary on related topics (appearance and personality).
Objectives;
 Listening; Listen and identify words related to describing people and understand the main and
specific information from listening
 Speaking; ask and answer the question about appearance and describe friends’ personality
 Reading; Skim paragraphs and find general and detailed information
 Writing; Write a short description of a person.
 Vocabulary; appearance, size, shape, personality descriptions, adjectives describing people.
 Structure; look like + noun, adjective order, to be + adjective, article a/an
Learning strategies;
 To construct knowledge of modals and new vocabulary
 To select appropriate information and work on it
 To use dictionary
 To work on books and visual aids
 To work in pairs and small groups
 To express personal views
Communication; I look like my mum. She looks like her dad. She has long, curly, blonde hair. He is brave.
He is brave person.
Social and cultural competence; To know about foreign and Mongolian celebrities.
Time planning
“ Describing people”
Subtopics
Meet my family
Which one is your friend?
People we love
Celebrities
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
1
1
IT sources
www.olloo.mn
www. English-mes.com
www.lessonplanet.com
www.breakingnewsenglish.com
www.englishclub.com
Organization of lessons: Pair work, group work, whole class demonstration, individual work, dual
dictation (ask students to get into pairs to write)
Classroom management: Creating an inviting environment, giving clear direction, set up positive
interaction between class members, sharing text with the Class, whole class demonstration, and circle of
activities, managing materials and resources.
Integration with other subjects: Biology, Physical education, History, Music
Content:
Unit
L-1.
L -2
L-3
L-4
Knowledge
Look like+ noun
Adjective order
To be +adjective
Article a/an
Skills
Listening:
To able to: catch the concrete
information from the text listened.
Reading :
Application
-Talking about appearance.
Describing appearance.
Talking about personalities.
Talking about celebrities
Phonetics:
-Sentence stress
Vocabulary
Words related to appearance and
personality descriptions, sizes,
shape and color
To be able to: understand the text
and do post-reading exercises.
Speaking:
To be able to: tell your opinion or
participate in dialogue using new
vocabulary.
Writing:
To be able to: write a letter,
dividing it into introduction, main
body and conclusion. Proper use
of “look like + noun” structure.
Practicing present simple and use
look like correctly in sentence.
Assessment:
Criteria
Check the ability to:
Tasks











Express opinion about personalities.
Describe best friend and celebrities.
Read for specific information.
Recalling information from the text.
Write a short biography.
Write a letter using a plan.
Check the pronunciation and spelling of new words.
Check the ability to construct sentences while speaking and writing.
Check the ability to distinguish a/an articles.
Check the ability to describe a person in detail.
Check the ability of using look like/looks like.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 23-25
Lesson-2
Communicative
method
P:26-28
Lesson-3
Lesson-4
Self-check
Direct method
Cooperative
learning
Techniques
P:29-31
P:32-34
P:35-37
Review/ testing
Exercising
Work book/ test
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to appearance, size, shape, color, personality descriptions. Some additional texts
Approved by …………………………………. /A training manager B.Altansarnai /
Unit 3 “What do you prefer”
Total hours: 10 hours
Previous knowledge: At this level, students have learnt names of colors and names of clothes.
Aim: At the end of this unit, the students will be able to talk and write about topics related to Unit 3, such as
preferences in clothes and accessories.
Objectives;
 Listening; Listen and identify words related to clothes and accessories and understand the main and
specific information from listening
 Speaking; ask and answer the question about shopping activities and describe clothes and
accessories.
 Reading; Skim paragraphs and find general and detailed information
 Writing; Working on a diagram.
 Vocabulary; appearance and personality descriptions, sizes, shape and color
 Structure; modals to be+ question tags, do + question tags
Learning strategies;
 To construct knowledge of modals and new vocabulary
 To select appropriate information and work on it
 To use dictionary
 To work on books and visual aids
 To work in pairs and small groups
 To express personal views
Communication: I like to wear a plain skirt. He likes to wear striped shirts. I like shirts more than a T-shirt.
I prefer jeans to shorts.
Social and cultural competence; Learn how to communicate with foreign people and write letters to them.
Time planning
“ What do you prefer”
Subtopics
I like to wear.
Accessories.
I prefer …
Shopping for clothes
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
1
1
IT sources
www.olloo.mn
www. English-mes.com
www.lessonplanet.com
www.breakingnewsenglish.com
www.englishclub.com
Organization of lessons: Pair work, group work, whole class demonstration, individual work, dual dictation
(ask students to get into pairs to write a dialogue) mime stories, skimming.
Classroom management: Creating an inviting environment, giving clear direction, set up positive interaction
between class members, sharing text with the whole class demonstration, circle of activities,
Integration with other subjects: Art Technology, Math’s, Music
Content:
Unit
L-1.
Knowledge
Adjectives + clothes
L -2
Adjective order
Skills
Listening:
To able to: catch the concrete
information from the text listened.
Application
Talking about likes and dislikes.
Share opinion in conversation about
size shape and color, when talking
L-3
L-4
Like…more than
Prefer…to
This/that, these/those
Phonetics:
-Sentence stress
Vocabulary:
Words related to appearance and
personality descriptions, sizes, shape
and color
Reading :
To be able to: understand the text and
do post-reading exercises.
Speaking:
To be able to: talk about likes and
dislikes.
-talk about preferences, for example
which skirts do you prefer?
-talk about clothes and accessories.
Writing:
To be able to: - Make a shopping list.
-Write your or a friend’s preferences.
-complete the chart.-Write a letter to
someone who lives in foreign country
asking for something.
about clothes & accessories.
Talking about preference.
Talking about clothes and
accessories.
Make shopping list.
Ask and answer about likes and
preferences of clothes.
Assessment:
Criteria
Tasks
Check the ability to:
 Be able to concentrate on a listening task.
 Learning to listen for specific information.
 Learn to interview somebody in class and ask them what they like to wear.
 Learn to describe accessories. Express their own opinion about accessories.
 Learn to predict the content of the text.
 Apply new knowledge in a familiar context.
 Evaluate ( can justify a decision or action )
Answer the question and tell favorite clothes in detail. (spotted, long-sleeved, striped,
checked, flowery)
Match the words to pictures.
Read the text & write adjectives in the correct order.
Write sentences using adjectives in right order.
Work in pairs.
Role play the situation in a shop.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 38-40
Lesson-2
Communicative
method
P:41-43
Lesson-3
Lesson-4
Self-check
Direct method
Cooperative
learning
Techniques
P:44-46
P:47-49
P:50-52
Review/ testing
Exercising
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to clothes, accessories, shopping. Some additional texts
Approved by …………………………………. /A training manager B.Altansarnai/
Unit 4 “Jobs and Occupations”
Total hours: 10
Previous knowledge: At this level, students have learnt names of jobs and occupations. They know about
Yes/ No questions and the 3rd person form and can construct short sentences using them.
Aim: At the end of this unit, the students will have developed their vocabulary range about types of job
activities, work places and new verbs related to topics. And by practicing, they improve their language
skills. They will learn to systemize the new knowledge and connect it to the grammar and vocabulary they
have learnt before.
Learning objectives:
Listening;
 To be able to concentrate on listening task.
 Understand the main or concrete information from listening.
 Learn to catch specific information from listening.
Speaking;
 Discuss in groups or work in pairs using new vocabulary and grammar.
 Work on pronunciation and intonation.
Reading;
 Read attentively and be able to understand the text and translate it.
 Read the texts and perform tasks, which reveal comprehension.
Writing;
 Compose short sentences with new grammar and vocabulary.
 Change positive sentences into negative form.
Communication; A dentist looks after people’s teeth. She works full-time. Does she milk cows? Yes, she
does/ No, she doesn’t
Social and cultural competence; For students who live in city; learn more about a herder’s life.
“ Jobs and Occupations”
Subtopics
Jobs in the city
A herder’s day
At work
I’d like to be….
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
1
1
Classroom management: Creating an inviting environment, giving clear direction, set up positive interaction
between class members, sharing text with the whole class demonstration, circle of activities, managing
materials and resources.
Organization of lessons: Pair work, whole class doing same activities individual work, chain game.
Integration with other subjects: Music, Civic Education, Social studies, Literature
Content:
Unit
L-1.
L -2
L-3
Knowledge
Present Simple 3rd person
singular (positive,)
-Yes/ No question form
Present Simple 3rd person
Skills
Listening:
To able to: catch the concrete
information from the text listened.
Reading :
To be able to: understand the text and
Application
Talking about types of jobs.
Talking about a herder’s day.
Talking about work places.
L-4
negative forms
Has to /doesn’t have to (for
obligations)
Phonetics:
-Sentence stress
Vocabulary:
New words related to types of job
countryside activities, work places,
job activities
do post-reading exercises.
Speaking:
To be able to: talk about yourself and
other people and asking and
answering on questions using Yes,
No question forms.
-talk about 3rd person.
Writing:
To be able to: - write about people in
a more complex way.
-write about 3rd person.
Talking about job obligations
Ask and answer about likes and
preferences of clothes.
Assessment:
Criteria
Tasks
Check the ability to:
Apprehending what they hear and read.
Of communication in target language.
Listening and memorizing pronunciation and intonation in phrases.
Describing in a more complex way.
Reading for specific information.
Recalling information from the text.
Writing about dream job.
Writing sentences in Present Simple 3rd person.
Making Yes/ No questions.
Check the pronunciation and spelling of new words.
Check the ability to construct Yes/ No questions and put the verbs in right form (3rd
person)
Check the ability to accomplish given tasks such as pre and post-reading, speaking
exercises, etc
-Check the ability of correct use of “likes …. more than..” grammar structure
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 53-55
Lesson-2
Communicative
method
Lesson-3
Lesson-4
Self-check
Direct method
Cooperative
learning
Techniques
P:60-61
P:62-64
P:65-67
P:56-59
Review/ testing
Exercising
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to jobs. Some additional texts
Approved by ………………. /
/
Unit 5 ‘Telling Stories’
Total hours: 9 hours
Previous knowledge: At this level students have learnt about past forms and use them in positive,
negative and question sentences.
Aim: the students will learn to talk and write about past actions. They will expand their vocabulary and
make longer sentences.
Learning Objectives:
Learning:



To be able to concentrate on listening task.
Understand the main or concrete information from listening.
Learn to catch specific information from listening.
Speaking:
 Share and exchange facts that happened in the past.
 Clearly and briefly ask and answer questions related to subtopics.
 Show ability to use new vocabulary in speech.
Reading:
 Read with correct pronunciation and intonation.
 Read the texts and perform tasks which reveal comprehension.
Writing:
 Complete the text with necessary words.
 Spell new words correctly.
 Write a story in Past Simple and Past Continuous Tenses.
Communication: It was quite scary when the lights went out, He rode a horse, she invited him into ger, I
was looking for my horse, a herder saved/found his sheep.
Social and cultural competence: Students know about different types of short stories, like ghost, true
and picture stories.
“ Telling Stories”
Subtopics
The lights went out
A ghost story
A true story
A picture story
Self-check
Review/ testing analyzing /
Hours
1
1
2
2
2
1
Classroom management: Creating an inviting environment, getting students to communicate during class,
whole class demonstration, circle of activities, managing materials and resources, giving clear orders, setting
up positive interaction among class members
Organization of lessons: Whole class doing same activity, role play, pair work, individual work, bingo
Integration with other subjects: Literature, Drawing, History
Content:
Unit
L-1.
L -2
L-3
Knowledge
Grammar
- Past Simple
Past Simple (regular and
irregular verbs)
Past Continuous
L-4
Past Simple Really/quite
+adjective
Phonetics:
-Sentence stress
Vocabulary:
words related to electricity,
new adjectives and verbs
Skills
Application
Talking about problems
Listening:
To be able to catch the concrete
information from the text listen Telling a story
to
Reading:
-Listening and discussing
To be able to understand the
events
text and do post-reading
Making up a story
exercises
Speaking:
To be able to tell about what
they have experienced or about
facts happened in past
Writing:
To be able to make up sentences
in past tenses. Use Really/quite
+adjective structure in sentences
Assessment:
Criteria
Check the ability to:
Tasks
Comprehend what they listen to and read
Know Mongolian equivalents to new words.
Communication in target language
Describe what happened and answer questions
Read for specific information
Recall information from the text
Write a short story and sentences in past form
Check the pronunciation and spelling of new words
Check the ability to construct sentences while speaking and writing
Check the ability to tell and write about what happened in the past
Check the ability to distinguish two past tenses (Past Simple and Past Continuous)
Check the ability in using look like/looks like
Check the knowledge of irregular verbs
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 68-70
Lesson-2
Communicative
method
P:71-73
Lesson-3
Direct method
Independent
learning,
P:74-76
Lesson-4
Self-check
Cooperative
learning
Techniques
P: 77-79
P:80-82
Review/ testing
Exercising
Product
oriented
approach
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to story. Some additional texts
Approved by …………………./………………………./
Unit plan 6 “Getting Around”
Total hours: 9 hours
Previous knowledge: At this level students have known a few words related to subtopics, such as
motorbike, boat, shop, railway station, etc…
Also, they have gotten used to Present Simple and know some prepositions of place.
Aim: Besides widening vocabulary and improving language skills, students will be able to talk about
places and their locations: moreover the can give directions and orientate in the city.
Learning Objectives: Listening
Understand the main or concrete information from listening.
Learn to catch specific information from listening.
Speaking
Share and exchange information of favourite celebrities.
Clearly and briefly ask and answer questions related to subtopics.
Reading
Read with correct pronunciation and intonation.
Find new words from the texts, translate and memorize them.
Read the texts and perform tasks, which reveal comprehension.
Writing
Explain the location.
Write sentences in which they compare places and transport.
Write a short report using a chart given.
Communication: A museum is next to/behind the tower, BTS Skytrain is cheaper than a taxi, It’s the
cheapest, Get on the bus/ Go three stops, I go to school by bus / We usually walk to school.
Social and cultural competence: Get some information about Astana city, BTS Skytrain, Tuk-Tuk,
Jeepneys, Xe Om (hugging motorbike) and London.
“ Getting Around”
Subtopics
A modern city
Transport around
How can I get to …?
Going to school
Self-check
Review/ testing analyzing /
Hours
1
1
2
2
2
1
Classroom management: Getting students to communicate during class, whole class demonstration, circle of
activities, managing materials and resources, giving clear orders
Organization of lessons: Whole class doing same activity, role play, pair work, individual work, plan making,
Simon says
Integration with other subjects: History, Geography, Language, Social Studies.
Content:
Unit
L-1.
L -2
Knowledge
Prepositions of place
Comparatives and
superlatives
Skills
Application
Talking about locations
Listening:
To be able to catch the concrete Talking about transport around the
information from the text
world
L-3
L-4
Imperatives
Present Simple (revision)
Phonetics:
-Sentence stress
Vocabulary:
-Words related to places in the
city, transport, directions
listened
Reading:
To be able to understand the
text and do post-reading
exercises
Speaking:
To be able to ask answer on
questions about directions and
location
Writing:
To be able to compare things and
construct sentences in Present
Simple.
Asking for and telling directions
Talking about traveling to school
Assessment:
Criteria
Check the ability to:
Tasks
Understand what they listen and read
Communicate in target language
Listen and memorize pronunciation and intonation in phrases
Participate in a dialogue
Construct correct sentences
Ask and give directions
Use new vocabulary
Recalling information from the text
Write a short report
Write directions how to get to a certain place
Check the pronunciation and spelling of new words
Check the ability to construct sentences while speaking and writing
Check the ability to ask and give directions using new prepositions of place
Check the ability of using new grammar and vocabulary (comparatives and
superlatives)
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 83-85
Lesson-2
Communicative
method
P:86-88
Lesson-3
Direct method
Independent
learning,
P:89-91
Lesson-4
Self-check
Cooperative
learning
Techniques
P: 92-94
P:95-97
Review/ testing
Exercising
Product
oriented
approach
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer. Some additional texts
Approved by …………………………………/………………………../
Unit 7 “Sports and arts”
Total hours: 12 hours
Previous knowledge: at this level students have already learnt some words related to the subtopics and
some grammar, like present and Past Simple tenses and the verb of ability “can/could”.
Aim: The students will able to talk and write about topics related to the unit, such as sumo wrestling and
fine arts. They learn to work individually, in pairs and in groups. They will revise the grammar they have
previous class.
Learning Objectives:
Listening
 To be able to concentrate on a listening task.
 Understand the main or concentrate information from listening.
 Learn to catch specific information from listening.
Speaking
 Share and exchange their opinions after listening and reading tasks.
 Clearly and briefly ask and answer questions related to subtopics.
Reading
 Read with correct pronunciation and intonation.
 Read the texts and perform tasks which reveal comprehension.
Writing
 Write about abilities.
 Spell new words correctly.
 Use new sentence structure in speech and writing.
Communication: Sumo wrestlers throw salt in the air, they play basketball well, I run faster than you,
Beethoven composed many symphonies, I couldn’t speak English/ Now I can speak English.
Social and cultural competence: Get some information about sumo wrestling, sports and arts, such as “The
Fight of stallions” Painting, “Moonlight” Sonata and Alexander Dumas.
“ Sports and arts”
Subtopics
Sumo wrestling
Sports in our school
Fine arts
At the circus
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
2
2
Classroom management: Creating an inviting environment, getting students to communicate during class,
whole-class demonstration, circle of activities, managing materials and resources, giving clear orders, setting
up positive interaction among class members
Organization of lessons: Whole class doing same activity, role play, pair work, individual work, bingo, chain
game, miming
Integration with other subjects: Arts, Physical Education, History, Literature, Music
Content:
Unit
L-1.
L -2
L-3
L-4
Knowledge
Present Simple (revision)
-Adverbs, comparison of
adverbs
-Past Simple (all forms)
can/could
Phonetics:
-Sentence stress
Vocabulary:
- Words related to sports, arts and
the circus
Skills
Listening:
To be able to catch the concrete
information from the text listened.
Reading:
To be able to understand the text
and do post-reading exercises
Speaking:
To be able to talk about topics
risen during class. Participate in
conversation.
Writing:
To be able to write a short
paragraph about what they see and
think
Application
Talking about sports
Talking about sports at school
Talking about fine arts
Talking about abilities
Assessment:
Criteria
Check the ability to:

