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Eng Plus-8 3-Term ҚМЖ

This document outlines lesson plans for Grade 8 students focusing on reading for pleasure, specifically on genres of books and films, movie technology, and the use of modal verbs like could, can, and will be able to. Each lesson includes learning objectives, activities, and assessment criteria aimed at enhancing students' vocabulary, comprehension, and ability to express opinions. The plans emphasize interactive learning through discussions, pair work, and formative assessments.

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Аскар Жантелиев

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0% found this document useful (0 votes)

30 views67 pages

Eng Plus-8 3-Term ҚМЖ

Uploaded by

Аскар Жантелиев

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 49

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Books and films: genres
Learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
Lesson objectives Learners will be able to:
• Learn vocabulary of film genres.
• Do a questionnaire on books and films.
• Learn verbs that are followed by -ing or to.
Value links Family – Family values are moral and ethical principles of typical family
life, including sacrificing for loved ones, putting your loved ones first, and
keeping your loved ones at the centre of your thoughts and actions.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Students introduce
themselves
Student’s
If you're anything like us, you probably
like to read the book before seeing the book
Students say different
movie. This year, as usual, Hollywood
is adapting a slew of books—fiction words from the picture
and nonfiction—into films. If you want
to prepare yourself for these literary Good job!
movies, look no further:
Middle Ex: 1 p:56 Assessment
of the • Focus students on the books and Students match the criteria
lesson films pictured. Then, in pairs, words in the boxes with - Learn
Presenta students match them with the the books and films in vocabulary of
tion words. film genres.
part. • While checking answers, model the pictures
35 min and drill the pronunciation if ANSWERS :
necessary. 1 a detective story
• Follow up by focusing on the 2 a romance Descriptor:
genres which were not illustrated. 3 a horror story
- match the
Ask students to think of films or 4 a fantasy
5 a comedy words in the
stories which match these
categories. 6 a musical boxes with the Cards
7 an adventure story / books and films
film in the pictures
Ex: 2 p:56
8 a science fiction story /
• Read the example with the class
film
and elicit one or two more possible
titles from the class before they Peer
write their titles individually. Students invent titles for
assessment:
• Once students have guessed books and films using
answer key
genres, ask them to report back on the words and phrases
their partner’s titles and genres in the boxes.
Assessment
ANSWERS :
Differentiation: Modelling- criteria:
Students’ own answers.
teacher gives clear description of - Learn verbs Worksheets
that are followed
the task with examples Students complete the by -ing or to
By task – more motivated learners sentences from the
can do task without support questionnaire
Less motivated learners will be ANSWERS: Descriptor:
given prompts to find the correct 1 being
- complete the
location 2 reading
3 don’t sentences from
Ex: 4 p:56 the
4 want
• To introduce this point, refer questionnaire
5 to work
students back to question 6 in the
6 wouldn’t
questionnaire. Ask some students
Negative form of would:
to give an answer to this question.
wouldn’t Short forms of -Make CCQ
Ask students to translate the
would: I’d, you’d, he’d,
answer, I enjoy doing unusual
she’d, it’d, we’d, they’d
questions
things, into their own language. Yes / No
• Elicit some answers to question
5, focusing students on the third
sentence. Ask students to translate
I’d like to work with people into
their own language.
• Point out that in question 6 option
b the verb like is followed by the -
ing form of the verb, but in question
5 it is followed by to + an infinitive.
End of Home task: Poster
the Ex: 1 P: 40 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 50

Teacher name:
Date: 10.01.23
Grade: 8 Number present: absent:
Lesson title Movie technology.
Learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
• Read about the use of technology in the movies.
• Read for general meaning and specific information.
• Learn how to find specific information.
• Learn about the suffixes -er and -or.
Value links Loyalty – Loyalty might be a core personal value to you if you highly prize
friends that are reliable and trustworthy. You might put your friends or
chosen family first, always being there for them when they need you.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Good job!
Middle Ex: 1 p:58 Assessment
of the • Read through the words in the Students look at the criteria
lesson box with the class and elicit or words in the box and - Read about
Presenta explain the meaning. guess the correct order the use of
tion • Students guess the order of the technology in
part. words on the timeline in pairs. on the timeline
ANSWERS : the movies.
35 min • Students can check their answers
by reading and listening to the text. 1 colour
When they have done this, ask 2 sound
round the class to find out if they 3 3D 4 surround-sound
guessed correctly. 5 computer-generated
images Descriptor:
6 digital projectors - look at the Cards
Ex: 2 p:58 words in the
• Allow students time to read the
study strategy carefully. In a Students find the box and guess
weaker class, go through each answers to these the correct
point and check understanding. In questions order on the
a stronger class, ask students if ANSWERS : timeline
this is something they do already. 1 In 1902.
• Students read the text again and 2 There were more than
answer the questions. Encourage 4,000. Peer
all students to follow the tip step- 3 They listened to a
by-step, by underlining the key assessment:
pianist.
words in the questions then looking 4 Some actors lost their
answer key
for these in the text. jobs because they didn’t Worksheets
have good voices or Assessment
Differentiation: Modelling- because they could not criteria:
teacher gives clear description of act and speak at the - Read for
the task with examples same time. general
5 Surround-sound meaning and
By task – more motivated learners
became popular in the specific
can do task without support 1970s. information.
Less motivated learners will be 6 With future technology
given prompts to find the correct it is possible that we will
Descriptor:
location be able to feel a
character’s emotions by - look at verbs
Ex: 3 p:58
connecting our bodies to and find
• Do the first item with the class by
asking students to read the text, special cinema seats. corresponding
and to put their hand up when they nouns in the
find the correct word (viewer). Students look at verbs text.
• Check answers and spelling by and find corresponding
asking students to come up and nouns in the text.
write the words on the board ANSWERS: -Make CCQ
1 viewer questions
2 producer Yes / No
3 actor
4 projector
End of Home task: Poster
the Ex: 3 P: 40 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 51