Tasks
Apprehending what they listen and read.
Capability of communication in target language.
Expressing opinion about sports and different types of arts.
Reading for specific information.
Recalling information from the text.
Comparing using comparisons of adverb.
Using can/could when talking about abilities.
Writing sentences using information.
Check the pronunciation and spelling of new words.
Check the ability to construct sentences while speaking and writing.
Check the ability to express their opinions and ideas at something.
Check the ability to distinguish can/could.
Check the ability of using comparisons of adverb.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 98-100
Lesson-2
Lesson-3
Communicative
method
Direct method
P:101-103
P:104-106
Independent
learning,
Lesson-4
Cooperative
learning
P: 107-109
Self-check
Techniques
Review/ testing
Exercising
Product
oriented
approach
P:110-112
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to…... Some additional texts
Approved by …………………………………/………………………../
Unit 8 `Save the earth`
Total hours: 12 hour
Previous knowledge: at this level students know the differences between. Present and past simple tenses and
their time expressions. And they have already learnt some vocabulary that will appear in this unit.
Aim: the students will be able to talk and write about topics related to the unit, such as pollution and
endangered animals, using Zero conditional and of obligation
Learning objectives;
Listening;
 Understand the main or concrete information from listening.
 Learn to catch specific information from listening.
Speaking;
 Share and exchange information about environment conditions on the earth
 Show ability to use new vocabulary in speech
 Express their opinions and ideas how to prevent pollution and extinction of animals
Reading;
 Read with correct pronunciation and intonation.
 Read the texts and perform tasks which reseal comprehension.
Writing:
 Write a short passage about the Earth using information and facts from the student*s book.
 Write a short paragraph about protecting nature.
 Use new sentence structure in speech and writing
Communication: People celebrate Earth day every day year .The Use first celebrated earth day, we should protect
nature, we shouldn`t waste water if you pollute water, animals die more than 1000 species of animals are endangered,
950 wild camels remain in the Gobi.
Social and cultural competence: Get some information about earth day, pollution and endangered animals.
Subtopics
“ Save the earth”
Our planet
Pollution
Consequences
Endangered animals
Self-check
Review/ testing analyzing /
Hours
1
1
2
2
2
1
Classroom management: Creating an inviting environment getting students to communicate during class whole class
demonstration circle of activities managing materials and resources giving clear orders setting up positive interaction
among class members
Organisation of lessons: Whole class doing same activity role play pair work individual work walls and corners double
lines
Integration with other subjects: Geography civic education biology chemistry history
Content:
Unit
L-1.
L -2
Knowledge
Present simple, past
simple
Shouldn’t/should (
obligation)
Skills
listening:
Application to be able to catch
the concrete information from the text listened
Reading:
Application
Talking about the Earth
Talking about cause and
effects of pollution
L-3
Zero conditional
If + present simple,
present simple
L-4
Present simple (facts)
Phonetics:
-Sentence stress
Vocabulary:
Words related to the Earth and
the
to be able to understand the text and
do post reading exercises
Speaking:
To be able to tell your opinion
or participate in conversations using new vocabulary.
Writing:
To be able to make sentences
Using should shouldn`t if+ present
Simple zero conditional
Environment. Giving
advice
Talking about
endangered animals
Assessment:
Criteria
Check the ability to:
Apprehending what they listen and read
check the ability to construct sentences while speaking
Capability of communication in target language
Listening and memorizing pronunciation
and writing check the ability to talk and write about
pollution its prevention and consequences check the
Tasks
Check the pronunciation and spelling of new
And intonation in phrases expressing opinion
structures in
About pollution and extinction of animals
look like looks
Talking about the environment and earth
Reading for specific information recalling
Information from the text writing a short
Paragraph constructing sentences putting words
in right order and form using should/shouldn`t
if+ present simple zero conditional in the tasks
ability of correct use of new language
sentences check the ability of using
like
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 113-115
Lesson-2
Lesson-3
Communicative
method
Direct method
P:116-118
P:119-121
Independent
learning,
Lesson-4
Cooperative
learning
P:122-124
Self-check
Techniques
Review/ testing
Exercising
Product
oriented
approach
P:125-127
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to Earth. Some additional texts
Approved by ………………………../……………………/
Unit 9”Predictions”
Total hours: 12 hours
Previous knowledge: At this level students have already learnt some vocabulary related to the unit, such as weather
adjectives and names of cities.
Aim: The students will be able to talk and write about topics related to the unit, such as preferences in clothes and
accessories.
Learning Objectives
Listening
 To be able to understand weather forecast predictions.
 Learn to catch specific information from listening.
Speaking
 Predict about weather or about the future
 Clearly and briefly ask and answer questions related to subtopics
 Show ability to use new vocabulary in speech
 Make an oral presentation working with classmates
Reading
 Read with correct pronunciation and intonation
 Read the texts and perform tasks which reveal comprehension
Writing
 Make predictions about town, school , etc
 Write a horoscope
 Spell new words correctly
 Use new sentence structure in speech and writing
Communication: It will /won’t be rainy tomorrow, I will be rich one day, Will you go to university? Yes, I will / No, I
won’t, I will be responsible a doctor
Social and cultural competence: Get some information about Vanga Pandeva and the signs of Zodiac.
Subtopics
“ Predictions”
Weather
Can we predict our future?
Looking into our future
Horoscopes
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
2
2
Classroom management: Creating an inviting environment getting students to communicate during class whole class
demonstration circle of activities, managing materials and resources giving clear orders setting up positive interaction
among class members
Organization of lessons: Whole class doing same activity (Role play) pair work individual work party mingling play
games drawing
Integration with other subjects: Geography civic education history literature music math’s
Content:
Unit
Knowledge
Skills
Application
L-1.
L -2
L-3
L-4
will be / won’t be
will/ won’t
(positive ,negative and
questions)
will be + nouns/
Will be + adj …
Phonetics:
-Sentence stress
Vocabulary:
words related to weather, years,
predictions, zodiac signs and
predictions
Listening :
To be able to catch the concrete
information from the text listened
Reading :
To be able to understand the text and
do post- reading exercises
Speaking:
To be able to
Efficiently and
Actively participate in
Conversations while predicting about
something writing: something
writing:
To be able to construct sentences
when predicting using ``will`` form
Predicting the future personal
something writing: predicting the
weather
predictions talking about zodiac signs
personalities
Assessment:
Criteria
Tasks
Check the ability to:
Check ability to: apprehend what they hear and read.
Communicate in target language.
Listening and memorise pronunciation and intonation in phrases
Compose predictions using new vocabulary and grammar
Read for specific information recall information from the text
Write a short horoscope write a short prediction using future tense.
Check the pronunciation and spelling of new words
Check the ability to construct sentences while speaking and writing
Check the ability to construct sentences in future tense using all forms of `will`.
Check the ability of using look like/looks like.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 128-130
Lesson-2
Lesson-3
Communicative
method
Direct method
P:131-133
P:134-136
Independent
learning,
Lesson-4
Cooperative
learning
Self-check
Techniques
Review/ testing
Exercising
Product
oriented
approach
P: 137-139
P:140-142
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to zodiac. Some additional texts
Approved by ……………………………………./…………………………………/
Unit 10 ``Experiences``
Total hours: 12 hours
Previous knowledge: at this level students have already learnt some words and phrases, such as adventure, to take
photos, to ride a horse and etc.
They can talk about their experiences and travel adventures.
Aim: the students will be able to talk and write about topics related to the unit. The will learn about present perfect
tense and its forms (positive, negative and interrogative). The will be able to talk about their life experiences and ask
questions of others.
Learning objectives:
Listening:
 Able to concentrate on a listening task.
 Understand the main or concrete information from listening.
 Learn to catch specific information from listening.
Speaking
 Share and exchange information about their experiences.
 Clearly and briefly ask and answer questions related to subtopics.
 Show ability to use new vocabulary in speech.
Reading:
 Read with correct pronunciation and intonation.
 Read the texts and perform tasks which reveal comprehension.
Writing:
 Write about their own experiences and experiences of other people.
 Write a short paragraph about an adventure.
Communication: I have/ she ahs been to Canada, I haven`t / he hasn`t visited Canada, have you/ has she ever been to
Canada? Yes I have / she has, no, I haven`t/ she hasn`t, Anu has ridden a reindeer, she rode one in 1999.
Social and cultural competence: students get some ideas of how to spend their spare time.
Subtopics
“ Experiences”
Life experiences
I haven`t done much
Have you ever….?
Adventure
Self-check
Review/ testing analyzing /
Hours
2
2
2
2
2
2
Classroom management: Creating an inviting environment getting students to communicate during class whole class
demonstration circle of activities managing materials and resources giving clear orders setting up positive interaction
among class members
Organization of lessons: Whole class doing same activity (role play) pair work individual work note talking guided
reading
Integration with other subjects: Geography history literature
Content:
Unit
Knowledge
L-1. Present perfect (positive
forms)
Present perfect
Skills
Listening:
To be able to catch the concrete
information from the text listened to
Application
Talking about life experiences
Talking about travel experiences and
L -2
L-3
L-4
negative
Present perfect- question
Present perfect and past
simple
Phonetics:
-Sentence stress
Vocabulary:
words related to personal and
travel experiences and adventure
activities
Reading:
To be able to understand the text and
do post reading exercises
Speaking:
To be able to tell your opinion or
participate in dialogue using new
vocabulary
Writing:
To be able to write about experiences
using present perfect tense.
asking
Talking about personal experiences
Talking about adventure activities
Assessment:
Criteria
Tasks
Check the ability to:
Check ability to: apprehending what they listen to and read.
Of communication in target language.
Listening and memorize use correct pronunciation and intonation in phrases
talk about experiences read for specific information from the text
Write short paragraphs related to the subtopics.
Check the pronunciation and spelling of new words
check the ability to construct sentences while speaking and writing
Check the ability of using present perfect tense.
Check the ability of using ability to transform sentences into negative and question
forms
Check the ability of new words and phrases during class.
Method and techniques:
Lesson -1
Role play
Information gap
English-4.
P: 143-145
Lesson-2
Lesson-3
Communicative
method
Direct method
P:146-148
P:149-151
Independent
learning,
Lesson-4
Cooperative
learning
P: 152-154
Self-check
Techniques
Review/ testing
Exercising
Product
oriented
approach
P:155-157
Work book/tests
Teaching materials: English 3 textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD projector,
computer… Pictures related to life experiences. Some additional texts
Bibliography.
English -4 UB 2005
English -4 UB 2011
Approved: by a training manager …………………………… /………………../
Unit 3
What do you prefer?
A lesson plan -1 I like to wear ……… Date:
Class: 8th grade Time: 80’
Aim : Students will be able to learn to talk and express their opinions related to the appearance using new
grammar and new words in writing and in speech.
Learning objectives: Listening; listening for main and detailed ideas
5’
Presentation
5’
Practice
To do warm up by
discussing about clothes.
/Brainstorm /
Ask some questions
-What do you like to wear?
- What do you wear at
school/gym/disco club?
-What is your favorite
clothes?
To explain the meaning of
the new words./a striped
jacket, a checked T-shirt,
spotted tights, sandals, a
plain skirt, a long-sleeved
pullover, a flowery blouse, a
uniform, leather boots/
To explain the new
structures.
To show their sentences,
correct &evaluate by mark.
Discuss and say the
names of clothes.
Answer the questions.
-I like to wear jeans.
-I wear a white shirt,
paints and shoes at
school.
-I wear training suit at
gym.
-I wear a skirt, sandals,
and blouse at disco club
etc.
Pay attention for new
words.
Look at the pictures and
label and write them in
their notebooks and
repeat the new words.
Complete the sentences.
-I like to wear a ...
-work in pairs. Ask and
answer the questions.
Practice: work in pairs,
look at the pictures and
complete the sentences.
15’
Communicati
on
10’
Evaluation
To help the students to
write using conjunctions
and control them how to
study on a new structure.
Listen to the
conversation and answer
the questions.
Interview three students
in class and complete
the chart. –What do you
like to wear? Report to
the class.
Point at the pictures and
ask.
Name the clothes and tell
their patterns.
Explain the homework
Memorize the patterns and
draw the clothes with
patterns.
3’
Homework
2’
Material
s
Method
and
techniques
Communicative approach , cognitive approach , Role play , Information gap
Warm –up
Students’ activity
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette,
TV, DVD, LCD projector, computer… p:38 -40
Lesson stage
Speaking; interviewing
Reading; reading a interview
Writing; completing
Tim Teacher’s activity
e
Engli
sh 4,
,
gram
mar
Comm
illustr
unicativ
ation
e
mate
approa
rial,
ch ,
flash
cognitiv
card
Approved: by a training manager …………………………… /………………../
Unit 3 What do you prefer?
A lesson plan -2 Accessories Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk and describe appearance related to the appearance using new
grammar and new words in writing and in speech.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about accessories.
Reading; using key visuals
Writing; sorting and ordering
Lesson stage
Time
Teacher’s activity
Students’ activity
Materials Method
and
techniques
Warm –up
To do warm up by
Remember previous lesson
questions and
and answer the questions.
practice previous
To say the names of
5’
Presentation
lesson. What do you
like to wear? What
does she/he like to
wear? Look at the
pictures Asking and
answering what they
are?
To check and correct
their exercises and
explain how to work
on the text and help
them.
5’
Practice
Explain how to do
activities.
accessories. Copy a diagram
and write. What accessories
do boys use? What
accessories do girls use?
What do they both use?
To match the words to the
pictures. Memorize the words
silver earrings, a golden chain,
a golden ring, a leather belt,
plastic hairclips, a wooden
bracelet, a cotton wallet etc.
Read the text and answer the
questions Read the text again
and write adjectives in the
correct column
Practice: work in pairs, look at
the pictures and complete the
sentences.
15’
Communication
10’
Control and help how
to use new grammar
/adjective order/ in
their writing and
speaking.
Write the sentences using the
correct adjectives.
Play a game.
Ask questions from 3 students
in your class and report. Ex:
Who has a big, brown, cotton
bag? Write about your
classmates’ accessories.
Show Ss’ the pictures
about accessories.
Name the accessories with
adjectives in order.
Explain the homework.
Memorize the new words and
write about your accessories with
adjectives.
Evaluation
3’
Homework
2’
5’
Presentation
crossword. Give 3 minutes
for finding the names of
clothes.
Check and tell after finishing
check their works.
clothes names.
Revise previous lessons.
Explain how to do these
exercises and check them.
Give some advices. Ask
some questions
Write the names of clothes in the
column. Read the text about Julia’s
opinion about clothes. Read again
and answer true or false. Choose a
or b to complete the sentences./a.
to b. more than /
I prefer jeans … trousers. I like
bracelet …a ring. She prefers high
English 4, , grammar illustration
material, flashcards with
vocabulary, pictures, real objects,
posters, tape recorder, cassette,
TV, DVD, LCD projector,
computer… p:44approach
- 46
Communicative
, cognitive
approach , Role play ,Information gap
Direct method
Approved: by a training manager …………………………… /………………../
Unit 3 What do you prefer?
A lesson plan -3 I prefer ………. Date:
Class: 8th grade Time: 80’
Aim : Students will be able to learn to talk about personality using new grammar and new words in writing
and in speech.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about accessories.
Reading; working on a diagram
Writing; completing
Lesson stage Time
Teacher’s activity
Students’ activity
Materia Method
ls
and
techniques
To do warm up using
To look at the crossword and find
Warm –up
5’
Practice
15’
Communicati
on
10’
Evaluation
3’
heels…flat shoes. My dad likes a
suit…jeans.
What kind of clothes do you
wear at school /at gym/at a
party? –What kind of clothes
do you don’t wear at school/
at gym/ at a party?
Practice: work in pairs, look at the
pictures and complete the
sentences.
Get your students to do this
activity individually to check
their understanding.
To help the students how to
make sentences and find the
correct fractions, correct
structures.
Complete the dialogues with names
of clothes from the pictures.
Work in pairs. Ask and answer
about likes and preferences of
clothes. Ex: Which T-shirts do you
prefer? I prefer cotton T-shirts to
polyester T-shirts.
Ask Ss’ opinion about
clothes.
Tell the opinion about clothes using
like…more than, prefer … to.
Writing exercise.
Compose the text about opinion of
clothing.
Homework
2’
5’
Presentation
5’
Practice
15’
Communication
To do warm up by saying a
tongue twister from the board
”Bertha blew big blue
bubbles” read to the students
To do warm up, Write it on the
note and repeat.
They have to learn saying
more quickly.
To organize the class before
lesson.
To explain how to do
activities.
Work in pairs. Look at the
pictures and read the words in
bubbles. Read again and
answer the questions. –Why
does Julia prefer a red one to
a blue one? –Why does Anu
like a blue bracelet?
To read the conversation
slowly and clear and help to
catch the main the main
point. To check their listening
and understanding.
Listen to the conversation and
answer. What is Anu buying?
Listen to the conversation
again and write Anu’s
shopping list. look at the
sentences and choose a or b
in the explanations
Look and complete the
sentences. Make your own
shopping list. Look at your
Tell the students to do the
exercise individually. Then let
them check their answers in
Cooperative learning Communicative approach , cognitive
approach , Role play , Information gap
Warm –up
English 4, grammar illustration material, flashcards with
vocabulary, pictures, real objects, posters, tape recorder,
cassette, TV, DVD, LCD projector, computer… p:47 - 49
Approved by a training manager …………………………… /………………../
Unit 3 What do you prefer?
A lesson plan - 4 Shopping for clothes
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to describe clothes and accessories using new grammar and new
words in writing and in speech.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; shopping
Reading;
Writing; identifying thinks.
Lesson stage Time
Teacher’s activity
Students’ activity
Materials Method
and
techniques
10’
pairs. Check their answers
and give advice as
necessary Explain how to do
activities
shopping list and put the words
in the right column.
Roles play the situation in the
shop. What do you want to
buy?
In groups of 5, play a chain
game Use your shopping lists.
Evaluation
.
Compose the conversation about shopping for clothes.
Approved: by a training manager …………………………… /………………../
Unit 3 What do you prefer?
A lesson plan - 5 Self-check and testing
Class: 8th grade Time: 80’
Aim: To revise vocabulary and structures of the unit.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about clothes.
Reading;
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Warm –up
5’
Presentation
Read to students some
situations and check their
answers and give advice as
necessary.
Look at the pictures and write the
names of clothes.
Look at the pictures and match the
words in 2 columns
Explain how to do activities.
Read and write what it is.
Odd one word out in each line.
Complete the sentences with the
word like or likes.
Explain how to do activities.
Talk to the students on a
lesson.
Correct their mistakes
Help each student.
Evaluate students formal or
informally
Underline the correct word. Write
the sentences using prefer to or like
more than.
Explain how to do activities.
Read the Julie’s letter and answer.
Who is coming to Washington?
Read the letter again and answer T
or F.
Write a letter to your brother or
sister who lives in Korea.
5’
Practice
15’
Communicatio
n
10;
Date:
Materials
Method
and
techniques
Exercising Communicative approach , cognitive approach , Role play,
Information gap
2’
Homework
English 4, grammar illustration material, flashcards with vocabulary,
pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD
projector, computer… p: 50 - 52
3’
Give students a budget, a shopping list and let them go
shopping. To get the most practice, have them ask the
salesperson for each item on their list.
Evaluation
Ask about Julie’s letter.
Answer True or False.
Explain the homework
Underline the correct word.
3’
Homework
2’
Do brainstorm about types of
jobs
Discuss and answer the
questions
To do warm up, write it on the
note and repeat
Teacher will help to
remember previous
knowledge
Teacher will write new
vocabulary on the board and
help them with saying new
vocabulary in pronunciation
Look to them some pictures
and explain with new words
Match the words in the box to
the pictures
Write full sentences. Use the
words in the box. Ex:
A journalist writes articles.
Listen to the conversation and
answer. Who is Nick talking to?
Listen to the conversation again
and complete the sentences.
Explain grammar /present
simple 3rd person singular/
Give some model sentences
Explain to the students that
structure is used when they
want to confirm some
information
Give some sentences on the
board as a model
Let students work
individually. Tell them to read
the sentences carefully
Look at the examples and
choose a or b the explanations.
Study the sentences. Then
choose the correct one in the
explanations below
Write the model sentences on
the note and make sentences
Do exercises individually and
check with their partners
Make the sentences like a
model sentences
Give the direction of doing
activities
Ask the questions.
Help to each student.
Read the sentences and choose
the correct verb.
Complete the sentences with
new words
5’
Presentation
5’
Practice
12’
Communication
Method
and
techniques
Communicative approach , cognitive approach , Role play , Information gap
Warm –up
English 4,grammar illustration material, flashcards with vocabulary, pictures, real
objects, posters, tape recorder, cassette, TV, DVD, LCD projector, computer… p:
53 - 55
Approved: by a training manager …………………………… /………………../
Unit 4 Jobs and occupations
A lesson plan – 1 Jobs in the city
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about types of jobs Present simple 3 rd person singular.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about jobs and occupations.
Reading;
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Materials
Check their answers.
10’
Evaluation
Give Ss a piece of paper with
some test to check their
understanding
Put the correct order
Play a guessing game.
Use the names of jobs in activity
1a. add names of more jobs you
know.
Ask Yes/No question and guess
Who am I? Ex:
-She works at school and loves
children.
-Is she a teacher?
-Yes, she is. Your turn.
Complete the sentences
6’
Homework
2’
Give them an exercise from
the student’s book. Ex4
They will note the homework
5’
Practice
15’
Show some pictures
related to the new topic
then explain some
unknown words to
students and tell to class
Teacher will write new
vocabulary on the board
and help them with saying
new vocabulary in
pronunciation
Look to them some
pictures and explain with
new words
Explain how to do exercise
Check them meaning new
of new words and
grammar Present simple
the 3rd person singular
Yes/ No question forms
Explain to the students
that structure is used
when they want to confirm
some information
Let students work
individually. Tell them to
read the sentences
carefully
To listen & repeat
Read the text. Answer the
questions, tell the teacher
new words . Is it about a) a
Tsogt’s dairy routine or b)
an uncle Bataa’s daily
routine?
Read the text again and put
the sentences in the correct
order.
Read the examples and
choose the correct answer.
Does he tame young
horses? -Yes, he does.
Does he play football in his
free time? -No, he doesn’t.
We use do + subject + main
verb for all persons except
the 3rd person singular.
We use does + subject verb
for only the 3rd person
singular Study the
sentences.
Do exercises individually
and check with their
partners
In pairs, ask and answer the
questions.
Communicative approach , cognitive approach , Role play Information gap
Exercising
Presentation
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape
recorder, cassette, TV, DVD, LCD projector, computer… p: 56- 58
Approved: by a training manager …………………………… /………………../
Unit 4 Jobs and occupations
A lesson plan – 2 A herder’s day
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about types of jobs Present simple 3rd person singular.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; ordering
Reading;
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Materials Method and
techniques
Warm –up
Play the ball game and
Remember new vocabulary
remind something they
to plat these games.
5’
forgot.
Answer the questions.
Revise previous lessons.
Communication
10’
Evaluation
To control how to ask and
answer the questions,
participate in the lesson.
Check how to listen & use
the grammar and express
own idea.
Make 5 Yes/No questions
and write.
Interview 3 students in your
class and write their short
answers. Questions:
Does your grandfather live
in the countryside?
–Yes, he does. etc.
Check how to understood
the students
Read the sentences and
choose the correct verb
3’
Homework
2’
Explain the homework
Write full sentences about
your classmates.
Example: Saran’s
grandfather lives in the
countryside. He likes horses
a lot.
To give them 3 minutes for
matching the occupations
then tell the correct
variation. And control them
how to work on it.
To match the occupations to the
work places.
Listen & check. Then repeat
Listen and write the name of each
person’s job below.
Listen again and answer
–Which person works at a hospital?
Control traffic in the streets?
doesn’t wear a uniform?
Likes helping sick people?
Works for a newspaper?
Likes going to the cinema?
To give them some
example about how to
work.
To control them how to put
in correct order and answer
the questions.
Explain how to do exercise
Check them meaning new
of new words and
grammar Present simple
the 3rd person singular
/negative forms/
Read the sentences below and
choose a or b.
A teacher doesn’t wear a uniform.
In the negative sentences we use
doesn’t with he, she, it.
Make negative sentences and write.
What do Bob, Bataa and Susan do?
Look at the table and then ask and
answer as in the example.
A: Does Bob work on weekends?
B: No, he doesn’t.
To control how to make
questions, ask and answer
the questions. Then tell the
correct variation slowly.
To make questions and answer with
new grammar then check them.
Look at the chart and make
sentences. Using Present simple the
3rd person singular positive and
negative forms.
Write about what each person does
or doesn’t do.
Finally tell to the class about each
person does or doesn’t do.
5’
Practice
15’
Communication
10’
Evaluation
Check how to understood
the students
3’
Write 5 sentences about your family.
Communicative approach , cognitive approach , Role play , Information gap
Exercising
Presentation
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette,
TV, DVD, LCD projector, computer… p: 59- 61
Approved by a training manager …………………………… /………………../
Unit 4 Jobs and occupations
A lesson plan – 3 At work
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about work places / Present simple 3 rd person singular (negative forms )
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about occupations.
Reading;
Writing; asking and answering questions.
Lesson stage
Time Teacher’s activity
Students’ activity
Materials Method
and
techniques
Warm –up
Play the guessing game
Ask Yes / No questions and guess
“Who am I?”
Who am I?
5’
Ask 15 questions and
guess who am I
Homework
2’
Give them an exercise from
the student’s book. Ex;6
They will note the homework
Approved: by a training manager …………………………… /………………../
To play the ball game.
Ask the questions
Make sentences about what
people do. Ex:
A teacher teaches for the
students.
Teacher will help to
remember previous
knowledge
Teacher ’ll write new
vocabulary on the board and
help them with vocabulary in
pronunciation
Look to them some pictures
and explain with words
Answer the questions and say
the sentences related to
previous knowledge
Write new verbs related to jobs
on the notebook
Look at the pictures and match
them to the verbs
Look and complete the
sentences.
Listen and check. Then repeat.
Copy the list from 1a. Add 3
more job activities
To check and correct their
exercises and explain how to
work on the listening
exercise and help them
To check their listening and
understanding.
To listen conversation between
Tsogt and Julia and catch main
point, What are they talking
about? A) their parents’ jobs or
B) their dreams
Listen again and answer True or
False
Study the sentences. Then
choose a or b in the explanation
Ask something they don’t know
To do tasks carefully by
instructions
Make sentences using the
prompts. Ex:
A cook has to be hardworking
and careful.
A cook doesn’t have to travel a
lot. etc.
To control them how to use
new grammar in their writing
and speaking
Tell the students to do the
quiz
Give the direction of doing
activities
Do the quiz. Choose a or b. then
tell what you think.
In groups, ask and answer
questions.
Find someone who would like to
be a doctor?
Would like to be a
pilot? etc.
Tell the class what you found
out. Ex:
Three students in my class
would like to be a doctor.
Only one student in my class
would like to be a teacher. etc.
5’
Presentation
5’
Practice
12’’
Communication
10’
Evaluation
Give Ss a piece of paper with
some test to check their
understanding
Complete the sentences
Method
and
techniques
Communicative approach , cognitive approach , Role play , Information gap
Warm –up
Materials
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD
projector, computer… p: 62- 64
Unit 4 Jobs and occupations
A lesson plan – 4 I’d like to be ……
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about job obligations / has to doesn’t have to /
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; doing a quiz.
Reading;
Writing; Completing
Lesson stage
Time Teacher’s activity
Students’ activity
6’
Homework
2’
Give Ss a piece of paper with
some test to check their
understanding
Complete the sentences
Approved: by a training manager …………………………… /………………../
Unit 4 Jobs and occupations
A lesson plan – 5 Self-check and testing
Class: 8th grade Time: 80’
Aim: To revise vocabulary and structures of the unit. Check a learning progress
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about jobs.
Reading;
Date:
Warm –up
Students’ activity
Ask the questions
Make sentences about what
people do. Ex:
A teacher teaches for the
students.
5’
Teacher will help to
remember previous
knowledge
Teacher ’ll write new
vocabulary on the board and
help them with vocabulary in
pronunciation
Look to them some pictures
and explain with words
Answer the questions and say
the sentences related to
previous knowledge
Write new verbs related to jobs
on the notebook
Look at the pictures and match
them to the verbs
Look and complete the
sentences.
Listen and check. Then repeat.
Copy the list from 1a. Add 3
more job activities
15’
To check and correct their
exercises and explain how to
work on the listening
.exercise and help them
To check their listening and
understanding.
To listen conversation
between Tsogt and Julia and
catch main point, What are
they talking about? A) their
parents’ jobs or B) their
dreams
Listen again and answer True
or False
Study the sentences. Then
choose a or b in the
explanation
Ask something they don’t know
To control them how to use
new grammar in their writing
and speaking
Tell the students to do the
quiz
Give the direction of doing
activities
Do the quiz. Choose a or b.
then tell what you think.
In groups, ask and answer
questions.
Tell the class what you found
out. Ex:
Three students in my class
would like to be a doctor.
Only one student in my class
would like to be a teacher. etc.
Check how to understood the
students
Write sentences about 3
students. My classmate Tsogt
would like to be a … because
… He is good at … so …
Check how to understood the
students
Write 5 sentences about your
family.
5’
Presentation
Practice
Communication
10’
Evaluation
3’
Homework
2’
Materials
Method
and
techniques
Communicative approach , cognitive approach , Role play, Information gap
Writing; completing
Time Teacher’s activity
English 4 , grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette, TV, DVD, LCD
projector, computer… p: 65- 67
Lesson stage
Approved: by a training manager …………………………… /………………../
Unit 5 Telling stories
A lesson plan – 1 The lights went out
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about problems.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about stories
Reading;
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Date:
Materials
Method
and
techniques
Presentation
S + V2 + O
5’
Practice
15’
Communication
It is really interesting. – present
It was really interesting. – past
I looked at the door.
Really / quite + adjective
Comedies are really funny.
The teacher has to explain
about present simple.
During the lesson teacher will
tell the students some new
words related to the lesson.
Give some questions and
exercises to the Ss.
Give more introductions and a
dialogue using past simple and
really/quite+adjective
Students will learn to say a
tongue-twister as fast as.
Writes down the structure
and examples.
Answers and talk about past
simple tense.
Students know some new
words related to the lesson.
Answer the questions one
by one.
Note some information.
Read the dialogue
To show a chart to the Ss and
give an example.
To make sentences using the
given chart.
Ask the questions.
Answer the questions.
Check how to understood the
students
Write 5 sentences about your
family.
10’
Evaluation
3’
Homework
2’
Approved: by a training manager …………………………… /………………../
Unit 5 Telling stories
A lesson plan – 3 A true story
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to listen and discuss events.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about a true story.
Reading; reading for main and detailed ideas
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Warm –up
5’
Greeting
Then teacher will show to say a
tongue-twister.
I scream, you scream, we all
Greeting
Students will learn to say a
tongue-twister as fast as.
Materials
Communicative approach , cognitive approach , Role play , Information gap
Exercising
A sailor went to sea To see,
what he could see. And all he
could see Was sea, sea, sea.
Past simple tense:
Greeting
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder, cassette,
TV, DVD, LCD projector, computer… p: 68- 70
5’
Greeting
Then teacher will show to say a
tongue-twister.
Method
and
techniques
English 4,
grammar
illustration
material,
flashcards
Communicat
with
ive
approach
vocabular
, cognitive
y,
approach
pictures, ,
Role
real play ,
Information
objects,
Warm –up
scream for ice cream!
Presentation
Past continuous tense:
5’
was
were
S+
+V + ing
I was
+Olooking for my horse.
Writes down the structure and
examples.
Answers and talk about past
continuous tense.
Students know some new
words related to the lesson.
They were walking in the forest.
Practice
15’
were
During the
lesson teacher will
tell the students some new
words related to the lesson.
Give some questions and
exercises to the Ss.
Give more introductions and a
radio interview using past
continuous.
To show a chart to the Ss and
give an example.
Communication
Divide students into 3 groups.
10’
Evaluation
Answer the questions one by
one.
Note some information.
In pairs, take turns and say the
words to each other.
Read the radio interview.
Listen again and put the
sentences in the order they
appear.
Put the verbs in the brackets in
the past continuous.
Put the verbs in the brackets in
the past continuous.
In groups, discuss these
questions.
What happened to Uranbayar?
What did he do?etc
Check their answers.
Choose a or b.
Explain the homework
Write 5 sentences. Use the
past continuous.
3’
Homework
2’
Warm –up
5’
Greeting
Then teacher will show to say a
tongue-twister.
If two witches were watching two
watches, which witch would
watch which watch?
Greeting
Students will learn to say a
tongue-twister as fast as.
Materials
Method
and
techniques
English 4,
grammar
illustration
material,
flashcards with
vocabulary,
Communicative
pictures,
real
approach
, cognitive
objects, posters,
approach
, Role
tape
recorder,
play,
Information
cassette, TV,
gap
DVD, LCD
projector,
Approved: by a training manager …………………………… /………………../
Unit 5 Telling stories
A lesson plan – 2 A ghost story
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to tell a story.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about a ghost story.
Reading; reading for main and detailed ideas
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Presentation
The teacher has to explain
about past simple.
5’
Practice
15’
Communication
During the lesson teacher will
tell the students some new
words related to the lesson.
Students know some new
words related to the lesson.
Give some questions and
exercises to the Ss.
Give more introductions and a
story using past simple and
(regular and irregular verbs)
Answer the questions one
by one.
Note some information.
Read a story.
Read the woman’s story.
Check how to wrote the
students.
Ask about a story.
Listen to the story
Copy and complete with
verbs from the story.
Read and answer the
questions about the story.
In groups, write your own
story.
Use these and other scary
ideas.
Tell the class your story.
Explain the homework
Retell the story
10’
Evaluation
Writes down the structure
and examples.
Answers and talk about past
simple tense.
3’
Homework
2’
Warm –up
5’
Greeting
Then teacher will show to
say a tongue-twister.
You curse, I curse, we all
curse, for asparagus!
Teacher will give two
examples to review about
past continuous.
Greeting
Students will learn to say a
tongue-twister as fast as.
Ss will refresh the past
continuous.
Presentation
The teacher will explain the
Writes down the examples.
Materials
Method
and
techniques
English 4, grammar
illustration material,
flashcards with
vocabulary, pictures, real
objects, posters, tape
Communicative
approach
recorder, cassette,
TV, ,
cognitive
approach
DVD, LCD projector,, Role
play , Information
computer…
p: 77- 79gap
,Exercising
Approved: by a training manager …………………………… /………………../
Unit 5Telling stories
A lesson plan – 4 A picture story
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to make up a story.
Learning objectives: Listening; Listening for main and detailed ideas.
Speaking; Visualizing
Reading; reading for main and detailed ideas
Writing; Comparing
Lesson stage
Time Teacher’s activity
Students’ activity
differences between past
simple and past continuous.
5’
I was looking for my horse.
They were walking in the
forest.
Ask and answers questions using
past continuous and past simple.
Students know some new words
related to the lesson.
A herder saved his sheep.
A herder found his sheep.
Practice
15’
There is a small reviewing
present simple.
During the lesson teacher will
tell the students some new
words related to the lesson.
Give some questions and
exercises to the Ss.
Give more introductions and
a dialogue using past
continuous and past simple.
To show some pictures to the
Ss and give an example.
Divide students into 4
groups.
Check how to wrote the
students.
Communication
10’
Evaluation
3’
Homework
Give Ss a piece of paper with
some test to check their
understanding.
Explain the homework
2’
Match present and past forms of
the verbs.
Choose the right word.
Choose two verbs from activity 1
for each of these pictures.
To make sentences using the
pictures.
Write a story in groups.
Tell the story to the class.
Find the differences in your
stories from group to group.
Use the verbs you chose and
write one or two sentences for
each picture.
Use past simple and past
continuous forms.
Choose the right word.
Write a new story. Use verbs in
the past and sequencers.
Warm –up
5’
Presentation
Read to students some
situations and check their
answers and give advice as
necessary.
Look at the pictures .
Look at the pictures and match
the words in 2 columns
Explain how to do activities.
Unjumble the letters and write
the words.
Copy and circle the correct
word.
Find the pairs and write.
Write past forms of the following
verbs.
Put the verbs in brackets into
correct form of the Past simple.
Read the complete the
sentences.
Use the Past continuous.
What was Uranbayar doing in
the forest?
5’
Practice
Explain how to do activities.
Check their answers.
15’
Materials
Method
and
techniques
Communicative approach , cognitive approach ,
Role play, Information gap
Exercising
Unit 5 Telling stories
A lesson plan - 5 Self-check and testing
Date:
Class: 8th grade Time: 80’
Aim: To revise vocabulary and structures of the unit. Check a learning progress
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; speaking about story
Reading; reading for main detailed ideas.
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
English 4, students book, grammar illustration
material, flashcards with vocabulary, pictures,
real objects, posters, tape recorder, cassette, TV,
DVD, LCD projector, computer… p: 80 - 82
Approved: by a training manager …………………………… /………………../
Communicatio
n
Explain how to do activities.
In pairs, think of a real story
happened to you. Discuss these
questions.
Read the story and answer. Is it
a funny or scary story?
Ask about the story.
Read again answer.
Explain the homework
Make up your story and write.
Use the words:
To begin with, next, then, finally
10;
Evaluation
3’
Homework
2’
Approved: by a training manager …………………………… /………………../
Presentation
5’
Greeting
Students will learn to say a
tongue-twister as fast as.
Ss will refresh the present simple
Writes down the examples.
Ask and answers questions using
prepositions of place.
Give to Ss some examples to
ask and answer the question
about location.
Learn to tell locations.
A: Where is the bank?
B: The bank is in front of the
museum.
Students know some new words
related to the lesson.
Look, find and point the places in
the pictures.
Use the words in the box.
During the lesson teacher will
tell the students some new
words related to the lesson.
Method
and
techniques
Exercising
5’
Greeting
Then teacher will show to say
a tongue-twister.
How much pot, could a pot
roast roast, if a pot roast
could roast pot?
Teacher will give two
examples to review present
simple.
The teacher will explain the
meaning of prepositions of
place.
Materials
English 4, grammar illustration material, flashcards with
vocabulary, pictures, real objects, posters, tape recorder,
cassette, TV, DVD, LCD projector, computer… p: 83- 85
Warm –up
Date:
Communicative approach , cognitive approach , Role play ,
Information gap
Unit 6 Getting around
A lesson plan – 1 A modern city
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about locations.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; working with new information
Reading; describing
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
Practice
15’
Give some questions and
exercises to the Ss.
Give more introductions and a
dialogue using prepositions of
place.
To show some pictures to the
Ss and give an example.
Divide students into 3 groups.
Explain how to do activities.
Check how to drew a modern
city plan the students.
Communication
10’
Evaluation
3’
Homework
2’
Answer the questions one by
one.
Note some information.
Read the dialogue
To make sentences using the city
map.
In pairs, look at the city map. Ask
and answer the questions about
locations.
Use the prepositions.
Work in groups. Draw a modern
city plan.
Present your plan to the class.
Give Ss a piece of paper with
some test to check their
understanding
Complete the sentences.
Explain the homework
Write sentences using
prepositions of place.
Approved: by a training manager …………………………… /………………../
Presentation
5’
Greeting
A taxi is faster than a bus.
The trains are more comfortable
than motorbikes.
Superlatives:
Students know some new words
related to the lesson.
Students will learn to say a
tongue-twister as fast as.
Ss will refresh the last lesson to
give direction.
Writes down the examples.
Ask and answers questions using
comparatives and superlatives.
Learn to compare things.
short adj+ est
S+tobe+
+O
most+long adj
An airplane is the fastest
transport.
The trains are the most
comfortable transport.
Practice
15’
Give some questions and
exercises to the Ss.
Give more introductions and a
magazine article using
Answer the questions one by
one.
Note some information.
Look at the pictures and label
Method
and
techniques
Exercising
5’
Greeting
Then teacher will show to say a
tongue-twister.
Double bubble gum, bubbles
double
Teacher will give two examples to
review last lesson.
The teacher will explain the
structure of comparative and
superlative sentences.
Comparatives:
short adj+er
S+tobe+
+than
+O
more +long adj
Materials
Communicative approach , cognitive approach , Role play, Information gap
Warm –up
Date:
English 4, grammar illustration material, flashcards with vocabulary, pictures, real
objects, posters, tape recorder, cassette, TV, DVD, LCD projector, computer… p: 8688
Unit 6 Getting around
A lesson plan – 2 Transport around the world
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about transport around the world.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; working with new information
Reading; comparing
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
comparatives and superlatives.
To show some pictures to the Ss
and give an example.
Communication
them.
Read a magazine article. Choose
a title for it.
Complete these sentences with
comparative and superlative
forms of adjectives.
Divide students into 4 groups.
Explain how to do activities.
Check how to wrote the students.
Read again and complete.
Choose a or b in the explanations.
Discuss in groups of 4.
Which transport is faster?
Which one is the fastest?
Share your group ideas with other
groups.
Ask the questions.
Which transport is cheaper?
Which one is the most
comfortable?
Answer the questions.
Explain the homework
Find the pairs and write.
10’
Evaluation
3’
Homework
2’
Approved: by a training manager …………………………… /………………../
Unit 6 Getting around
A lesson plan – 3 How can I get to ….?
Class: 8th grade Time: 80’
Aim: Students will be able to learn to ask for and tell directions
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; working with new information
Reading; working on the map.
Writing; completing
Lesson stage
Time Teacher’s activity
Students’ activity
5’
Give to Ss some examples to
ask and answer the question
about location.
A: How can I get to the
bank?
B: Take bus 13 and go 5
stops.
Greeting
Students will learn to say a
tongue-twister as fast as.
Ss will refresh the present
simple.
Writes down the examples.
Asking for and giving
directions using imperatives.
Learn to give directions.
Students know some new
words related to the lesson.
Look and match words with
pictures.
During the lesson teacher will
tell the students some new
words related to the lesson.
Practice
Give some questions and
exercises to the Ss.
15’
Communication
To show the bus routes.
Explain how to do activities.
Check their answers.
10’
Make sentences using the
words above.
Ex: We get on the bus here.
Listen to the telephone
conversation and answer.
Complete the sentences.
Look at the bus routes.
Answer the questions below.
In pairs, ask and answer
questions.
Use the map in activity 3a.
Write directions to go by bus
from one place t another.
Exercising
Presentation
Method
and
techniques
Communicative approach , cognitive approach , Role play , Information gap
5’
Greeting
Then teacher will show to
say a tongue-twister.
If you can't can any candy
can,
how many candy cans can
a candy canner can
if he can can candy cans ?
Teacher will give two
examples to review present
simple.
The teacher will explain the
meaning of imperative form
of a sentence.
Materials
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects, posters, tape recorder,
cassette, TV, DVD, LCD projector, computer… p: 89 - 91
Warm –up
Date:
Evaluation
3’
Homework
Ask the question.
How can I get to the
department store?
Ask the question.
Take bus ………….
Explain the homework
Make sentences using the
bus routes.
2’
Approved: by a training manager …………………………… /………………../
Unit 6 Getting around
A lesson plan – 4 Going to school
Date:
Class: 8th grade Time: 80’
Aim: Students will be able to learn to talk about traveling to school.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; working with new information
Reading; working on the map.
Writing; working with new information.
Lesson stage
Time
Teacher’s activity
Students’ activity
Materials
Presentation
5’
Give to Ss some examples to ask
and answer the questions.
Students will learn to say a
tongue-twister as fast as.
Ss will refresh the present
simple.
Writes down the examples.
Ask and answers questions
using present simple tense.
Students know some new
words related to the lesson.
A: How do you go to school?
B: I go to school by bus.
Practice
15’
During the lesson teacher will tell
the students some new words
related to the lesson.
Give some questions and
exercises to the Ss.
Give more introductions and a
dialogue using present simple
tense.
To show some pictures to the Ss
and give an example.
Communication
Divide students into 3 groups.
Explain how to do activities.
Check their answers.
Answer the questions one by
one.
Note some information.
Read the dialogue
Match the pictures with the
texts.
Listen to the conversation and
answer.
Answer True or False.
Use the information in the pie
chart and fill in the gaps.
Interview 5 students in your
class.
Write a report about your
Exercising
I see a sea down by the
seashore.
But which sea do you see down
by the seashore?
Teacher will give two examples to
review present simple.
The teacher will explain the
structure and usage of present
simple tense.
Greeting
Communicative approach , cognitive approach , Role play Information gap
5’
Greeting
Then teacher will show to say a
tongue-twister.
English 4, grammar illustration material, flashcards with vocabulary, pictures, real objects,
posters, tape recorder, cassette, TV, DVD, LCD projector, computer… p: 89 - 91
Warm –up
Method
and
techniques
10’
Evaluation
3’
Homework
2’
Ask the question.
How do you go to school?
classmates.
Begin like this:
I interviewed 5 students in
class….. of them go to school
by …..
Answer the question.
I go to school by ………..
Explain the homework
Write about yourself.
Approved: by a training manager …………………………… /………………../
Presentation
Look at the pictures .
Look at the pictures and match
the definitions to the words.
Explain how to do activities.
Find and circle 10 transport
names.
Unjumble and write the names
of transport.
Look at the map. Write
sentences using the
prepositions.
Write comparatives and
superlative adjectives.
Complete the sentences with
the correct present simple verb
forms. Choose the verbs from
the box.
Take turns and talk to your
partner. As and answer.
Read the text and answer.
What is it about?
Put these in order.
Write street directions for
going to the library in your
place.
5’
To give them exercise.
Practice
15’
Communication
Explain how to do activities.
Check their answers.
Explain how to do activities.
10;
Evaluation
Give Ss a piece of paper with
some test to check their
understanding.
Write comparative and
superlative adjectives.
Explain the homework
Make up your story and write.
Use the words:
To begin with, next, then,
finally
3’
Homework
2’
Exercising
5’
Read to students some
situations and check their
answers and give advice as
necessary.
Method
and
techniques
Communicative approach , cognitive approach , Role play , Information gap
Warm –up
Materials
English 4, students book, grammar illustration material, flashcards with vocabulary, pictures, real
objects, posters, tape recorder, cassette, TV, DVD, LCD projector, computer… p: 80 - 82
Unit 6 Getting around
A lesson plan - 5 Self-check and testing
Date:
Class: 8th grade Time: 80’
Aim: To revise vocabulary and structures of the unit.
Learning objectives: Listening; listening for main and detailed ideas.
Speaking; self – questioning.
Reading; reading for main detailed ideas.
Writing; self-assessing.
Lesson stage
Time
Teacher’s activity
Students’ activity
Approved by Training manager…………../B.Altansarnai/
Unit plan for the 8th grade.
1. Date:
2. Time:
3. Topic:
class:
480 min
UNIT -7. Sports
and Arts.
4. Aim:
The students will able to talk and write about topics related to the unit, such as sumo wrestling and fine arts.
They learn to work individually, in pairs and in groups. They will revise the grammar they have previous
class.
5. Learning Objectives:
By the end of this unit students will have learnt to describe about sports and arts using grammar correctly
with rich of vocabulary and will have talked about sumo wrestling.
Listening
 To be able to concentrate on a listening task.
 Understand the main or concentrate information from listening.
 Learn to catch specific information from listening.
Speaking
 Share and exchange their opinions after listening and reading tasks.
 Clearly and briefly ask and answer questions related to subtopics.
Reading
 Read with correct pronunciation and intonation.
 Read the texts and perform tasks which reveal comprehension.
Writing
 Write about abilities.
 Spell new words correctly.
 Use new sentence structure in speech and writing.
6. Needs:
Students will introduce vocabulary they will need to describe Mongolian sports and arts.
Students will be able to use new vocabulary in everyday life and in sentence.
Integration with other subjects: Arts, Physical Education, History, Literature, Music
7. Content:
Over
Subjects and hours
Learning
Learning
Skills
Sumo
Knowledge
Present Simple
(revision)
all
80min
How to say the words of sports and arts.
Can talk about sports and arts.
wrestling.
our school.
-Adverbs,
comparison of
adverbs
Fine arts.
-Past Simple (all
forms)
Sports in
80min
80min
Can/could
At the
80min
circus.
Self-check.
Phonetics:
80min
-Sentence stress
40
Vocabulary:
Review.
min
Test
40min
12 hours
480
- Words related to
sports, arts and the
circus
Listening:
To be able to
catch the concrete
information from
the text listened.
Reading:
To be able to
understand the
text and do postreading exercises
Speaking:
To be able to talk
about topics risen
during class.
Participate in
conversation.
Writing:
To be able to
write a short
paragraph about
what they see and
think
Usage
To collect new
words about it.
To get some
sumo wrestling,
sports and arts.
To find an easy
information
from the
internet.
Communication: Sumo wrestlers throw salt in the air, they play basketball well, I run faster than you,
Beethoven composed many symphonies, I couldn’t speak English/ Now I can speak English.
Social and cultural competence: Get some information about sumo wrestling, sports and arts, such as “The
Fight of stallions” Painting, “Moonlight” Sonata and Alexander Dumas.
Classroom management: Creating an inviting environment, getting students to communicate during class,
whole-class demonstration, circle of activities, managing materials and resources, giving clear orders, setting
up positive interaction among class members
Organization of lessons: Whole class doing same activity, role play, pair work, individual work, bingo, chain
game, miming
Teaching resources and equipments:
¹
1
Materials base
Lesson 1 ( 240 min)
Lesson 2 ( 160 min)
English – 4
P- 98-109
P- 110-112
ex- 1a,2a.4a,4b,5,P-52
ex1,b,2a,3a, ex 3.4
ex1a,2a,b.3.4a.b
2
Flash cards
4
Tests
¹ 3.4
¹1.2
T- 7
Students’ creative work
Get information from other book.
5
Text prepared by teacher
6
Text 4.5.6.and test A-B
Added materials.
Learning environment:
Materials base
text book
student book
flash cards
posters
food things pictures
Real objects
tape and CD
visual cast
text prepared by
teacher
Students creative work
This of salad
student’s portfolio
riddles
Search word card.
Activities
Psychological
Completing sentences
Role play
Report to class
Group work
Pair work
Individual work
Key visual
Representing
Matching
Smile of teacher
Set up warm atmosphere
understanding respecting
each other
encouragement students nice
classroom language
good communication
between teacher and students
students activity
Evalution.-1
writing
speaking
listening
reading
New
words
Anudar,
Composition
Conversation-1
game
dictation
Song, poem
T/ F
Read clearly.
Students. name
10
5
5
5
5
5
10
10
Portfolio.
10
Exercises.
15
Test.
All
points.
20
100A
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
3.Objectives:
4.Lesson type:
Class: 8-4
Date:
Lesson-1. Sumo wrestling.
Students will learn vocabulary related to sports. This will enable them to talk about
sports
 R: Reading for main and detailed ideas
 W: Writing about Sumo wrestling.
 To use present simple ( revision)
 To named of sports
Types to implement objectives::
Communicative approach
Reviewing
Classroom organization , method
1. Pair working
2. Class working.
Explaining exercise
illumination
Analyzing while reading
Puzzles
Creative writing
Miming
5. Methodology
6. Needed
materials:
Unit -7. Sport and Arts.
№1




Vocabulary:
A ring
Throwing salt
Sumo wrestling
A sumo wrestler
Bowing
accessories
Weight gaining
Training.
Sumo tournaments
Martial arts
Lesson plan
English -4 page: 98-100
Visual aids, flash card
Hand outs chart papers, a tape recorder, pictures of different sports and
games, grammar chart.
7. Lesson stage
:
1.
2.
3.
4.
5.
6.
7.
Warm up
Review
Presentation
Practice
Production/ Communication
Evaluation
Homework
Criteria
Success
8 min
6 min
20 min
20 min
16 min
8 min
2 min.
To improve
8. Analyze.
Planning:
Lesson stages
Student’s activities.
Teacher’s support
Time
Method
and Class
organizat
ion
Throw ball each students To do this
Answer the questions.
exercise teacher asks questions like:
Do you like sports? What kind of
Act: 1. Look and match words to the
sports do you like? Who is your
5 min
Check
pictures
sportsman? Do you like swimming?
homework.
Act:2 Make sentences using these words
How often do you like?
Use these words: dangerous, fast, careful,
Review previous Check their homework
exciting, energetic.
To check their answer.
lesson
A -3. B-4. C-6. D-5. E-1. F-6.
Practice saying.
Ex: many people like sumo.
It’s a very popular sport in Japan.
Communication
Evaluation
Check their pronunciation
Set a time limit.
11
This time Ss work in pairs to complete min
small dialogues.
Practice them.
Read the text again
Put these in order they go in the text
Ask and answer the questions.
1. What is the Japan’s ancient god?
2. What is dogyo?
3. What do sumo wrestlers do before the
fights?
4. How do they prepare for fights?
5. What is their diet?
6. How many tournaments are there in
Japan?
Explain how to report to the class.
Example: sumo wrestlers prepare for 6 min Ex: 3b. Report to the class and share your
the fights,…
ideas.
Divide the class into 3 groups and
give the task to interview group mates
Then complete the chart.
about their sport life using the given
questions to complete the chart. Each
group will choose a person who will
report to the class.
Ex: 4.Write about wrestling. Start like this: we
Explain how to work on the book and 4 min love sumo because it is an interesting sport…
draw the key visual.
Analyzing while
reading
Act:3 Read the text
Choose one of the titles.
Work in pairs.
( review and
10
min
class
Practice.
Write titles on the board.
a. Japanese national
sport
b. Martial arts
c. Sumo tournaments.
Say one by one
3 min Sumo is a popular sport. Sumo wrestlers
throw the salt in the air.
Whole
( New
knowledge)
Explain the meaning of some new
words windsurfing, playing
badminton, sledging etc by using
pictures
Key
visual
Presentation
Passing ball
Class working
Warm up./
starter
Homework
Give homework.
To bring new information about sumo from the
1min net. Complete the composition.
Additional materials and information:
Ex:1. Match the pictures with the suitable words.
Ex:2. Look at the pictures and practice the words with the teacher.
Ex:3. Complete the sentences using the verbs.
1.
2.
3.
4.
5.
When we play football we …kick…..a ball.
When we play volleyball we …serve… and …pass….
When we play basketball we …pass……and …throw..
When we play baseball we…hit…..a ball.
When we play at the country club we ...shoot.. arrows.
Ex:4. Read and practice the action poem.
Action Poem.
Having fun
On the run
Fitness is
For everyone.
Reach up
Reach down
Pass the ball
And run around
Jumping high
Jump low
Kick the ball
And go, go, go
Skating fast
Skating slow
Your body strength
Will grow, grow, grow
Ex: 2 Use pictures with the action
verbs and practice them with Ss.
Call on some students and practice
the new vocabulary with them
giving commands, others will
observe. After that ask Ss to go to
the board one by one to mime the
action words, others will guess and
say the correct words.
Ex: 3. Let Ss work individually to
complete the given sentences. The
teacher should check S’s answer by
asking them to read the completed
sentences in turns.
Ex: 4 let Ss listen to the tape 2
times. Then divide the class into
small groups, give the task to learn
the action poem accompanied by
the suitable actions. Groups will
demonstrate the poem to the class.
Have Ss memorize the poem for
homework.
Having fun
On the run
Fitness is
For everyone.
Planned by:
To collect information using the internet
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
Unit -7. Sport and Arts.
№2
Class: 8-4
Date:
Lesson-2. Sport in our school
Students will learn vocabulary related to sports. This will enable them to talk about
sports at school
 L : listening for main and detailed ideas
 S: Speaking about Sumo wrestling.
 To use adverbs and comparison of adverbs
 To named of sports
3.Objectives:
4.Lesson type:
Types to implement objectives::
Cooperative approach
Presenting new knowledge
Classroom organization , method
1. Pair working
2. Individual working
illumination
Explaining exercise
Brainstorm
Double lines
Creative writing
5. Methodology