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Could, can, will be able to
Learning objectives 8.3.3.1 give an opinion at discourse level on a wide range of general and
curricular topics
8.4.2.1 understand specific information and detail in texts on a growing
range of general and curricular topics, including some extended texts
8.2.1.1 understand with little or no support the main points in extended
talk on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
• Learn the use of could, can and will be able to.
• Practise using could, can and will be able to to talk about ability in the
past, present and future.
Value links Fairness – If you value fairness, you might be highly sensitive to situations
at school or in the workplace where a teacher or a peer has exhibited
favoritism or allowed someone to get away with living by a different set of
rules to everyone else.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Good job!
Middle Ex: 1 p:59 Assessment
of the • To introduce this point, write Students complete the criteria
lesson these questions on the board, and sentences from the text - Learn the use
Presenta ask students to find the answers in ANSWERS : of could, can
tion the text about cinema: What was and will be able
1 could
part. possible in the 1930s? What is to.
2 can
35 min possible now? What will be
3 be able to
possible in the future?
1 Ability and possibility.
• Elicit sentences from the text that
2 Film producers
give the answers and write them on Descriptor:
couldn’t include songs.
the board (producers could include - complete the
They can’t create very
songs …, film makers can now
realistic special effects. sentences from Cards
create special effects …, we’ll be
We won’t be able to feel the text
able to connect our bodies …).
the character’s
Underline can, could and will be
emotions.
able to and elicit that they refer to
3 Yes, they do
possibility or ability in the past, Peer
present and future. assessment:
Students complete the
answer key
Ex: 2 p:59 sentences with could,
• Students complete the sentences can
Assessment
individually, then compare their ANSWERS :
answers in pairs. Ask them to help 1 can’t 4 couldn’t criteria:
each other correct any mistakes 2 can 5 could - Practise using
before you check with the class. 3 won’t be able to 6 ’ll be could, can and Worksheets
• In a weaker class, when checking able to will be able to to
answers highlight the tense in each talk about ability
sentence so students understand in the past,
Students complete the
why each form was used. present and
text with the verbs in future.
Differentiation: Modelling- the box
teacher gives clear description of ANSWERS:
the task with examples 1 could smell
Descriptor:
By task – more motivated learners 4 can enjoy
2 couldn’t hear - complete the
can do task without support
5 ’ll be able to feel sentences with
Less motivated learners will be
3 couldn’t wear could, can
given prompts to find the correct
6 ’ll be able to connect
location
Ex: 3 p:59
Focus on the title and ask students
to predict what the text will be -Make CCQ
about. If they find this difficult, questions
translate senses and ask them to Yes / No
think about what senses were
mentioned in the first reading text
(sight, hearing, smell).
• Students complete the text with
the verbs and the correct forms of
could, can and will be able to.

End of Home task: Poster

the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 52

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Books and films: features
Learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or
writing
8.2.2.1 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Learn vocabulary of the features of books and films.
• Listen to a radio interview about books.
• Listen for general meaning and specific details.
• Talk about films and books
Value links Honesty – You may highly value telling people the truth. This one gets
tricky when being honest can be hurtful to others. So, a person who really
puts honesty first might be the sort of person who will tell the truth even
if it hurts to do so.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Good job!
Middle Ex: 1 p:60 Assessment
of the • After students have checked the Students check the criteria
lesson meaning of the words and meaning of the words in - Learn
Presenta completed the table, check answers the box and complete vocabulary of
tion with the class and check that the features of
part. students understand the meaning the table
ANSWERS : books and films.
35 min of all the new vocabulary. Model
and drill the pronunciation of Books only: novelist,
special effects, blockbuster, theme, best-seller, publisher
scene and character. Films only: special Descriptor:
effects, film director,
- check the
subtitles, blockbuster,
Ex: 2 p:60 meaning of the Cards
scene, cast, script Both
• In a weaker class, students match words in the
books and films:
the definitions with the words in
beginning, ending, box and
pairs. In a stronger class, students
theme, plot, character, complete the
work individually, then check their
biography, setting table
answers in pairs
Differentiation: Modelling-
Students match the
teacher gives clear description of
definitions with words in
the task with examples
exercise 1 Peer
By task – more motivated learners
ANSWERS : assessment:
can do task without support
1 cast
Less motivated learners will be answer key
2 blockbuster
given prompts to find the correct 3 novelist Worksheets
location 4 best-seller Assessment
Ex: 4 p:60 5 biography criteria:
• Focus students’ attention on the 6 script - Listen to a
topics in the box and refer back to 7 subtitles radio interview
the vocabulary on page 68 if 8 setting about books
necessary.
• Students listen to the speakers Students listen to a radio
and match the topics programme. Match the Descriptor:
topics in the box with - listen to a
the speakers. radio
ANSWERS: programme.
1 plot, characters Match the
2 characters, ending topics in the box
3 plot
4 crime, setting,
with the
characters speakers.

-Make CCQ
questions
Yes / No
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 53

Teacher name: Almasbek Ainaz
Date: 20.01.25
Grade: 8 Number present: absent:
Lesson title Language focus Second conditional
Learning objectives 8.6.17.1 use if / unless/ if only in second conditional clauses and wish
[that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn the form and use of the second conditional.
• Practise using the second conditional to talk about imaginary situations.

Value links Generosity – This may be a core value of yours if you cherish people who
will give their time and resources to people in need. You may consider
yourself to be a generous person if you find joy and meaning in giving to
others.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

g of the 1.Greeting. The aim: To develop Ss organization
lesson Ask about the weather. speaking skills and moment T tries
5 min Warm-up create friendly to award active
Pictures
atmosphere Ss. «The
• Ask students to think again about Efficiency: By telling the praise» method
the interview with Joe. Ask: Where wishes they show their is used to
would he go if he had a time evaluate Ss with
appreciations .
machine? phrases like: PPT
• Write the question on the board “Good job!
and elicit the answer (he would go Well done!”
to the past), then focus on the
question. Ask: Does it refer to a real Formative
or imaginary situation? (imaginary). Assessment
• Tell students that this type of
sentence is called the second Students introduce
conditional..
themselves
Lead - In Student’s
book
Students say different
words from the picture

Good job!
Middle Ex: 1 p:61 Assessment
of the • Read the examples in the table Students complete the criteria
lesson with the class. second conditional Learn the form
Presenta • In a weaker class, once the rules sentences with the and use of the
tion have been completed and checked, second
part. demonstrate the structure of the words in the box.
ANSWERS : conditional.
35 min second conditional example
sentences with reference to the 1 did 2 had 3 would 4 ’d
rules. 5 wouldn’t Descriptor:
• In a stronger class, encourage Rules 2 past simple 3 - complete the
students to identify the tenses used would, wouldn’t second
in the second conditional example conditional
sentences.
Cards
sentences with
Students complete the
the words in the
Ex: 2 p:61 sentences with the
box.
• Remind students to read the second conditional form
sentences carefully to ensure they of the verbs in brackets
understand the context before they ANSWERS :
choose which verb form to use in 1 ’d enjoy; liked
each gap. 4 would be; changed Peer
• Students complete the sentences 2 had; wouldn’t believe assessment:
with the correct form of the verbs. 5 wouldn’t be; didn’t go answer key
Tell students to use the table in 3 wouldn’t watch; hated
exercise 1 to help them. 6 bought; ’d come
• Let students compare answers in Assessment Worksheets
pairs, then check answers by criteria:
asking students to read out their Students write questions - Practise using
completed sentences using second conditional the second
Differentiation: Modelling- teacher ANSWERS: conditional to
gives clear description of the task 1 What would you do if talk about
you became invisible? imaginary
with examples 2 If you had a time situations
Ex: 4 p:61 machine, where would
• Do one or two examples with the you go?
whole class. 3 If you went to the
• Students write the questions past, who would you
Descriptor:
individually. meet? - complete the
• Check that students have formed 4 If you had a special sentences with
the questions correctly. power, what would it be? the second
• Allow students time to prepare 5 If you were a conditional form
their answers individually, then put superhero, would you
them into pairs to ask and answer of the verbs in
tell your friends?
the questions. brackets
6 Would you love a
• Ask some students to write their person if you discovered
answers on the board. In a weaker he or she was a -Make CCQ
class, correct mistakes as a class. vampire? questions
In a stronger class, encourage Students’ own answers. Yes / No
students to correct the sentences
individually first, then ask one or
two students to correct the
sentences on the board
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 54

Teacher name:
Date: 19.01.23
Grade: 8 Number present: absent:
Lesson title Expressing preferences and recommending
Learning objectives 8.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Listen to a dialogue in which people express preferences and
recommend.
• Learn key phrases for expressing preferences and recommending.
• Practise recommending films to a friend.
Value links Integrity – Integrity is the quality of having strong moral principles. So, a
person with integrity will always act with honesty and adhere to their own
moral code regardless of what others do.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

g of the 1.Greeting. The aim: To develop Ss organization
lesson Ask about the weather. speaking skills and moment T tries
5 min Warm-up create friendly to award active
Pictures
With books closed, ask students atmosphere Ss. «The
who has seen a good film recently. Efficiency: By telling the praise» method
Elicit some titles. Ask: Would you wishes they show their is used to
recommend this film? Explain the evaluate Ss with
appreciations .
meaning of the question if phrases like: PPT
necessary. “Good job!
• Choose one of the titles, and ask Well done!”
who has not seen this film. Ask the
class: Do you think … would enjoy Formative
this film? Assessment
• Ask students what they can say to
someone if they want to Students introduce
recommend a film.
themselves
• Elicit some ideas, but do not Student’s
accept or reject any suggestions at book
this stage. Students say different
Lead - In words from the picture

Good job!
Middle Ex: 1 p:62 Assessment
of the • Refer students to the photo and Students look at the criteria
lesson ask them to discuss where Tom photo where Tom and -Listen to a
Presenta and Caitlin could be. Caitlin dialogue in
tion which people
part. ANSWERS :
Ex: 2 p:62 Tom and Caitlin are in express
35 min • Read the task with the class and the library. They are preferences and
ensure students understand the choosing a film. recommend
information they should listen for.
Clarify that this task only asks for
the general meaning of the
dialogue, and they should not worry Students listen to the Descriptor: Cards
about understanding every word at dialogue what type of - listen to the
this stage. film does Tom choose? dialogue what
• Students read and listen, and ANSWERS : type of film
answer the question in the Tom chooses a comedy does Tom
instructions
choose?
Students study the key
phrases
ANSWERS:
Respond to Peer
recommendations: assessment:
I don’t fancy that. I’m not answer key Worksheets
Ex: 3 p:62
a big fan of …
• Allow time for students to read the
Tom: What about this Assessment
key phrases and identify which
one?, I don’t fancy that.
ones respond to recommendations. criteria:
I’m not a big fan of …
• Ask students if they can
Caitlin: I’d only - Learn key
remember who said each phrase. phrases for
recommend that if … , If
• After students have listened to expressing
they had (Avatar), I’d
the key phrases, ask them to find preferences and
recommend that. You
the key phrases in the dialogue recommending.
might like … , Try this
and translate them into their own
one.
language.
• Students practise the dialogue in Descriptor:
pairs.
- study the key
phrases