6. Needed
materials:
7. Lesson stage
:
Lesson plan
English -4 page: 101-103
Visual aids, flash card
Hand outs
CD. Tape recorder
Warm up
Review
Presentation
Practice
Production/ Communication
Evaluation
Homework
Criteria
Success
Vocabulary:
Tennis
Basketball
Volleyball
Gymnastics
Jumping
Running
Chess
Skating
The same as
Different from
8 min
6 min
20 min
20 min
18 min
4 min
4 min.
To improve
9. Analyze.
Planning:
Lesson stages
Student’s activities.
Teacher’s support
Time
Method and
Class
organizatio
n
Check
homework.
5 min This is a fun activity to revise simple words and
Give them the paper and
hand out
Play the CD player. Check
their work
numbers.
Activity -1. Listen and fill
Translate and say the words
Act: 1. Look and label the pictures.
Act:2 Write 5 sentences
Use these words: tennis, jumping, chess, skating,
running.
Review previous
Explain and give example.
lesson
I like to play the chess.
Presentation
Play the recording
Class working
Listening practice.
Warm up./ starter Greet the Ss as they arrive.
3 min Act:3 Listen to Anu and answer. What sport her
Act: 4. Make a list of sport competitions Anu
mentioned.
Act: 5 Compare your answers.
11
Check their pronunciation
min Write sentences using the information in act-3a
Look at the sport results and answer the questions.
Ex:
Bolor
from
8a
played
Practice.
1. Who ran the quickest?
tennis better than Anu from
2. Who swam the fastest?
9b.
( review and
3. Who jumped worse?
Ask Ss to say when do we
4. Who played tennis better?
use the same as and different
5. Who did well in gymnastics?
from. And show the visual on
6. Who played volleyball worse?
the board.
Communication Explain how to write of your 6 min Write about one of your school sport competitions.
school sport competitions.
Use comparisons.
About “Education” complex.
Example: I run faster than you.
Go around and help them.
4 min Act: 6. Choose a, b in explanations.
Ss do it. If they finish, they can change their paper
and go on. Read their sentences to the class.
Give homework
1min
Evaluation
Homework
Pair working
10
min
Key
visual
( New
knowledge)
Explain the grammar.
Teach Ss how to use the
comparison of adverbs.
Show the grammar chart.
Individual
working
class team is good at?
Write about own school sport competition. 80-90.
Use the comparative forms. Draw the key visual.
Additional materials and information:
Exercises
Teacher’s advice
Ex:1 Form adverbs from these adjectives. Then work in pairs.
S-1: calls out the adjective.
S-2: Responds with the correct adverb.
E.g.: S1: kind
S2: kindly…
Ex:1.Teach Ss how to from adverbs from adjectives
by adding the ending –ly. Happy-happily, quickquickly. Irregular adverbs: fast-fast, good –well,
hard- hard.
To check the S’s answer the teacher should use the
preferred grammar chart then practice orally with the
Ss.
Ex: 2. Teach Ss different between use of adjectives
and adverbs. Adjective+ noun, verb + adverb.
Bataa is a good wrestler.
He wrestles well
Practice the usage of adjectives, adverbs and their
difference from each other. Remind Ss that
adjectives are used with nouns (placed before them)
adverbs are used with verbs. Let Ss to complete the
Ex:2. Complete the sentences using adjectives or adverbs.
Ex: you speak English (good/well)
1.
You speak English …( good/ well)
2.
His father spoke to me … (careful/ carefully).
3.
This woman drives very ….( good/well)
4.
She has got a …..face.( nice/nicely)
5.
Bat plays the guitar very … ( bad/badly)
6.
Our teacher has got a very …voice.( loud/ loudly)
7.
Today is …cold. (terrible/terribly).
8.
My brother is very …with you.( angry/angrily)
Ex:3 From adverbs from the following adjectives. Put them in the
Time.
crossword puzzle.
Across
1 late
3. sudden
4. fast
6. happy
10. quiet
11. hard
12.slow
Down.
1.loud
2. Clear
5. Easy
7. Angry
8. Quick
9. Good
P-142
Ex:4.which word is correct?
1.
Bat is having a …... (quiet/quietly) sleep
2.
The bus is moving …….. (slow/slowly)
3.
They are playing music……….(loud/loudly) at the party
4.
Anar is playing volleyball……….(bad/badly)
5.
Please be …...(quiet/quietly) I am reading
6.
It is snowing ………. (hard/hardly)
7.
I can speak Chinese ……(good/well)now.
8.
Anita is smiling ………(nice/nicely)
9.
The taxi left……..(late/lately) this morning
10. It was a ………….(good/well) dinner.
Ex:5.
life.
Read the text then discuss the importance of sports in
Use the given questions below the text as a guide.
Sport in our life.
Sports are very important in our life. Many people do morning
exercises, jog in the morning, and train in clubs and take part in
sports competitions. There are some popular sports in Mongolia:
wrestling, archery, basketball, football, tennis, gymnastics, volleyball,
boxing, sumo wrestling and skiing. Children like to have physical
training at school. They like playing basketball and football during the
lessons. A lot of different competitions are held at schools and many
students take part in them. Sports help people stay healthy.