-Make CCQ
questions
Yes / No
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 55

Teacher name:

Date

Grade: 8 Number present: absent:

Lesson title A review of a book or a film
Learning objectives 8.3.7,.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
• Study a model book review.
• Learn key phrases to express facts and opinions for a review of a book
or film.
• Learn about paragraphs and topic sentences.
Value links Perseverance – People who value perseverance will work through
adversity and be determined to get a result. This is a great treat for
employees and entrepreneurs alike.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Students study the key Assessment

phrases. Which phrases criteria:
introduce an opinion - Learn key
ANSWERS : phrases to
Ex: 2 p:63
Phrases which introduce an express facts
• Ask students to find the key
opinion: I’d like to recommend and opinions for
phrases in the model text and …, a review of a
translate them into their own I particularly enjoyed … , All Worksheets
book or film.
language before identifying what in all, I (really enjoyed) … ,
each phrase introduces I’d / I wouldn’t change it.
Phrases which introduce a
fact: I have recently read … , Descriptor:
The main characters are … , - study the key
The setting is … .
phrases. Which
phrases
Ex: 3 p:63 Students find the topic in
introduce an
• Read the task with the class. In a each paragraph in the
opinion
weaker class, explain that a topic model text then replace
sentence is one which summarizes the topic sentences.
what each paragraph is going to be ANSWERS:
about. Do the first item as an a I particularly enjoyed the
characters and the theme of -Make CCQ
example. Identify the topic
friendship in the novel. questions
sentence in the first paragraph. (I (Paragraph 3) b I’d like to Yes / No
have recently read a book called recommend this book to
…) Then ask students to read people who enjoy drama and
through each option and say which realism. (Paragraph 2)
c All in all, I really enjoyed the
one could replace it (e). novel and I wouldn’t change
• In a stronger class, ask for a the plot or characters.
definition of a topic sentence by (Paragraph 4)
encouraging them to work out the d Not used.
function of sentences a–e. Check e I have recently read a book
called The Boy in the Striped
understanding, then let students Pyjamas. (Paragraph 1)
complete the task individually.
• Point out that sentences a–e
provide alternative phrases to
introduce opinions and facts
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 56

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title My country: Reading for pleasure
Learning objectives 8.1.10.1 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
Lesson objectives Learners will be able to:
• Understand a legend about a Kazakh hero.
• Review how to form adjectives and adverbs.
• Review use of comparatives and superlatives.
Value links Perseverance – People who value perseverance will work through
adversity and be determined to get a result. This is a great treat for
employees and entrepreneurs alike.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

g of the 1.Greeting. The aim: To develop Ss organization
lesson Ask about the weather. speaking skills and moment T tries
5 min Warm-up create friendly to award active
Pictures
• Ask students to look at the photo atmosphere Ss. «The
and guess who is on the photo. Efficiency: By telling the praise» method
• Get students to say what they wishes they show their is used to
think the legend will be about. evaluate Ss with
appreciations .
Lead – In phrases like: PPT
Alpamys Batyr “Good job!
The legend of the Alpamys batyr is Well done!”
rooted in the distant past of the Kazakh
people, this legend reflects their Formative
ancient ideas about beauty, generosity,
wisdom and courage. Assessment
Baybori from the konrat clan owns
countless riches. But he does not have Students introduce
the most important thing - children. themselves
Baybori and his wife Analik, in their Student’s
declining years, make a pilgrimage to book
the mausoleum of St. Azret in the hope
Students say different
of begging for a child. words from the picture
And - about a miracle! They have a
son, and then a daughter. The parents Good job!
call the son Alpamys, and the daughter
gets the name Karlygash.

Middle Ex: 1 p:62 Students work in pairs. Assessment

of the • Put students into pairs. Ask Do you know any criteria
lesson students to read through the names legends about these - Understand a
Presenta in the box and discuss whether they people. legend about a
tion know anything about the people. Kazakh hero.
part. • If they have access to the internet ANSWERS :
Student’s own answer.
35 min they can search for more
information about each character
Students read part 1 of
Ex: 2 p:62 the story and put the Descriptor:
• Explain that the story is divided events in the correct - work in pairs.
into two parts, the first is a reading order. Do you know Cards
text and the second is a listening ANSWERS :
text that they will hear in exercise 5.
any legends
1 Bayburi’s wife gave about these
• Ask students to read the first part birth to a boy, Alpamys.
of the story and put the events in 2 Bayburi invited Baysari people.
the correct order. to a big feast.
• Discuss with students what 3 Baysari and Bayburi
message from Gulbarshin says. played a game of
They should use the information in kokpar.
the story so far to explain their 4 Baysari went to live in
answer. They will be able to check Peer
the Kalmyk country.
their answer when they listen to the 5 Alpamys rode the
assessment:
second part of the story in exercise horse Baychobar. answer key
5 6 Alpamys found a Worksheets
Ex: 3 p:62 message from Assessment
• Write recent on the board and ask Gulbarshin. criteria:
students what type of word it is - Review how to
(adjective). Students complete the form adjectives
• Get students to scan the text to
find the adverbial form of recent –
table with the adverbs and adverbs.
recently on line 6. from the story.
• Ask the students to scan the rest ANSWERS: Descriptor:
of the text to find the other recently, - complete the
adverbial forms and complete the gladly, table with the
table. well,
adverbs from
unfairly,
far, the story.
fearlessly,
fast,
finally, clearly The
adverbs well, far and -Make CCQ
fast are irregular (they questions
don’t end in -ly).
Yes / No
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 57

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title CLIL Language and literature: Word building-nouns
Learning objectives 8.1.9.1use imagination to express thoughts, ideas, experiences and
feelings
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Learn about forming nouns from verbs and adjectives.
• Practise forming nouns from verbs and adjectives.
• Read an extract from The Time Machine by H. G. Wells
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Good job!
Middle Ex: 1 p:62 Assessment
of the • Students use their dictionaries to Students check the criteria
lesson check the meaning of the words. In meaning of the words in - Learn about
Presenta a weaker class, accept translations. the box. forming nouns
tion In a stronger class, encourage from verbs and
part. students to contextualize the words ANSWERS :
Student’s own answer adjectives.
35 min in example sentences.
• Students read the text and
complete it with the missing words. Descriptor:
Tell students that they should read - check the
the text quickly and not worry if they meaning of the
do not understand every word. Students read and listen words in the Cards
• Do not check answers at this
stage.
to the text. box.
ANSWERS :
1 wavy
Ex: 2 p:62 4 pointed Assessment
After they have checked their 2 chins
answers to exercise 1, ask students criteria:
5 thunder
if they would like to read the rest of 3 softly - Practise
this book and ask them to give 6 fools forming nouns
reasons. from verbs and
adjectives.
Students read the text
Ex: 3 p:62
• After they have completed the
again and choose the
summary, check answers by correct words to Descriptor: Worksheets
asking individual students to read complete the summary. - read the text
out one completed sentence each. ANSWERS: again and
1 forward
4 friendly and cheerful choose the
2 the same correct words to
5 future complete the
3 attractive summary
6 intelligent
-Make CCQ
questions
Yes / No
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 58

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Unit Review 5
Learning objectives 8.6.17.1 use if / unless/ if only in second conditional clauses and wish
[that] clauses [present reference]
use a growing variety of relative clauses including why clauses
on a range of familiar general and curricular topics
8.2.7.1(8.L7) Recognise typical features at word, sentence and text level
of a growing range of spoken genres
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
Lesson objectives Learners will be able to:
- show control of their own learning
- use 'I wish/if only' to express wishes related to the present or future
-identify discourse markers, supporting details, specific examples and
concluding ideas
- support talk with specific examples, facts and arguments
Value links Humility – You might highly value humility if you find yourself disgusted by
people who are arrogant or braggadocious, and instead find yourself
gravitating to people who are always expressing their gratefulness for the
blessings in their life.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Determines the topic Student’s

and purpose of the book
lesson Good job!
Middle Ex: 1 p:66 Students match the Assessment
of the • Focus students on the books and sentences with words in criteria
lesson films pictured. Then, in pairs, the box - show control of
Presenta students match them with the ANSWERS : their own
tion words. learning
1 comedy
part. • While checking answers, model
2 fantasy
35 min and drill the pronunciation if
3 horror
necessary Descriptor:
4 adventure
5 science fiction - match the
Ex: 2 p:66 6 musical sentences with
• Students complete the text with Students complete the words in the
the words in the box. text with words in box Cards
• students use the words about
films and books features. thebox
ANSWERS :
1 novelist
Summative Assessment for the
2 best-seller Assessment
unit «The Natural World» 3 character criteria:
4 setting - identify
Listening 5 beginning discourse
6 themes markers,
Task 1. Answer the questions 7 ending
about the interview. supporting
8 reader details, specific
CD2. Tapescript 3. And transcript Students listen the task
for listening task can be found after examples and
and do the test concluding Worksheets
the rubrics.
Write 3 facts about his mother. ANSWERS: ideas
1C
Speaking 2B
3C Descriptor:
Task 2. Discuss the questions in a 4B - listen the task
class. 5C and do the test
Learners discuss questions in a A learner should write
class. They answer the questions only 3 facts about Mile’s
presenting logically connected -Make CCQ
mother. questions
information and use arguments to Possible answers:
support their ideas. They express She is a zoologist.
Yes / No
agreement, negotiation and She has worked at
disagreement on questions using universities studying
given phrases. animals.
“The Natural World” what does it She is studying South
mean to you? African tortoises.
1. Have you ever been injured by
an animal? If so, what is the
Students discuss the
story behind? questions in a class and
answer them using given
2. 2. How do you think the world phrases.
will look in 50 years’ time?
3. 3. Do you think we are doing
enough to save endangered
species? Give some examples.
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 59

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Project: A film poster
Learning objectives 8.1.5.1 use feedback to set personal learning objectives
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Study a film poster to find out information.
• Produce a film poster

Value links Kindness – If you value kindness, you’ll likely always be respectful of
people around you, be gentle with criticism, and always willing to
welcome people with open arms.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