What kinds of sports are popular in Mongolia?

Who is your favourite sports person? Why?

What is your favourite sport?

How often does your school hold sports competitions?

Who is good at sports in your class?

Why are sports important in our life?
given sentences in limited time and report them to
the class.
Ex:3. Late and lately are both adverbs, but late is
used with similar meaning to the adjective late,
whereas lately can only mean ‘ recently’. Explained
in the textbook.
Ex:4 divide the class into small groups, set a time
limit and ask the students to complete the given
sentences as quickly as possible. The winning group
will report their answers to the class, other groups
will check their answers and correct them if
necessary.
1. Bat is having a quiet sleep
2. The bus is moving slowly
3. They are playing music loudly at the party
4. Anar is playing volleyball badly
5. Please be quiet. I am reading
6. It is snowing hard
7. I can speak Chinese well now.
8. Anita is smiling nicely
9. The taxi left late this morning
10. It was a good dinner.
Ex: 5. Read the text aloud with correct pronunciation and
intonation. After that ask a few Ss to read the given text.
There aren’t any difficult words and expressions in the
text, so by asking the questions, a teacher can guide
discussion about sports life in Mongolia.

Basketball is a popular sport in Mongolia.

Allen |Iverson is my favourite sports person,
because he is a good basketball player.

My favourite sport is basketball

Sometimes

Bilguun is good at sports in our class.

Because sports are good for our health.
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
3.Objectives:
4.Lesson type:
Unit -7. Sport and Arts.
№3
Class: 8-4
Date:
Lesson-3. Fine arts
Students will learn vocabulary related to arts. This will enable them to talk about
fine arts.
 R:reading
 W: writing about Sumo wrestling.
 To use past simple
 To named of arts
 Classifying and making connections.
Types to implement objectives::
Cooperative approach
Presenting new knowledge
Classroom organization , method
Pair working
Individual working
Group working
Vocabulary:
An opera a novel, a story. Architecture.
Crafts. A drama, a ballet. Songs.
Paintings, sculpture. Poetry.
Contortion. Fine art, literary art,
performing art, visual art.
Answer the questions
Explaining exercise
Brainstorm
Double lines
Report
5. Methodology





6. Needed
materials:
7. Lesson stage
:
Lesson plan
English -4 page: 101-103
Visual aids, flash card
Hand outs
CD. Tape recorder
Warm up
Review
Presentation
Practice
Production/ Communication
Evaluation
Homework
Criteria
Success
5 min
3 min
10 min
10 min
8 min
2 min
2 min.
To improve
10. Analyze.
Planning:
Student’s activities.
Time
Presentation
( New
knowledge)
Read the text aloud with
correct pronunciation and
intonation. After that ask a few
students to read the given
text. There aren’t any difficult
words and expressions in the
text, so by asking the
questions.
5 min Throw the ball each other.
Read the new words and sort them out. And note
down in their notebooks. Learn and practice
some words pronunciations
Make a key visual.
Write3 sentences for each category.
Ex: literary art includes a novel, a story and
poetry.
3 min Read the paragraphs and match them with
Have Ss read the questions 10
before they read the text
min
again so that they are aware
of what information they are
looking for.
Then check their answers as
a class, by reading the
questions one by one and
eliciting the answers from the
class.
Class working
game ‘Spider’
Ask and answer
Check
What is your favourite art?
homework.
Who is Mozart? Who composed the
“Moonlight” sonata?
Review previous Explain new words and show the
pictures.
lesson
Class
organization
the pictures and sentences.
1. Painters express their feeling
through paintings.
2. Writers express their feeling
through words.
3. Composers express their feeling
through music.
Read the text again and answer the questions.
1. Whose portrait is in a?
2. Who is the artist of the painting in b?
3. Who composed the ‘Moonlight”
sonata?
4. When was the painting in b painted?
5. Where was Alexander Dumas born?
.
Pair working
Warm up./ starter Divided into 4 groups and play a
Method and
Spider game
Teacher’s support
Individual working
Lesson stages
Communication
In pairs, discuss the books in activity 3.
Explain your answers.
Explain how to great a brochure. 6 min In groups of 5, create a brochure about famous
Divide the class into small
art craft or a famous person.
groups and give the task to create
.
their instructions using the given
To listen carefully and identify the meaning.
pictures. While students are
then create a brochure about famous person and
working teacher will go around
art craft.
the class and help groups to
create instructions suggesting
some limit. After they have
finished, ask them give
instructions to the classmates.
Explain and help them.
4 min Report to the class and share your ideas with
other groups.
Pair working
( review and
Look at the pictures, write about them.
What kind of art is it?
When did he compose it?
Group working
Practice.
11
Check their pronunciation
min
Example: D.Natsagdorj wrote
this book in 1924.
To help Ss discuss the
questions in pairs, start the
discussion off as a class.
Evaluation
Homework
Give homework
1min Learn by heart all words.
Complete exercises.
Lesson’s resources:
Additional materials and information:
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
Unit -7. Sport and Arts.
№4
Class: 8-4
Date:
Lesson-4. At the circus
Students will learn vocabulary related to circus. This will enable them to talk about
abilities.
 L : listening for main and detailed ideas
 S: .speaking about circus activity
 To use can/ could for abilities.
 To named of circus.
 To interview and report.
3.Objectives:
4.Lesson type:
Types to implement objectives::
Communicative approach
Presenting new knowledge
Classroom organization , method
Pair working
Individual working
illumination
Explaining exercise
Brainstorm
Double lines
Chain game
5. Methodology





6. Needed
materials:
7. Lesson stage
:
Lesson plan
English -4 page: 101-103
Visual aids, flash card
Hand outs
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
Criteria
Success
Vocabulary:
Juggling.
Contortion.
A clown
Animals acts
Trained animals
A magician
Acrobatics
Tightrope walking
5 min
3 min
10 min
10 min
8 min
2 min
2 min.
To improve
11. Analyze.
Planning:
Lesson stages
Student’s activities.
Teacher’s support
Time
Method and
Class
( New
knowledge)
Practice.
Check their pronunciation
Ex:
( review and
Communication
Example:
6 min 4b. Work in pairs. Share your abilities
Explain and draw the key
visual.
4 min 5. In groups of 5, play a chain game Use
can/can’t /could/couldn’t
Give homework
1min
Evaluation
Homework
Lesson’s resources:
Additional materials and information:
3b. Choose a, b , c or d to complete the sentences
A . Can B . Can’t C. Could D. couldn’t
Example . My younger sister couldn’t jump when she was I year old
1 . Anu ……….. run quickly . She likes to run
2 . My mom …… swim when she was a child . Now she can’t swim
3 . Boldoo ……. Speak Chinese. But he can speak English
4 . We…… play basketball well Before we couldn’t
5 . I … cook . Now I can cook some food
Class working
Pair working
Explain the grammar.
3 min 1 . They can’t talk, but they can understand their
trainer
2 . He makes us happy . He can do every thing
3 . They can walk and run on the rope
4 . They can throw objects up to catch and toss
up again
5 . She can stand on her mouth
2a. Listen to the interview and answer. What
does Kevin do ?
2b. Listen to the conversation again and answer
10
min true (t) or false (f)?
1. Kevin doesn’t like his job T
F
2. His dolphins live in aquarium
T
F
3. Dolphins can jump
T
F
4. They could not swim
T
F
5. Bell likes to play with fish T
F
6. Bell can sing
T F
7. Bell is the oldest one
T
F
8. He enjoys performing T F
3a. Look at the examples and choose a or b
11
min I couldn’t play chess Now I can play chess
I couldn’t swim Now I can’t swim
1. We use can for ………… abilities
A. Present
B. past
2. We use could for …… abilities
A. Present
B. past
4a. Complete the chart with can /can’t and
could/ couldn’t do
5 years old
could
couldn’t
Now
can
can’t
Individual working
Do the quiz
Review previous
lesson
Presentation Play the recording
Passing all
organization
Warm up./ starter Write on the board the topic ‘’ 5 min
camping’’ and brainstorm the
A . juggling ,contortion , clown, animals
Check
acts, trained animals , magician , acrobatics
things that they need to take if
homework.
, tightrope walking
they go camping.
Student1 I couldn’t swim now I can swim
Student 2 I can’t swim I could play chess
Student 3 I couldn’t play chess But I can play a guitar
Student 4 I can’t play it but I can draw pictures well
Student 5 I can’t draw well I could dance “tango”
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
3.Objectives:
Unit -7. Sport and Arts.
№5
Class: 8-4
Date:
Lesson-5. Self-check
Students will learn vocabulary related to sports and art . This will enable them to
write about arts and sports
 L : listening for main and detailed ideas
 S: Speaking.
 To use unit grammar
 To named of sports and arts
Types to implement objectives::
Cooperative approach
Classroom organization , method
Pair working
Vocabulary:
Unit words.
4.Lesson type:
Individual working
illumination
Explaining exercise
Brainstorm
Double lines
Creative writing
5. Methodology





6. Needed
materials:
7. Lesson stage
:
Lesson plan
English -4 page: 110-112
Visual aids, flash card
Hand outs
CD. Tape recorder
Warm up
Review
Presentation
Practice
Production/ Communication
Evaluation
Homework
Criteria
Success
5 min
3 min
10 min
10 min
8 min
2 min
2 min.
To improve
12. Analyze.
Planning:
Student’s activities.
Time
5 min 1. Find 10 sports names and circle
2. Put the words in the correct place. Add some
more
3. Match the words and definitions sports you
know
Answer the questions, revise previous lessons.
lesson
Presentation
Play the recording
3 min 4. Sort out the words and write in the chart
10
min
( New
knowledge)
Explain the grammar. And
explain how to do exercise,
check them meaning of
words.
Practice.
( review and
11
Check their pronunciation :
min
Control and help how they do
tasks on the notebook.
Work individually. Ask something they don\t
know.
. 5. Complete with a comparative form of the
adverb in brackets
Class working
Class
organization
Pair working
Warm up./ starter Check their homework
To check their answer.
Ask them what structures do
Check
they study on 1-4 lessons.
homework.
Remember something they
Review previous forgot. Ask some words.
Method and
To do tasks carefully by instructions.
6. Look at the picture and write sentences
7. Put the words in the correct order and make
sentences
Talking on some exercises. Ask unknown things
to each other.
Individual
working
Teacher’s support
Passing all
Lesson stages
Communication Evaluate Ss what did they do 6 min 8. Read the notes and answer. What are they
about?
on their notebooks.
9. Read again and complete the chart
Explain and draw the key
visual.
4 min Write about you What can you do? What could
you do? Check them.
Give homework
1min Prepare the exam. Complete the exercises.
Evaluation
Homework
Lesson’s resources:
Additional materials and information:
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson №
1.Subtopic :
2.Aim :
3.Objectives:
Unit -7. Sport and Arts.
Class: 8-4
Date:
Lesson-6. Testing
Students will learn vocabulary related to sports and arts. This will enable them to
talk about sports and arts
 L : listening for main and detailed ideas
 S: Speaking about arts and sports
 To use unit grammar
 To named of sports and arts
Types to implement objectives::
Cooperative approach
Classroom organization , method
1. Individual working
Vocabulary:
Unit words
4.Lesson type:
illumination
Explaining exercise
Brainstorm
Double lines
Creative writing
5. Methodology
6. Needed
materials:
№6




Lesson plan
Visual aids, flash card
Hand outs
CD. Tape recorder
Warm up
Review
Presentation
5 min
3 min
10 min
Practice
Production/ Communication
Evaluation
Homework
7. Lesson stage
:
Criteria
10 min
8 min
2 min
2 min.
Success
To improve
13. Analyze.
Planning:
Student’s activities.
Teacher’s support
Time
Warm up./ starter Throw ball each students
Check their homework
To check their answer.
Check
Prepare materials of the test
homework.
for each student including 4
Review previous skills
lesson
Presentation
Method and
Class
organization
5 min
Prepare to read all lessons ( grammar and
new words)
Play the recording
3 min
Explain each task on the
materials.
10
min
Read all tasks on the materials.
11
min
Do test carefully by the instructions.
Control and evaluate the Ss.
Class working
Lesson stages
( New
knowledge)
Individual
working
Practice.
( review and
Communication
6 min
4 min
Evaluation
Homework
Give homework
1min
Lesson’s resources:
Additional materials and information:
Ex : 1 Classify the words you have learnt into two groups
Sport
Games
Running
Baseball
boxing
Football
Ex:2 Read the story and make up the question about the story .
Mohamed
Mohamed is very busy during basketball and hockey seasons. These are his favorite sports.
Mohamed dreams of being a famous hockey player. He knows that he must work very hard.
Mohamed is 13 years old
In the winter Mohamed gets up at 5 o’clock in the morning to go to hockey practice.
Mohamed and his best friend Chris practice with their hockey team from 6 o’clock until 7 o’clock
it’s hard for the boys to get up so early in the morning but they both have big dreams for their
future . The boys are never late for practise and they always try their best. For two weeks in the
summer , Mohamed and Chris go to hockey camp and they practice playing hockey all day. They
love going to hockey camp.
Ex :3 Find the names of the sports from these letters. Write the answer in the puzzle.
1. Herycar
2. Giggnoj
3. Folg
4. Gylcnic
5. Balvellyol
6. Shirdogrine
7. Eswrilgnt
8. Balkablest
9. Teraka
10. Olbtolaf
11. Sciorabe
12. Gnoxib
13. Iegsnlgd
Evaluation:
Types
Method
Criteria
1 Writing skill
Write about your plans for the
summer./ 80- 100 words/
Meaning – 10 points
Use grammar – 6 points
Number of words – 4
Correct words – 5
2 Listening skill
.
Listen to the telephone
conversation and answer the
questions and fill the message slip.
Answer the questions – 10 points
Fill the message slip – 5
texts
To ask and answer the questions
To complete the sentences
To talk about some telephone conversations
Sco
re
A – 23-25
B- 20-22
C- 18-19
D- 15-17 F
0-14
A-14-15 C11
B-12-13 D9-10
F-0-8
To identify
new words
To present
new
knowledge
To listen to
conversatio
n and new
words
To read the
To do exercises
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 1,2
1.Subtopic :
2.Aim :
3.Objectives:
Unit -8. Save the Earth.
Class: 8-4
Date:
Hours:
Lesson-1. Our planet.
Students will learn vocabulary related to earth. This will enable them to talk about
the earth.
 R: reading for main and detailed ideas
 W: writing about the Earth
 To use present simple and past simple.
 To named of the earth
 To share own ideas
Types to implement objectives::
Cooperative approach
Presenting new knowledge
Classroom organization , method
4.Lesson type:
3. Individual working
illumination
Explaining exercise
Brainstorm
Double lines
Creative writing
Problem solving
5. Methodology
6. Needed
materials:
7. Lesson stage
:
Vocabulary:
Earth,
Orbit
atmosphere
Continent
surface
ocean
Foster a relaxed environment in which
students can learn effectively.
Involve the Ss in the learning process
through tasks and interactive activities.
Encourage Ss to cooperate by working
in pairs and groups.





Lesson plan
English -4 page: 113-115
Visual aids, flash card
Hand outs for each group and each students
CD. Tape recorder, slide U-8., poster U8-26
14. Warm up
10 min
15. Review
6 min
16. Presentation
20 min
17. Practice
20 min
18. Production/ Communication
16 min
19. Evaluation
4 min
20. Homework
4 min.
Criteria
21. Analyze.
№1
Success
To improve
Planning:
Method
and
Student’s activities.
Communica
tion
Practice. (
review and
Homework
Give homework
Additional materials and information:
1min
3a Read the text and choose a title.
A ) The story of Earth day
B ) The history of earth day
3b. Read again and decide true (T) or false (F).
Work in individual and do it.
4. Study the sentences and choose a or b in the
explanations
Answers:1A, 2B
Write these sentences on your notebook.
5a. Complete the sentences. Choose the correct
verb
5b. Make sentences. Use present simple or past
simple
Independently.
2b. Listen and check
Check answers with the teacher.
Class working.
1a. look and listen.
1b. listen and repeat.
2a. Do the quiz with your partner
How well do you know about the earth?
1. There are …..planets in the solar system
. b.9
2. The earth is the ……..planet from the
sun b. third
3. The earth is the ……..planet a. blue B.
green c. red
Exercising.
To greet and write the date
Individual working,
( New knowledge)
Presentation
Warm up./ starter
Check homework.
Review previous lesson
Prepare some words related to new topic, but Ss 5 min
have already learnt or known them. The words are
written on pieces of papers. Ask 2-3 Ss to come up
in front of the class voluntarily and let the rest of
them guess the given words. They are not allowed
to say the words directly.
Play the CD and check.
The Ss do the quiz alone for 2 minutes. Tell them
not to discuss the answers, just to do the quiz
independently. It is all right if they don’t know
some of the answers. They will find them out after
asking their partner the questions. See the slide
and Let Ss check their answers. Ask each pair who
got the most correct answers. Write the results on
the board. After each question to allow the class to
repeat. Get the Ss to add 1-3 more questions to the
quiz.
Give the Ss 1-2 minutes to read the text. Go
3 min
around and help if necessary. When the Ss are
ready ask the questions and elicit the answers from
the class.
Get Ss to read the decide T/F again . check their
answers by asking several Ss to read their answers
aloud to the class
Explain the grammar.
10 min
This activity presents the grammar of this lesson.
Ask the Ss to study the sentences carefully first
and then let them do the activity. If necessary,
refer them to the grammar rule in the Grammar
section of the book. Elicit more example sentences
with the Ps from your Ss or ask them to find
sentences in the text. When they finish, ask some
individual Ss giving their answers and checking as
a class.
Check their grammar knowledge. Get Ss to work 11 min
individually and to copy and complete the
sentences into their notebooks. After they have
finished, get them to check in pairs. Finally, check
as a whole class by asking pairs to read their
sentences aloud.
Refer Ss to the list of ideas in their book. This
6 min
will help them decide what to write and how to
organize their writing. Get Ss to use the notes they
took in activity 3b. if there isn’t enough time to
complete the task in class, let them finish it at
home.
Explain and answer the questions.
4 min
What is our planet’s name?
Evaluation How many planets are there in the solar system?
Class
organi
zation
Individual
working
Teacher’s support
6. Write a short passage about the earth using
the facts from the quiz in activity 2
Answer the questions. What they have just
learnt with their own words.
Earth. 9 planets
Complete Ex:6
Learn by heart new information.
Answer the
questions
Lesson
stages
Time
Ex:1.Words of wisdom. Read this sentence. What does it mean?
A stranger is a friend you haven’t met yet.
`
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 3.4
1.Subtopic :
2.Aim :
Unit -8. Save the Earth.
№2
Class: 8-4
Date:
Hours:
Lesson-2. Pollution.
Students will learn vocabulary related to environment. This will enable them to talk
about cause and effects of pollution.
3.Objectives:




R: Reading and checking for understanding
S: Speaking about pollution.
To use should/shouldn’t
To clarity vocabulary
Types to implement objectives::
Direct method
Presenting new knowledge
Classroom organization , method
1.Pair working
4.Lesson type:
2.Individual working
3. group working
illumination
Explaining exercise
Brainstorm
5. Methodology
Double lines
Report
6. Needed
materials:





7. Lesson stage
:
Criteria
Lesson plan
English -4 page: 116-118
Visual aids, flash card
Hand outs, pictures, poster.
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
Success
Vocabulary:
Recycle Cause
Effect
Protect
Pollute
Save
Waste Conserve
Foster a relaxed environment in which
students can learn effectively.
Involve the Ss in the learning process
through tasks and interactive activities.
Encourage Ss to cooperate by working
in pairs and groups.
10 min
6 min
20 min
20 min
16 min
4 min
4 min.
To improve
22. Analyze.
Planning:
Lesson Teacher’s support
stages
Time Student’s activities.
Method
and
Class
organizat
ion
Listen to the teacher’s explanation carefully and
note them down.
Ss should the exercises individually in this stage.
1a. listen and repeat
1b .Look up the words in the dictionary. Discuss
with your partner
Learn the new words.
Individual working and
discuss
Warm up./ starter
Check homework.
Review previous
lesson
10min
Do brainstorm. Discuss about Earth.
Give new words
Check their homework.
To explain some word’s mean.
Look at the photos and play the CD. The Ss
listen and repeat chorally
Evaluation Encourage
your Ss and provide help if
8min
Learn the grammar
4a In small groups , discuss how you should protect
nature, Give advice
We should protect nature.
We shouldn’t waste water.
4b. Write sentences using should/ shouldn’t and
report to your class
Ex: to stop air pollution, people should ride bicycles
to work. People shouldn’t drive old cars.
Group working
to the class.
Report
3 . Look at the pictures and make sentences using
should /shouldn’t
Pair working.
Exercising s
2a. Read the paragraphs and match to the pictures
2b. Read again and complete the chart
2c Pair works. Ask and answer the questions. What
causes pollution? What is the main result of the
pollution?
Group working
Communic
ation
Practice.( review and
( New
knowledge)
Presentation
Before students start reading the text, ask them 6 min
to look the pictures. Tell the Ss not to worry
about the words they don’t know. Explain to
students that they have to get the general idea to
match the picture only. After Ss finish reading,
check their answers.
Make up 2 sentences with the class to provide a 20
modal. For ex: we should recycle paper, plastic min
bags and bottles.
We shouldn’t throw them away. Set a time
limit.
22
Check their pronunciation
min
Start this activity with a discussion about the
environmental problems of the area your Ss live
in. then ask your Ss to work in groups of 3-4.
Explain task and set a time limit. As time
finishes, get each group to advice to each
groups.
Then get groups to make a list of environmental 12
problems and discuss the questions given in the min
task.
Give some advices.
necessary.
Homework
Give homework
2min
Write 6 sentences about your ideas.
Additional materials and information:
TIME
AND
METHOD.
ACTIVITY
Activity: 1. Complete
Recycle
with words from the chart. Use each word once only.
cut down
save
plant
hunt
waste
throw away
protect
.
We should
…paper, plastic bags and bottles.
… more tress.
… water and energy.
… endangered animals.
We shouldn’t
… paper, plastic bags and bottles.
…more tress.
… water and energy.
… endangered animals.
Act:2. Use the expressions above and write 5 sentences. What should/ shouldn’t we do
to protect the environment?
Act: 3 Read and answer. What is the motto of the Green Club?
What 4 activities do members of the Green Club do?
Children from the town of Sunrise founded the Green Club a year ago. Members of the
club wear special uniforms and badges with mottos on them. They organize
environmental activities. They teach ecology lessons and organize workshop to make
posters and carts. They also and make radio and TV programmers to tell people how to
keep their town clean. Their motto is: Let’s keep our town tidy and safe Green patrols go
to places where a lot of people meet for a weekend. They advise them to treat the
countryside well.
Act: 4 In groups make a list of things people should/ shouldn’t do to help the
environment where you live.
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 5.6
1.Subtopic :
2.Aim :
3.Objectives:
4.Lesson type:
Unit -8. Save the Earth.
№3
Class: 8-4
Date:
Lesson-3. Consequences.
Students will learn vocabulary related to environmental issues. This will enable
them to give advice.
 L : listening for main and detailed ideas
 S: Speaking about causes
 To use zero conditional
 To critical reviewing
Types to implement objectives::
Cooperative approach
Presenting new knowledge
Classroom organization , method
Pair working
Individual working
Vocabulary:
Burn coal
Chop down trees
Run the tap
Throw litter.
Disagree / agree
Index card
Explaining exercise
Brainstorm
Double lines
Passing ball
5. Methodology
6. Needed
materials:





7. Lesson stage
:
Criteria
Lesson plan
English -4 page: 119-121
Visual aids, flash card
Hand outs, pictures,
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
Success
10 min
6 min
20 min
20 min
16 min
4 min
4 min.
To improve
23. Analyze.
Planning:
( New
knowledge)
Presentatio
n
Warm up./ starter
Check
homework.
Review
previous lesson
Teacher’s support
Write some sentences with mistakes and set a few
10 min
minute and let the Ss find the mistakes and correct them
on the board. The mistakes could be spelling or
grammar mistakes.
Check their homework.
Show the some pictures.
Do the first one as an example with the whole class.
Ask your students to read the text again and follow the
instructions. Allow enough time for reading. As they
finish, get them to compare their answers in pairs. Then
check as a whole class.
6 min
Play the recording
Check the answers as a whole class.
Student’s activities.
Find the 5 mistakes.
1a Match words with pictures
1b Read the statements and tick in the’
agree’ or ‘disagree’ column
sentences
Do the given exercises
2a Listen to the conversation between
nick and Anu and answer. What are they
talking about?
2b. Listen again and answer the question
Explain the grammar.
20 min Learn new grammar
Ask students to study the sentences carefully and follow
3a. Look at the sentences and choose a or
the instructions in their book. Let them work in pairs so
b in the explanation
it will be easier for them to find the correct answer.
3b. Match A and b columns to make true
When they finish doing the exercise , check the answers
as a class
Method
and
Class
organiz
ation
Class working
Time
Passing all
Lesson
stages
Evaluation
Homework
Explain if it rains, grass gets wet.
If the river is polluted, fish die.
Give homework
Repeat the grammar section.
2min
Make 10 sentences. Use the zero conditional.
Additional materials and information:
Planned by:
Approved by:................................................/B.Altansarnai/
Lesson № 7.8.
1.Subtopic :
2.Aim :
3.Objectives:
Unit -8. Save the Earth.
4.Lesson type:
5. Methodology
№4
Class: 8-4
Date:
Lesson-1. Endangered animals.
Students will learn vocabulary related to animals. This will enable them to talk
about endangered animals.
 R : Reading for main and detailed ideas
 W: Expository writing
 To use present simple.(facts)
 To named of endangered animals.
 To present own ideas
Types to implement objectives::
Communicative approach
Classroom organization , method
Pair working
Individual working
Strip story
Explaining exercise
Brainstorm
Guessing riddles
Creative writing
Individual
working
8 min
Lesson’s resources:
A lesson plan.
Pair working
Practice.
And
review
Communication
Check their pronunciation
22 min
Give them exercises related to the lesson.
3c Put the words in the correct order and
Get students to do this exercise in pairs and check the
write sentences
answers with another pair. To check the answers as a
class get 10 students to read out one sentence each.
Tell them to work in pairs in this task. Give students a 12 min 4a In pairs, tell each other what happens
in these situations
few minutes to think about their own answers before
Write sentences like this
dividing the class into pairs. Walk round the class while
If people ride more bikes, there is less air
students are talking giving help as necessary, and
pollution – that’s right.
listening for mistakes to correct at the end of the class.
Vocabulary:
A tiger
A panda
An elephant
A gorilla
A polar bear
A kangaroo
A hippo
6. Needed
materials:





7. Lesson stage
:
Lesson plan
English -4 page: 122-124
Visual aids, flash card
Hand outs, some pictures.
CD. Tape recorder
 Warm up
 Review
 Presentation
 Practice
 Production/ Communication
 Evaluation
 Homework
Criteria
Success
10 min
6 min
20 min
20 min
16 min
4 min
4 min.
To improve
24. Analyze.
.
Planning:
10min Write on the notebook. Read the new words and
match them. And note down in their notebooks.
Learn and practice some words pronunciations.
Check
homework.
1a Find and point to the animals in the pictures
1b Which of these animals are in danger? add 3
Review
more animals to your list
previous
1c .listen and check
lesson
Presentation Play the recording. Play the cassette once to 6 min 2a. Listen to the conversation and answer. What
get students to check their answers.
Is Tsogt going to write about?
2b. Listen again and answer the questions
Explain the grammar. Show the grammar 20min
chart. Tell Ss to copy the chart into their
Learn new expressions.
( New
notebook before reading only their text
3a Read and choose a title for the paragraphs
knowledge) again. Students may fill in the chart while
3b Read again and complete the chart
reading. Set a time limit of 8-10 minutes for
this activity.
4. Work in pairs. Ask and answer questions about
22
Check their pronunciation
min these animals
Practice.
Play game. S1: Does it live in the Gobi?
Ask students to say when we use / PS or PC/
L: No. it doesn’t.
explain the game’s rule.
( review and
S2:
Is the animal in Asia?
Choose S to be the leader. T he leader
L:
Yes, it is.
chooses animal and writes its name on a
You
are
the
leader.
Pretend you are from one of
piece of paper. The rest of the classes try to
the
animals
in
the
list
below. Write it on a piece of
guess which animal by asking questions. The
paper.
The
other
Ss
try
to guess which animal you
S who guesses correctly becomes the leader
are
from
by
asking
questions,
as in the example.
and Ss play the game again.
The student who guesses correctly goes next.
Set a time limit.
Class
Guess the riddle.
It is a fruit. It’s red Sometimes it’s yellow
or green. Children often eat it What is it?
(…….) .
To check previous lesson and homework
Write “ENDAGERED ANIMALS” on the board.
Passing all
working
Warm up./
starter
Method
and Class
organizati
on
Pair working
Time Student’s activities.
working
Teacher’s support
Individual
Lesson
stages
Evaluation
Homework
And show the visual cards on the board.
12min 5. Use the facts to write a paragraph
Himalayan and Altai mountains
Divide Ss into 3 groups. Check that Ss can
White with black spots
complete the task orally, and then assign it as
Wild goats and sheep
written HW.
About 1000 in Mongolia
Hunted for its beautiful skin.
8 min
Allow Ss three minutes to do the exercise.
Listen to the conversation and put it into the
Check Ss answers on the board.
correct order.
Give homework
Lesson’s resources:
Pair working
Communicati
on
2min Complete the paragraph.
Learn by heart new words.
Additional materials and information:
1. Match words to pictures.
A wild sheep, a Gobi bear,
a Bactrian camel
a wild dog,
a saga antelope
a wild ass
a fox
a wolf
2. Read and answer. Are there still wild horses in Mongolia?
The wild horses called takhis, were found in zuungariin Gobi at the end of the 19th Century. Some of these wild
horses grow as tall as 1.4 meters and weigh up to three hundred kilos. They can be 2.5 meters long including their
tails. The most difficult time of year for them is winter when they can’t get at the grass through thick snow. After the
1950s the number of takhis declined because of a lack of good pasture and water. The last wild horse born in the wild,
died in1973. Its name was Altai. In 1992 Mongolia decided to re-introduce the wild horses into some of the national
reserves. They came from the Ukraine, Holland, Austria and Switzerland. Now there are more than two hundred takhis
living in the Hustai nuruu national reserve and the Gobi-Altai aimag.
3. Read again. Copy and complete the chart.
The takhis of Mongolia
Place of origin
Maximum height
Maximum weight
Maximum length
Food
Year they were re-introduced
Countries they were brought from
Places they live now
4. Work in pairs. Ask questions for the missing information in your chart.
Student A: Cover student B’s chart.
Student B: Cover student A’s chart.
Student A’s chart
Wild bear
Length: 160 cm
Weight :
Habitat: the mountains
Food :
Student B’s chart.
Wild camel
Length:
Weight :550 kilos
Habitat:
Food :grass and bushes
Wild bear
Length:
Weight : 80-90 kilos
Habitat
Food :small animals, leaves and fruit
Wild camel
Length: 340 cm
Weight :
Habitat: the desert
Food :
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 9.10.
1.Subtopic :
2.Aim :
Class: 8-4
Lesson-1. Self check...
Exercising
 Self-questioning
 Self- assessing
Unit -8. Save the Earth.
№5
Date:
3.Objectives:
Types to implement objectives::
Product oriented approach.
4.Lesson type:
Classroom organization , method
Pair working
Individual working
Exercising
Explaining exercise
Memory game
Double lines
Creative writing
5. Methodology
6. Needed
materials:
Vocabulary:
Unit words end expressions