g of the 1.Greeting. The aim: To develop Ss organization
lesson Ask about the weather. speaking skills and moment T tries
5 min Warm-up create friendly to award active
Pictures
• With books closed, ask students atmosphere Ss. «The
to name the most successful films Efficiency: By telling the praise» method
that have been released recently. wishes they show their is used to
Lead - In evaluate Ss with
appreciations .
phrases like: PPT
“Good job!
Well done!”
Students of the class are
listed.
Formative
Students' attention is Assessment
Rebirth of a nation. Not since drawn to the lesson.
Genghis Khan has anyone
united the Kazakh tribes. Students analyze the
Jungar tribesmen of Mongolia Student’s
given pictures in pairs.
rule Kazakh land, but a book
prophecy has it that a
Determines the topic
descendant of Genghis will
unite his people. Oraz the and purpose of the
Wise travels the land looking lesson Good job!
for the child who will fulfill
the prophecy. He finds that Students say different
infant and protects him from words from the picture
the warriors of Galdan, the
Jungar king. Oraz recruits
one lad from each Kazakh
tribe and teaches them the
art of war, loyalty, and
camaraderie. Two are the
best: Mansur and Erali.
Middle Ex: 1 p:67 Assessment
of the • Look at the poster with the class Students look at the film criteria
lesson and ask students to identify the film. poster. Find out who - Study a film
Presenta Find out how many students have directed the film and poster to find
tion seen it. out information.
part. • Allow students time to read who wrote the music for
35 min through the poster for Nomad the it?
Warrior and find the information for ANSWERS :
the rubric task. The film was directed by Descriptor:
Sergei Bodrov, Ivan - look at the film
Ex: 2 p:67 Passer and Talgat
poster. Find out
• Students read and follow the Temenov and the music
was written by Carlo who directed Cards
steps in the project checklist.
• Students can work individually for Siliotto. the film and
this task, so encourage them to who wrote the
think about the film they have music for it?
chosen in as much detail as Students make a poster
possible. for a film. Follow the
• Alternatively, ask students to work
in groups. First groups must decide
steps in the projects
on which film to illustrate. checklist. Assessment
Encourage students to choose a 1 Choose a film you have criteria:
film which they are all interested in. seen or would you like - Produce a film
Suggest they cast votes if they find to see. poster
it difficult to agree on a film. 2 Find information about Worksheets
• Encourage students to delegate
it on the winternet
work. The initial research should be Descriptor:
shared equally, with one student ANSWERS :
Student’s own answers. - make a poster
finding out about the director,
for a film.
another about the special effects,
etc. Follow the steps
• Go round and help as students in the projects
are working. Encourage them to checklist.
answer the questions in the
checklist to help them structure -Make CCQ
their work.
questions
• Encourage students to do their
research in English. It is an ideal Yes / No
opportunity to exploit the internet.
• When students come to write their
descriptions and information,
encourage all to participate. A
stronger student might take the
lead, but all students should write
something. The group could work
cooperatively to correct each
other’s work.
• Suggest students research and
write for homework, but allow time
in the next class for students to
develop their work together.
Summative Assessment “The
natural world”
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min

Short term plan: term 3

Unit: 6 The natural world Lesson 60

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Nouns: art
Learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a growing
range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn nouns related to art.
• Do a quiz on art.

Value links Gratitude – You value gratitude if you find yourself respecting people who
say please and thank you. If you’re a religious person who values
gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Do you know any artists or paintings? Good job!

What are the most important art gallery
in your town or country?
Middle Ex: 1 p:68 Students complete the Assessment
of the • Once students have completed table with words in the criteria
lesson the table with the words in the box box. Which word doesn’t - Learn nouns
Presenta in pairs, check answers with the go in any list? related to art.
tion class, and check that students
part. understand the new vocabulary. ANSWERS :
Places: gallery, museum Descriptor:
35 min • In a weaker class, ask for
translations. In a stronger class, People: critic, collector - complete the
encourage students to put the Works of art: painting,
sculpture, landscape, table with
words into sentences to show words in the
understanding. Model and drill masterpiece, portrait
pronunciation of any words that you Events: auction, box. Which
think students will find difficult, for exhibition Not in any list: word doesn’t go Cards
example auction, museum and art movement in any list?
exhibition.
• Ask students to do the quiz
individually, then compare their Assessment
answers with a partner and discuss Students listen and criteria:
any differences. check your answers to - Do a quiz on
• Do not confirm or deny their
answers at this stage
the quiz. How many did art.
Ex: 2 p:68 you answer correctly?
• Tell students that you will play the ANSWERS :
recording twice, and that they 1a Descriptor:
should listen carefully to check their 2b - listen and Worksheets
answers. 3c check your
• When students have listened, find 4a
5b
answers to the
out how many answered correctly quiz. How many
6b
Students write did you answer
Ex: 3 p:68
definitions of six of the correctly?
• Go through the example with the
class. Ask two students to read out words from exercise 1
the exchange, then ask students to ANSWERS: -Make CCQ
think of another example. Student’s own answers. questions
• Students prepare their definitions Yes / No
individually before working in pairs
to guess the words.
• Ask some students to report back
on how many words they guessed
correctly.
End of Home task: Poster
the Ex: 1 P: 42 WB KWL chart
lesson
5 min
Short term plan: term 3

Unit: 6 The natural world Lesson 61

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Present Passive: affirmative and negative.
Learning objectives 8.6.9.1 use appropriately a variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a growing
range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn nouns related to art.
• Learn and use the present passive affirmative and negative.