7. Lesson stage
:
Criteria
Lesson plan
English -4 page:125-127
Visual aids, flash card
Hand outs
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
Success
20 min
15 min
15 min
16 min
10 min
4 min.
To improve
25. Analyze.
Planning:
Teacher’s support
Warm up./ starter
Time
Method
and
Class
organizat
ion
Let’s play memory game.
Work individually. To pay attention their
lesson.
1a. Find the odd word out in each row.
1b Match the words t their definitions …
1c Do the crossword
Play a memory game. One student
starts with the word that they’ve
learned previous lesson. Next
Review previous
student should say a word that starts
lesson
the ultimate letter and the game
goes on.
Presentation
Memory game
Class working
5 min
Check
homework.
3 min
Play the CD.
10 min
Work on the given tasks and ask if
they can’t or don’t understand. Read
the questions to the class. Then,
play the CD once. Get some Ss to
say their answers and check them as
a class.
11 min
Check their pronunciation
Practice.
Study the chart with your teacher.
Give them flash cards.
( review and
Play the CD once.
Check as a whole class by asking
Pairs to read their text aloud.
Communication Get students to exchange their
6min
notebooks with a partner and check
in each other’s answers.
2a Choose the correct verbs to complete
the sentences
2b Look at the pictures and finish the
sentences
To listen carefully and identify the
meaning. To do 3a.b.
3a Listen to the conversation and answer.
What problem are Anu and Nick talking
about?
3b Listen to the conversation again and
answer the questions
To read the text and answer the questions.
4a. Read the text and give a title for it.
4b. Read the text again and answer the
questions
Listen and check.
5 In pairs , ask and answer the questions
A: What environmental issues are you
worried about?. Why? What can you do
about it?.
Pair working
Give some exercises and check
them.
Show the pictures.
( New
knowledge)
Student’s activities.
Individual working
Lesson stages
Homework
Give homework
1min
Key visual
Evaluation
Explain and draw the key visual.
4 min
Now get individual Ss to invent
6. Write about what you can do to save
water
another conversation themselves.
They write it in their notebooks. Set
a time limit. At the end, ask some
volunteers to present their
conversation. If time is short, give
this writing task for homework.
Practice and prepare for the test hard.
Lesson’s resources:
Additional materials and information:
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 11.
1.Subtopic :
2.Aim :
Unit -8. Save the Earth.
Class: 8-4
Date:
Lesson-1. Reviewing.
Students will learn vocabulary related to unit words .
 Reviewing the grammar
 To do exercises
3.Objectives:
Types to implement objectives::
Cooperative approach
Classroom organization , method
Individual working
Vocabulary:
Unit words
4.Lesson type:
Explaining exercise
Brainstorm
5. Methodology
Creative writing
6. Needed
materials:
7. Lesson stage
:





Lesson plan
English tests
Visual aids, flash card
Hand outs
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
10 min
6 min
20 min
20 min
16 min
4 min
4 min.
№6
Criteria
Success
To improve
26. Analyze.
Planning:
Lesson
stages
Teacher’s support
Time
Student’s activities.
Method
and
Do the given exercises
Practice and prepare for the test
hard.
6 min
Explain and draw the key visual.
4 min Repeat all new vocabularies and write 2
Lesson’s resources:
Additional materials and information:
Class working
Complete activity book’s exercises.
times.
Give homework
Pair working
Listen and complete the gaps
Give the tests.
Ask teacher or classmates to help
But Ss cannot cheat from each other
Evaluation
Homework
Students can exchange the materials
and go on.
Work on the teacher’s test Ex: 1-5,
6-8
Individual
working
Play the recording
3 min
Walk around and make sure they could
do the tasks
Explain if they can’t do re-test materials.
Explain the grammar.
10
Check the answers as a whole class.
min
Get bad mark in an exam, to cheat in an
exam.
11
Check their pronunciation Explain
min
unknown words and expressions related
to exam
Passing all
In pairs, list expressions related to
5 min
learnt unit.
In pairs, list expressions related to
Give them 5-8 min to produce their lists
learnt unit.
done.
Revise their lists as a whole class.
And encourage Ss giving oral
Work on materials that teacher gave
assessments.
Distribute re-test materials to each
Ask them to do practice.
1min
Learn by heart all words and
prepare the exam.
Key
visual
Commun
ication
Practice.
( review and
( New
knowled
ge)
Presenta
tion
Warm up./ starter Check
homework. Review
previous lesson
Class
organiz
ation
Planned by:
Approved by:................................................/B.Altansarnai/
A lesson plan.
Lesson № 12.
1.Subtopic :
Class: 8-4
Lesson-1. Testing.
Unit -8. Save the Earth.
Date:
№7
2.Aim :
Students will learn vocabulary related to . This will enable them to talk about
 Reviewing the grammar
 To do exercises
3.Objectives:
Types to implement objectives::
Cooperative approach
Classroom organization , method
Individual working
Vocabulary:
Unit words
4.Lesson type:
illumination
Explaining exercise
Brainstorm
Double lines
Creative writing
5. Methodology





6. Needed
materials:
7. Lesson stage
:
Lesson plan
English -4 page: 113-115
Visual aids, flash card
Hand outs
CD. Tape recorder
1. Warm up
2. Review
3. Presentation
4. Practice
5. Production/ Communication
6. Evaluation
7. Homework
Criteria
Success
10 min
6 min
20 min
20 min
16 min
4 min
4 min.
To improve
27. Analyze.
Planning:
Lesson stages
Student’s activities.
Teacher’s support
Time
Method and
Class
organization
Warm up./ starter In pairs, list expressions related 5 min
to exams in English. Give a
In pairs, list expressions related to learnt unit.
minute
or
two
for
pairs
to
Check
produce their lists. Congratulate
homework.
the winners.
Work on materials that teacher gave
Review previous
Explain the structures.
lesson
Presentation
Class working
Prepare materials of the test for
each student including 4 skills as
possible.
Group the words.
Write the answer.
Complete the sentences.
3 min
Distribute the exam paper and
explain the tasks on it.
10
min
Students can exchange the materials and go on.
Work on the teacher’s test Ex: 1-5, 6-8
( New
knowledge)
Listen and complete the gaps
Control and evaluate the
students.
11
min
Do the given exercises
Individual
working
Practice.
( review and
Communication Go around, Control and evaluate 6 min
the students
4 min
Evaluation
Homework
Give homework
1min
Lesson’s resources:
Additional materials and information:
Credits.
The curriculum of unit
Lesson planner contents.
 Life skills.
 Language functions.
 Grammar.
 Vocabulary.
 EFF.
 Workplace
 Interchangeable cod and math.
Lesson-1. Our planet
 Flash card for lesson-1.
Lesson-2. Pollution.
 Flash card for lesson-2.
Lesson-3. Consequences.
 Flash card for lesson-3.
Lesson-4. Endangered animals.
 Flash card for lesson-4.
Lesson-5. Review.
 Flash card for lesson of review.
Lesson-6. Test.-A / average. /
Lesson-6. Test –B. /poor/
Learner log. / Assessment./
Added materials and resource Flash card
Useful words.
Grammar reference.
Life skills:
Read and follow instructions.
Read and write paragraphs.
Give some advice.
Compare pollution causes.
Discuss causes pollution.
Understand symbols
Protect nature
Language functions:
Talk about cause and effects of pollution.
Giving advice.
Talk about endangered animals.
Understand Earth day activity.
Read the advices.
Talking about the Earth day.
Grammar:
Present simple vs. past simple
Should/shouldn’t
Zero conditional
Present simple (facts)
Vocabulary:
Earth
Environment
Environmental issues
Animals
Pollution
Most EFF skills are incorporated into this unit, with an emphasis on:





Using mathematics in problem solving and communication.
Learning through research ( technology is optional)
Planning
Listening activity
Speaking so others can understand.
Most SCANS and workplaces are incorporated into this unit, with an
emphasis on:
 Allocating
 Understanding systems
 Creative thinking.
 Seeing things in the mind’s eye. (technology is optional)
 Knowing how to learn
 Self- management.
 Organizing and maintaining information.
 Decision making