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment At the

Good job!
Middle Ex: 4 p:69 Students complete the Assessment
of the • Refer students back to the quiz sentences. Use the quiz criteria
lesson and ask them to look at the verbs. to help you. - Learn nouns
Presenta • Students complete the table. Ask ANSWERS : related to art.
tion students to translate the sentences
1 are exhibited
part. into their own language. Accept
2 aren’t usually made Descriptor:
35 min suggestions, but do not confirm or
3 isn’t found
reject ideas at this stage.
4 shows - complete the
5 don’t like sentences.
Ex: 5 p:69 Students study the - use the quiz
• Remind students that some verbs
have irregular past participles, passive sentences in ex 4
and complete the rules Descriptor: Cards
which they must learn.
• Ask students why the passive is with the words in the - study the
used. Elicit or explain that it is used box. passive
to describe an action whose agent ANSWERS : sentences
is obvious or not important. For 1 is - complete the
example, It is painted on walls and 2 am not, aren’t, past rules
buildings (by Banksy), His graffiti participle
isn’t found in museums (by people). Students make
Note that sometimes the agent is Descriptor:
included. This will be studied further
sentences using the - make
on page 81 present passive. sentences
ANSWERS: - use the
Ex: 6 p:69 1 is exhibited, is made Worksheets
2 isn’t shown, is kept
present passive.
• In a weaker class, do the first item
on the board as an example. 3 aren’t owned, are sold
4 is painted, are Descriptor:
• Ask students to check their
answers in pairs and correct any included - complete the
mistakes before you check with the 5 is visited, is located quiz sentences
class. Students complete the - write your
quiz sentences with answers to the
passive forms of the quiz.
Ex: 7 p:69 verbs in the box. Then
• Explain that the sentences follow write your answers to
the model of the Art Quiz. the quiz. -Make CCQ
• After students have completed ANSWERS: questions
the sentences, you could check 1 is spoken
answers before they answer the
Yes / No
2 is made
questions. Allow them to discuss 3 are mixed
their ideas in pairs, then agree on 4 is sung
the correct answers as a class 5 are bought, sold
(auctions)
6 are used (glasses)
End of Home task: Poster
the Ex: P: WB KWL chart
lesson
5 min
Short term plan : term 3

Unit of a long term plan: Unit: 6 The natural world Lesson 62

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title The lost world; Past passive
Learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or
writing
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.4.2.1 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
Lesson objectives Learners will be able to:
• Read a text about endangered and extinct species.
• Read for general meaning and specific information.
• Learn about synonyms.
• Express opinions about endangered species
Value links Gratitude – You value gratitude if you find yourself respecting people who
say please and thank you. If you’re a religious person who values
gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

Ex: 3 P:70
• Students read the text again
more carefully to decide if the
sentences are true or false.
Remind them to correct the
false sentences

End of FEEDBACK Students use Poster

the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 2 P: 53 WB

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 62

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Past Passive: affirmative and negative
Learning objectives 8.1.6.1 organise and present information clearly to others
8.2.2.1 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn how to change sentences from active to passive.
• Practise changing sentences from active to passive.
• Practise forming affirmative and negative passive sentences
Value links Patience – A person who has patience as a core personal value is going
to prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

Assessment
Ex: 2 P:71 criteria:
• Remind students to read the Students complete the - Practise
changing
prompts carefully to choose the passive sentences with sentences from
correct affirmative or negative the verbs in brackets. active to passive
form. Students complete the ANSWERS:
sentences individually, then 1 were influenced
compare their answers in pairs. 4 was made
2 were created Descriptor:
• Correct any mistakes before you 5 wasn’t painted
check with the class. - complete the
3 was started
• In a stronger class, ask students 6 wasn’t shown passive
to transform the sentences to sentences with
active examples the verbs in
Ex: 3 P:71 brackets.
• Go through the example with the
class. In a weaker class, do Students make passive
further examples if necessary. sentences using the Make CCQ
• Students work individually to verbs in the box. questions
choose a piece of art and make ANSWERS:
passive sentences, before Yes / No
Students’ own answers
guessing which pieces of art
their partner’s sentences relate
to.
• Ask students to read some
sentences for the whole class to
guess
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 2 P: 53 WB

Short term plan: term 3

Unit of a long term plan: Unit 6 The natural world Lesson 63

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Adjectives: describing art
Learning objectives 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.5.3.1 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn adjectives for describing art.
• Learn how to mark word stress.
• Listen to a podcast about the Turner Prize.
• Listen for general meaning and specific details.

Value links Open-Mindedness – An open-minded person is someone who is always

willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

Students say different

words from the picture Good job!
Middle Ex: 1 P: 72 Students check the Assessment
of the • Students use their dictionaries to meaning of the words in criteria
lesson check the meaning of the words. the box. Then listen and - Learn how to
Presenta • Model pronunciation of one or change
underline the stressed
tion two of the words, and ask students sentences
part. syllable in each word. from active to
to identify which syllables are
35 min stressed. ANSWERS: passive.
beautiful, controversial, Cards
• After students have listened and
underlined the stressed syllables, amusing, shocking, Descriptor:
play the CD again for them to listen imaginative, ridiculous,
traditional, dull, colourful,
- check the
and repeat the words. meaning of the
original, strange,
provocative words
Differentiation: Worksheets
- listen and
«Verbal support» method is used underline the
to help Students use new words in stressed syllable
the text. in each word
Ex: 2 P:72 Total: 2 point
Students choose six
• Students write their sentences adjectives. Write
individually, then compare their Descriptor:
answers in pairs and say whether sentences about things - choose six
they agree with their partner’s they can describe. adjectives
sentences. ANSWERS:
• Ask some students to read their Students own answer. - write
sentences to the class, and check sentences
that they are using the adjectives Total: 2 point
correctly.
• In a weaker class, you could write
students’ sentences on the board
for the class to correct if necessary.
Encourage students to copy the
correct sentences into their
notebooks
Ex: 3 P:72
• Focus on the pictures. Before Students look at the Descriptor:
students listen and answer the photos. Then listen to - look at the
questions in the instructions, ask the podcast. Answer the photos.
them what they think each picture question. - Answer the
shows, and to try to predict what ANSWERS: question.
words they might hear to describe 1 C 2 D 3 A 4 B No, the Total: 2 point
each one. Turner Prize isn’t always
given to a painter Descriptor:
\Ex: 4 P:72 - listen again
• Before they listen, allow students Students listen again - choose the
time to read the questions and
and choose the correct correct answer
answer Total: 2 point
options. Remind them that in a
multiplechoice task they should ANSWERS:
check all the options carefully 1b2c3b4a5b
Make CCQ
before they listen and think about questions
which answers might fit. They
Yes / No
should also look carefully at the
pictures for any clues.
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
Ex: 3 P: 51 WB lesson.