Math:
 Interpret measurements in effect
 Compare causes
 Create a brochure.
 Understand and write pollution
Useful words.
Approved by training manager Ts / …………………………… /
2012-13
year
English curriculum for the 8 th grades
1. Needs
Students will consist of achieving a certain level of English language ability which will reflect the
comprehension of the above mentioned curriculum. Students will attain reached and more developed
level of English language skills than the previous years.
G
oa
ls
2. Goals
8 grade
Be able to say about simple topics, describe the own
ideas. Choose the appropriate form of writing for
particular tasks.
3. Objectives
YIII grade
Ê1
Ê2
Ê3
Ê4
To learn and express through the listening, reading,
speaking, and writing structure of sentences,
compound words.
To comprehend language signal, to distinguish
structure, to learn how to express opinions and others
opinions.
To understand and respond to the gist of other’s
speech, summarize the content of the written text that
consists of short simple sentences. To exchange the
information and recognize specific of literacy
To use language knowledge creativity, to compose
simple texts using structure, to write own idea
orderly.
4. Content: Reflecting on units: At the end of the academic year students can describe in simple topics and use
grammar structure in speaking, writing.
5. Methodology
Principles
Principle of equaled
chance
Chosen principle of
learning content
Teaching principle
Learning principle
Principle of technology
7. Teaching environment
YIII grade
YIII grade
Material base
Teaching materials
-
English – 4 / activity book/
-
English grammar in use
-
Headway / Liz and John Soars /
CD – 4, Tape recorder, Posters, Pictures, Real
objects,
7. Evaluation For the 8th grade
I quarter
II quarter
III quarter
IY quarter
Date of
assessment
2nd week of Sep. 2nd
week of Nov.
3rd week of Dec.
4th week of Feb.
2nd week of May
Criteria
1.Understand and
respond to the gist
of other’s speech
1.To know the kind of
sentences
1.Understand
summarize and
discuss the content
of the written texts
1.To express own ideas
Use and identify
paragraphs
2.Listen and
understand the main
points
3.Memorize new
vocabulary and
grammar within new
topics and practice
2.Present and describe
events happening
around us
3.To explain the reason
of the text
4.Understand and
respond to sequences
of spoken language
4. Give a short
presentation of
everyday life
activities and plans
1. Giving a title of
listening information.
Task
2.Guess the main
idea of the listening
3. Make dialogues.
4. Role play
5. Test
2.Finding new
materials and use it in
yourself
3.Use combination of
the sentences
4.To note the reading
materials
1. Filling missing
words. Dictation. Find
main ideas and answer
the Q.
1. Write a letter
2.Give speech in
correct order
3. Describe the
pictures
3.Give your opinion in
a special topic
4. Write biography.
4. Give instructions
2. Put in correct order
the words
2.Verbally express
personal thoughts and
interests within studied
topics and vocabulary
3.Understand the written
texts with instructions
from the text books and
write a summary in once
own words
1. Understand other’s
opinion and express owns.
2. To write a note
3 Write an essay
4. Use a mobile phone
5. Give instructions
5. Give instructions
6. Test
6.exchange opinions by
writing
7. Compare and give
suggestions on writing
5.Test
Done by :
6. There was only ……. Continent on the earth 200 million years ago a. 1 b.6 c. 5
7 . Now there are ………… continents a.5 b.6 c.7
8 . There are ……. Oceans on the earth a. 4 c.5 c.3
9 . The Earth’s orbit around
UNIT EIGHT SAVE THE EARTH
LESSON 1 OUR PLANET
Activity 1b. Listen and repeat.
Earth
Orbit
Atmosphere
Continent
Surface
Ocean
Activity 2b. Listen and check
1 . There are 10 planets in the solar system.
2. The earth is the third planet from the sun.
3. The Earth is the blue planet.
4. The Earth was formed 4.54 billion years ago.
5. About 70% of the Earth’s surface it’s water.
6. There was only one continent on the Earth 200 million years ago.
7. Now there 6 continents.
8. There are 4 oceans on the Earth.
9. The Earth’s orbit around the sun takes 365 days.
LESSON 2
POLLUTION
Activity 1a. listen and repeat.
Recycle
Protect
Pollute
Save
Waste
Converse
LESSON 3 CONSEQUENCES
Activity 2a. Listen to the conversation between Nick and Anu and answer. What are they talking about ?
Nick: hi. What’s up? Do you have a cold?
Anu: No , it’s just smoke. If people burn coal like this, the air becomes polluted.
Nick: Yes , That’s true . But air pollution get’s even worse if people chop down trees in the mountains
Anu : Another problem is water pollution. If rivers become polluted, people and animals get sick.
Nick: But is there a way to help stop pollution ?
Anu : Well , if everyone picks up litter in the streets, the city becomes clean.
LESSON 4 EN DAGERED ANIMALS
Activity 1c. Listen and check.
Welcome to the Beijing zoo. There are over 7000 animals of 600 different species here. People come to Beijing Zoo to see famous Giant
Pandas and other endangered animals like tigers, elephants, wild camels and horses. There you can also see a very rare animal, the Gobi
bear.
Activity 2a. listen to the conversation and answer. What is tsogt going to write about ?
Tsogt: Julia ,can you help me with my homework?
Julia : Sure. What is it?
Tsogt: What are endangered animals?
Julia: oh, they are rare animals that are about to disappear.
Tsogt: can you name some of them?
Julia : Well, pandas, tigers, elephants, snow leoperds…………..
Tsogt: Do you know how many animals are endangered today?
Julia : I heard more than 1000 animal species are in danger world wide
Tsogt: Really where can we see these animals?
Julia : Nowadays, at the zoo and at the national parks.
Tsogt: Well , that was very helpful. Tank you Julia . Now I can do my homework it was writing about endangered animals.
Julia : You’re welcome
LESSON 5 SELF-CHECK
Activity 3a Listen to the conversation and answer. What problem are Anu and Nick talking about?
Anu : What environmental problems are you worried about?
Nick : water pollution, of course .
Anu: Why?
Nick: Many rivers are polluted today because factories throw chemicals into them. Also people wash their cars. Some people throw
garbage into water. That’s why water becomes very dirty
Anu: What can we do to solve this problem?
Nick: Well, first we shouldn’t throw anything into water. Second, we shouldn’t waste water. Next, we should organize different activities
to save water.
Approved by: A training manager ……………………….
Lesson plan.
Unit-10.
Subtopic:
Life experiences.
Date:
class:
hours: 80’.
Aim: Today we are going to talk about life experiences.
Learning objectives:
Previous
knowledge:
Check their
homework
Listening : listening for main and detailed ideas.
Speaking: speaking about life experiences.
Reading: discuss what life experiences you have
Writing: writing sentences using the information from act 2b.
To identify new words:
To do exercises.
Grammar:
have/has + been ( PII)
Present perfect- positive.
Vocabulary
Experiences- sea food, ride a reindeer, ski on the mountain, travel
by ferry, fly in a helicopter, swim in the river, dance Thai dance
Pronunciation
Word stress.
Materials
English 4, textbook, workbook, teacher’s book, grammar illustration material,
flashcards with vocabulary, pictures, real objects, posters, tape recorder,
cassette, TV, DVD, LCD projector, computer… p:143-145
Lesson stage
Warm up
Presentation
Practice
Activities
Play the Bingo.
Identify the new vocabulary. Help Ss with pronunciation.
It has 4 minutes.
Use the new woprds.
Planning
Play game
4min.
Ask Ss to do this activity in pairs
1. Match the following expressions to the right picture. –sleep
in the tent –eat seafood –ride a reindeer –ski on the
mountain –travel by ferry –fly in a helicopter –swim in the
river –dance Thai dance
Find worksheet- 1. Play the recording a few times. If Ss have
trouble with focused listening, play each conversation
separately and check the answers together.
2a. Listen to the conversation between Tsogt and Julia. Who
has been abroad? A) Tsogt or B) Julia
2b. Listen again and tick who has done these things.
Pair
working.
3 min
Ask Ss to open their books and make sentence in 3 groups.
3. In pairs, check your answers. Then write sentences using the
information from activity 2b
Pair
working.
5 min
Ask the Ss questions about themselves and where they are
travelling… Make sure you go over the chart in detail.
Production
Class
organization
4 . Look at the examples and choose a or b in the
explanation.
I have flown in a plane. My friend has traveled by train.
1. We make the present perfect with the helping verb ……..
of the main verb.
A ) have/has and the past participle from b ) have/ has
and past form
2. We use the present perfect form to talk about……
Observe the
listening
activities.
7 min
Pair
working.
10min
a) daily routines b) experiences
5a. Complete the sentences using have/has +these verb.
See
be
win
eat
swim
take
1. My father and sister …………… to China.
2. Anu……. Seafood in Malaysia
3. My sister ,……………. In the pacific ocean
4. We ….. many pictures of wild animals.
5. I ……… a song competition.
6. My friend ……. A bear in the forest.
5b. In pairs, check your answer.
Conclusion
This is free practice. Before they begin, encourage Ss to study
the learning outcomes. As they discuss, get Ss to ask for details
after asking the initial question each time. This will provide a
chance to use the past simple as well as the present perfect.
6a. In groups, discus what life experiences you have.
Example: I have been to Italy. My father has eaten Mexican
food. Check student sentences.
5 min
In groups
Discuss.
6 min
Class organization method
Whole class.
Communication approach.
Presenting new method.
Additional information:
Experiences
I’ve been khuvsgul
I’ve slept in tent
I’ve skied in Everest
I’ve ridden a reindeer
I’ve danced a Thai dance
I’ve flown in a helicopter
I’ve eaten a seafood
I’ve been to Nepal
Have groups share answers to the exercise. Name
a few experiences and have Ss say the activity that
families do there.
Julia
Tsogt
Present perfect simple.
Use: present perfect is used: to talk about life experiences, to talk about past
experiences when the exact time is unknown or unimportant.
Regular verbs
I
You
Have studied hard
We
(‘ve)
They
He
She
Has studied English a lot.
It
(‘s)
Irregular verbs
I
You
Have met a famous person
We
They
He
She
Has met a famous person.
It
ACTIVITY 2a. Listen to the conversation between Tsogt and Julia. Who has been abroad? A ) Tsogt or b) Julia?
Tsogt : Julia where do you usually spend your holiday?
Julia: oh, I like traveling is a great way to see and do some interesting things.
Tsogt: Have you traveled a lot?
Julia : Yes, I’ve traveled to most parts of Asia. How about you, tsogt?
Tsogt: I have never been abroad. I’ve only been to khuvsgul.
Julia : I’ve heard Khuvsgul is the most beautiful place in Mongolia is it true?
Tsogt: Yes, that ‘s true . you can do lots of interesting things there . For example ,I have slept in a tent and
ridden reindeer . I’ve even traveled by ferry and flown in a helicopter.
Julia : Wow it sounds great It seems like you enjoyed your trip very much .
Tsogt : Can you tell me about your travels ?
Julia : Yes , of course . I’ve skied in Everest , Nepal and swum in the river Ganga, in india. I’ve also eaten
seafood in Japan and danced a Thai dance in Thailand.
Tsogt: Wow, it’s really amazing You have had an exciting traveling experience.
Julia: Thank you . How about …………..(fades)
At home:
Write about your most interesting experience.
Example: I have been to the Gobi and I have ridden a camel. It was amazing.
Success
To improve
Analyze
Criteria
Eva
luat
ion.
Don
e by:
Engl
ish
teac
her
Kh.S
arant
uya
App
rove
d
by:
A
train
ing
man
ager
……
……
……
……
….
Lesso
n
plan.
Unit10
Subtopic:
Date:
I haven’t done much
class:
hours: 80’.
Aim: Today we will learn to talk about travel experiences. We will also learn about the present
perfect.
Learning objectives:
Previous knowledge:
Check their
homework. Listen to
some of Ss reasons
and write a list on the
board.
Materials
Grammar
Present perfect ( negative )
Vocabulary
Travel experiences: sea a bear , lose a key, fly in a
plane, travel by train, sail by boat,
Pronunciation
Falling intonation. Reading –ed ending
English 4, textbook, workbook, teacher’s book, grammar illustration
material, flashcards with vocabulary, pictures, board game posters, tape
recorder, cassette, p:146-148
Lesson stage
Activities
Warm up
Ss by asking about their summer holiday. To answer the questions
Ss can use the pictures on page 10. Demonstrate the verbs by
miming. Give the past form of the given verbs. Swim-swam
Sunbath-sunbathed, tame-tamed, look after- looked after, herdherded
8 min
Presentation
25
Planning
Playing and memorizing.
Reading: monitoring reading
Writing: to write about the experiences your partner’s
1. Copy and complete the chart
Ss should do exercise… in pairs. One partner closes the book
and listens to the instructions read by the other. Then they
reverse roles.
2a. Read a Julia letter and answer. Julia is
Writing about a) trying French food or b) her travel
experiences.
2b. Read the letter again and find things Julia has done and
hasn’t done yet.
Practice
12min
Production
20min
Conclusion
15min
Study the grammar chart. This is an exercise that helps to
understand the grammar. Have your Ss do the exercise in
pairs. To give instruction about how to work on the text.
Then check their answer as a whole class.
3. Look at the examples and choose a or b in the
explanation.
To divide Ss into 4 groups. each group has 5 Ss. Then give
instruction about board game.
4a.In groups, play a board game. Follow the instructions.
Use present perfect forms
4b. Write who had the most number of experiences and who
had the least number of experiences.
4c. Report to the class about the experiences of your group
members.
Set a time limit. Go around and check that Ss use English.
Help with vocabulary if necessary. Ask volunteers to report
their findings to the class.
5. Write sentences about:
Example: My friend Tsogt has been to France. He hasn’t
been to England. He would like to go there to see big Ben
Tell your Ss to do the task individually
Class
organizati
on
5 min
Whole
class.
Presentin
g new
knowledg
e.
Group
working.
Board
game.
Report to
the class.
individua
lly
work.
Evaluation.
Class organization method
Presenting new knowledge.
Sentence chains. Pass the flashcards
Communicative approach. Problem solving.
Illumination. Expressing ideas through thematic
pictures. Puzzles. Creative writing. Analyzing
reading. Composing using set of pictures others.
Practice. Independent work. Monitoring
Additional information:
Negative form.
Regular verbs
I
You
Have not studied hard
We
(‘ve)
They
He
She
Has not studied English a lot.
It
(‘s)
Irregular verbs
I
You
Have not met a famous person
We
( haven’t)
They
He
She
Has not met a famous person.
It
Analyze
At home:
Make 10 sentences. Use present perfect (negative form)
Complete a composition.
Criteria
Success
To improve
Done by: English teacher Kh.Sarantuya
Approved by: A training manager ……………………….
Lesson plan.
Unit 10 Subtopic:
Date:
Have you ever …………?
class:
hours:80’.
Aim : Today , we will learn to ask and talk about personal experiences.
Learning objectives:
Previous knowledge:
To collect their
homework
Materials
Lesson stage
Warm up
8min
Planning
Presentation
16min
Listening : listening to the telephone conversation.
Speaking: asking and answering questions.
Reading: read your interview each group.
Writing: write a short report about your classmates experiences.
Grammar
Present perfect ( questions)
Vocabulary
Personal experiences: been to, gone, seen, eaten, visited,
won, helicopter,
Pronunciation
Sentence stress.
English 4, textbook, workbook, teacher’s book, grammar illustration
material, flashcards with vocabulary, pictures, board game posters, tape
recorder, cassette, p:149-151
Activities
Write the word personal experiences on the board
and ask Ss to work in pairs to brainstorm the types of
sports they know and remember. Give 3 minutes.
Class organization
Ask Ss to work in pairs and look at column A so
Listening
they can make these endings to the words in
column B.C. after Ss finish , ask them to compare
In pairs,
their answers with another pair. Don’t correct
them at this stage.
Play the CD.
1a. Make questions by matching words from
columns A, B and C.
Ask Ss to repeat the words chorally and then ask
individual Ss to say sentences. If necessary, play
the CD.
1b. Listen, check and repeat.
1c. In pairs, ask each other the above questions.
Give short answers.
2a. Listen to the telephone conversation and
answer What are Nick and Anu going to do?
2b. Listen to the conversation again. Are the
Practice
26min
Production
20min
Conclusion
10min
sentences true (t) or false(f)
First ask the Ss to complete this task in their
notebooks. Walk round the class and help as
necessary. Write the examples on the board.
Point out that both before and after the
opposite meaning but different forms follow the
2 words. Ask Ss to make more examples.
3a. Look at the examples and choose a or b in
the explanations.
3b. Unjumble the words and make questions.
4. In groups, interview each other. Use your
questions in activity 3b as examples.
Set a time limit. Help with vocabulary if
necessary.
5. Choose one of your group members. Introduce
him/her to the class.
This is Suvdaa. She has lived in France.
This activity can be given as homework. Refer
them to the grammar chart for help. And tell
them to include the information in the chart.
6 . Write a short report about your classmates’
experiences.
I interviewed my group members. We all had
different experiences. For example. Saraa has
ridden a camel but she hasn’t met a famous
person.
Group working.
Pair working.
Speaking.
Writing.
Class organization method
Communicative approach
Present new knowledge.
Additional information:
Whole class. pair work
Individual work
Question forms.
Regular verbs
I
You
Have studied hard
We
(‘ve)
They
He
She
Has studied English a lot.
It
(‘s)
Irregular verbs
I
You
Have met a famous person
We
They
He
She
Has met a famous person.
It
LESSON3 HAVE YOU EVER …………?
Activity 1b. Listen , check and repeat.
Have you ever been to the Gobi?
Has he ever been to the Gobi ?
Have you ever gone bowling?
Has she ever gone bowling ?
Have you ever seen a bear?
Has she ever seen a bear?
Have you ever eaten Brazilian food? Has he ever eaten Brazilian food?
Have you ever visited another country? Has she ever visited another country?
Have you ever won a prize?
Has he ever won a prize ?
Activity 2a. Listen to the telephone conversation and answer. What are Nick and Anu going to do ?
Anu: Hi, Nick Have you seen the ad in the newspaper ?
Nick: What is it about
Anu: Fun weekends. You can do all sorts of things like horse-ridding, camel-ridding sailing and riding a
helicopter
Nick: oh, that sounds exciting. Have you ever traveled by helicopter?
Anu: Yes I have in fact, I have flown in a helicopter twice. They are very noisy . How about you ?
Nick: I haven’t tried it yet. But I have sailedon a boat .
Anu: Have you? I think that’s great . I have never done it, because I’m afraid of water
Nick: well , what do you want to do
Anu: have you? I think that is great. I have never done it , because I’m afraid of water
Nick: well what do you want to do?
Anu: Hm we have both done horse-ridding. So we can go camel ridding and climb Bogd Mountain would you
like to do it?
Nick: Oh, that would be great I’d love to do it. Let’s invite others, too
Eval
uatio
n.
Done
by:
Englis
h
teache
r
Kh.Sa
rantuy
a
Appro
ved
by:
A
trainin
g
mana
ger
……
……
……
……
….
Lesso
n
plan.
At home:
Make 10 sentences. Use present perfect ( question)
Complete the some exercises.
Success
Analyze
Criteria
To improve
Unit
10
Subto
pic:
Adve
ntures
Date:
class:
hours: 80’.
Aim: Talking about adventure activities.
Learning objectives:
Previous knowledge:
To ask some question
and check as a whole
class.
Materials
Lesson stage
Warm up
Listening :to check your answer
Speaking: talk about adventure
Reading: looking up the words in the dictionary.
Writing: write a paragraph about one of your adventure.
Organizing ideas.
To use past and present perfect forms.
Grammar : present perfect vs. Past simple.
Vocabulary
Adventure activities: ordinary, to join, a whale, to dig up,
an adventure, an organization.
Pronunciation
English 4, textbook, workbook, teacher’s book, grammar illustration
material, flashcards with vocabulary, pictures, board game posters, tape
recorder, cassette, p:152-154.
Activities
Play the Bingo. Use about adventure activities words. It
has 3 minutes.
Class organization
6 min.
Presentation
20min
Introduce the topic of the lesson by eliciting different
things you can do to stay adventure.
1a. Match each word to its meaning.
Get the Ss to copy out the words and meaning into
their notebooks. Do the first 1-f expressions with
them as a class.
1b. Listen and check
Check their answer. Play the CD.
Individual
working.
Planning
Practice
20min
Production
25min
Conclusion
9 min
Tell Ss to read the text silently. Give them enough
time to read the text. When they finish, ask some
volunteers how to choose the best title. Why?
2a. Read the text. Choose the best title for it.
Have Ss do the task individually. Set a time limit.
Check answers as a class.
2b. Read the text again and complete.
This exercise introduces grammar- present perfect
vs. past simple. Explain the task to your Ss and do
the exercise in pairs. Working together helps Ss learn
a lot from each other, particularly the weak once.
Set a time limit. Ask Ss at random to give their
answers. Give Ss more explanations if necessary.
3. Study the sentences and choose a or b in the
explanations.
Ss now practice using past perfect and past simple.
Make sure they use the right form of each verb. Let
Ss check the answers and correct their mistakes in
pairs. Then correct them as a class.
4. . Read the sentences. Put the verbs in the correct
present perfect or past simple forms.
Put the Ss in pairs. Make sure they understand the
task. Revise vocabulary related to travel again. Set
a time limit. Help if necessary. When they finish, get
several pairs to role play in front of the class.
5a. In pairs, talk about adventures you have ever
had in your life.
Individual
working.
Pair working.
Pair working.
Individual
working
Pair working.
Role play.
If time allows, ask Ss to write about adventures.
Elicit some examples from individual Ss. If time is
short, give this exercise for homework.
5b. Write a paragraph about one of your
adventures. Use past simple and present perfect
forms.
Evaluation.
Class organization method
Communicative approach.
Present new knowledge.
Explaining method
Exercising.
Additional information:
LESSON FOUR ADVENTURES
Activity 1b. listen and check.
1. An adventure
f. an experience or event that is very unusual or exciting
2. An organization
e. an organized group people who do something together
3. Ordinary
d. normal, not special or not different from others
4. To join
c. to become a member of a club or organization
5. A whale
b. a very large animal that lives in the ocean
6. To dig up
a. to make a hole or take away soil
At home:
Find the text related to adventures from the internet.
Then translate it.
Criteria
Success
To improve
Analyze
Done by: English teacher Kh.Sarantuya
Approved by: A training manager ……………………….
Lesson plan.
Unit10.
Subtopic: Self-check and review
Date:
Learning objectives:
Previous knowledge:
class:
hours: 40’.
Reviewing.
All skills
Self-questioning
Self-assessing.
Grammar
Vocabulary
Unit grammar.
Unit words
Pronunciation
Materials
Lesson stage
Warm up
Planning
Presentation
English -4 student book page:155-157.
Activities
Play the game. Ice breaker: if the Ss don’t know their
adventures, you may want to do further introductions. Ask Ss
to tell each other something special about themselves: I’ve
been to the Gobi. I have ridden a camel.
Ask them what structures do; they study on 1-4 lessons.
Remember something they forgot. Ask some words.
Class
organization
Chorally and
individual
working
Vocabulary
1. Label the pictures.
2. Do the word search? Find 10 words related to
experiences.
Practice
Production
4. Look at the prompts. Copy and write questions for
Julia’s answers.
Explain how to do exercise, check their answers.
5. Complete the dialogues.
6a. Listen and answer. What are Nick, Anu and Julia
talking about?
6b.Listen again and complete the chart.
To do tasks carefully by instructions.
Control and help how to do they do tasks. Evaluate Ss
what did they do on their notebooks.
Work individually. Ask something they don’t know.
6a. Read a Nick’s e-mail and say where he is now
6b. Read the e-mail again and answer. What has Nick
done or what hasn’t he done yet?
Grammar.
Listening
Reading
Conclusion
Choose one topic from the list. In groups, talk about your
experiences
talking on some exercises. Ask unknown things to each
other.
Now write about your own experiences.
Writing.
Evaluation.
Class organization method
Analyzing lesson.
Explaining exercises
Additional information:
LESSON FIVE SELF-CHECK
Activity 6a. listen and answer. What are Nick ,anu and Julia talking about?
Nick: I’m Nick. One of my favorite things is traveling. . I have been to most of the countries in Europe. I’ve seen
big Ben in London and I ‘ve swum in seine in france . I’ve eaten delicious pasta in Italy
Anu: Hello my name’s anu. Last summer I went to the Gobi. I’ve some great experiences on my trips For
example, I’ve ridden camels and horses. I’ve learnt to make a fire and cook food.
Julia : Hi I I’m Julia. I’m an adventurous person. I’ve already climbed Everest and skied in Canada. Also , I’ve
sailed on a boat in the pacific ocean.
Success
Analyze
At home :
Prepare the exam.
Complete the some tasks.
Criteria
Done by: English teacher Kh.Sarantuya
Approved by: A training manager ……………………….
To improve
Lesson plan.
Date:
Unit …. Subtopic: Testing .
hours: 40’.
class:
Learning objectives:
Previous knowledge:
All skills
Grammar
Vocabulary
Lesson 1-5
Related to unit grammar
Unit words.
Pronunciation
Materials
Test 1. 2
Lesson stage
Planning
Warm up
Activities
Remember the words. Play Bingo.
Class
organization
3 min.
Presentation
Prepare materials of the test for each student including 4
skills
Prepare to read all lessons
Practice
Production
Explain each task on the materials.
Read all tasks on the materials
Control and evaluate the students.
Conclusion
Do test carefully by the instructions.
Success
To improve
Done
by:
Englis
h
teache
r
Analyze
Criteria
Kh.Sarantuya
UNIT TEN EXPEREINCES
LESSON1 LIFE EXPEREINCES
ACTIVITY 2a. Listen to the conversation between Tsogt and Julia. Who has been abroad? A ) Tsogt or b) Julia?
Tsogt : Julia where do you usually spend your holiday?
Julia: oh, I like traveling is a great way to see and do some interesting things.
Tsogt: Have you traveled a lot?
Julia : Yes, I’ve traveled to most parts of Asia. How about you, tsogt?
Tsogt: I have never been abroad. I’ve only been to khuvsgul.
Julia : I’ve heard Khuvsgul is the most beautiful place in Mongolia is it true?
Tsogt: Yes, that ‘s true . you can do lots of interesting things there . For example ,I have slept in a tent and ridden reindeer
. I’ve even traveled by ferry and flown in a helicopter.
Julia : Wow it sounds great It seems like you enjoyed your trip very much .
Tsogt : Can you tell me about your travels ?
Julia : Yes , of course . I’ve skied in Everest , Nepal and swum in the river Ganga, in india. I’ve also eaten seafood in Japan
and danced a Thai dance in Thailand.
Tsogt: Wow, it’s really amazing You have had an exciting traveling experience.
Julia: Thank you . How about …………..(fades)
LESSON3 HAVE YOU EVER …………?
Activity 1b. Listen , check and repeat.
Have you ever been to the Gobi?
Has he ever been to the Gobi ?
Have you ever gone bowling?
Has she ever gone bowling ?
Have you ever seen a bear?
Has she ever seen a bear?
Have you ever eaten Brazilian food? Has he ever eaten Brazilian food?
Have you ever visited another country? Has she ever visited another country?
Have you ever won a prize?
Has he ever won a prize ?
Activity 2a. Listen to the telephone conversation and answer. What are Nick and Anu going to do ?
Anu: Hi, Nick Have you seen the ad in the newspaper ?
Nick: What is it about
Anu: Fun weekends. You can do all sorts of things like horse-ridding, camel-ridding sailing and riding a helicopter
Nick: oh, that sounds exciting. Have you ever traveled by helicopter?
Anu: Yes I have in fact, I have flown in a helicopter twice. They are very noisy . How about you ?
Nick: I haven’t tried it yet. But I have sailedon a boat .
Anu: Have you? I think that’s great . I have never done it, because I’m afraid of water
Nick: well , what do you want to do
Anu: have you? I think that is great. I have never done it , because I’m afraid of water
Nick: well what do you want to do?
Anu: Hm we have both done horse-ridding. So we can go camel ridding and climb Bogd Mountain would you like to do it?
Nick: Oh, that would be great I’d love to do it. Let’s invite others, too
LESSON FOUR ADVENTURES
Activity 1b. listen and check.
1. An adventure
f. an experience or event that is very unusual or exciting
2. An organization
e. an organized group people who do something together
3. Ordinary
d. normal, not special or not different from others
4. To join
c. to become a member of a club or organization
5. A whale
b. a very large animal that lives in the ocean
6. To dig up
a. to make a hole or take away soil
LESSON FIVE SELF-CHECK
Activity 6a. listen and answer. What are Nick ,anu and Julia talking about?
Nick: I’m Nick. One of my favorite things is traveling. . I have been to most of the countries in Europe. I’ve seen big Ben in
London and I ‘ve swum in seine in france . I’ve eaten delicious pasta in Italy
Anu: Hello my name’s anu. Last summer I went to the Gobi. I’ve some great experiences on my trips For example, I’ve
ridden camels and horses. I’ve learnt to make a fire and cook food.
Julia : Hi I I’m Julia. I’m an adventurous person. I’ve already climbed Everest and skied in Canada. Also , I’ve sailed on a
boat in the pacific ocean.