Short term plan: term 3

Unit of a long term plan: Unit 6 The natural world

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Language Focus:
Present and past passive affirmative, negative and questions
Learning objectives 8.1.6.1 organise and present information clearly to others
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn the form of present and past passive questions.
• Learn key phrases for doing a quiz.
• Practise asking and answering quiz questions using the present and
past passive.
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
Students of the class are
evaluate pupils
listed. with phrases
like:
Students' attention is “Good job!
drawn to the lesson. Well done!”
Lead – In Formative
• Ask: Do the questions use active Students analyze the Assessment
or passive verbs? (passive). given pictures in pairs. Student’s
• Ask students to say which uses book
the present passive (4) and which
uses the past passive (3). Determines the topic
• Ask students what they notice and purpose of the
about the word order in the passive lesson
question. Do not confirm or reject Students say different
any suggestions at this stage words from the picture Good job!
Middle Ex: 1 P: 73 Students complete the Assessment
of the • In pairs, students complete a–f passive sentences from criteria
lesson and then decide on the answers to the listening with the - Learn how to
Presenta questions 1–4. words in the box. change
tion ANSWERS: sentences
part. a was b was c Is from active to
Differentiation:
35 min d nominated e were f Is passive.
«Verbal support» method is used 1 Sentences a, b and e are in Cards
the past.
to help Students use new words in 2 Sentences c, d and f are in Descriptor:
the text. the present.
- complete the
Ex: 2 P:73 3 the past participle
4 Questions are formed by passive
• Encourage students to read putting be in front of the sentences
through the dialogue quickly to get subject of the passive -complete the Worksheets
a general idea of the meaning sentence. A question word task
(What, Why, etc.) can also be
before they start to complete it. used in front of be Total: 2 point
They need to understand the Students complete the
context of each sentence before dialogue with the verbs Descriptor:
they can choose which tense to in brackets. Use the - complete the
use. present and past dialogue
Ex: 3 P:73 passive. - use the
• Read the task with the class and ANSWERS: present and
focus students’ attention on the 1 was painted past passive.
photos and text at the bottom of the 2 was bought Total: 2 point
page. Discuss whether students 3 was put
know either of these buildings. 4 was stolen
Descriptor:
• Allow students time to read the 5 was found
- write questions
text through for general meaning 6 is seen
7 are protected in the passive
before putting them into pairs to
Students write questions - use the present or
write questions about the
past passive
information in blue in the text. Tell in the passive about the
information in blue in the Total: 2 point
them that the questions should all
use the present or past passive text.
ANSWERS: Descriptor:
Ex: 4 P:72 1 What was the building used - write six quiz
• After students have written their as in the past? questions
own questions, ask some students 2 Where are bigger works of - use the words
to read their questions to the class,
art exhibited? in the box
to check that they have formed the
3 How much are visitors Total: 2 point
charged to go into the gallery?
questions correctly. 4 Who was the Guggenheim
• Do not let other students answer Museum in Bilbao designed
Make CCQ
the questions at this stage. by? questions
5 When was the Guggenheim Yes / No
Museum built?
6 What is the Guggenheim
Museum used for
Students write six quiz
questions using the
words in the box.
ANSWERS:
Students own answer.
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
Ex: 3 P: 51 WB lesson.

Short term plan: term 3

Unit of a long term plan: Unit 6 The natural world Lesson 65

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Expressing doubt
Learning objectives 8.1.8.1 develop intercultural awareness through reading and disussion
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
8.4.8.1 use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
Lesson objectives Learners will be able to:
• Listen to a dialogue in which people express opinions and doubts.
• Learn key phrases for expressing opinions and doubts.
• Practise expressing opinions and doubts
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
Students of the class are
evaluate pupils
listed. with phrases
like:
Students' attention is “Good job!
drawn to the lesson. Well done!”
students wish each other by
holding a wishes lamp Students analyze the Formative
Lead – In
• Write the word opinion on the given pictures in pairs. Assessment Student’s
board. Elicit or explain the meaning. book
Ask students when they might try to Determines the topic
persuade someone. Elicit ideas, but do and purpose of the
not accept or reject any at this stage.
lesson
• With books closed, write the word
doubt on the board. Elicit or explain
the meaning. Ask students when they Students say different
might express doubts. Again, elicit words from the picture
some ideas, but do not accept or reject Good job!
any at this stage.
Middle Ex: 1 P: 74 Students look at the Assessment
of the • Ask the class whether or not they photo. What kind of art criteria
lesson like the painting in the photo. Ask is the painting? - Learn how to
Presenta change
students to give reasons for their ANSWERS:
tion sentences
part. opinions. The painting is an from active to
35 min • You could ask the class to vote on example of abstract art. passive.
whether they like the painting or Students’ own answers. Cards
not.
Differentiation:
«Verbal support» method is used Descriptor:
to help Students use new words in Students listen to the - study the
the text. dialogue. Why does Lucy sentences in the Worksheets
dislike the painting? tables. How do
ANSWERS: we form past
Ex: 2 P:74 Lucy dislikes the picture passive
• Students read, listen and answer because she thinks the sentences?
face is a bit mad, as if a Complete the
the question child painted it.
rules.
Ex: 3 P:74
• After listening to the key phrases, Assessment
ask students to find them in the Students study the key criteria:
dialogue. In a weaker class, phrases then listen and - Practise
students can translate them into check. changing
their own language. In a ANSWERS: sentences from
stronger class, ask students to Lucy says all the phrases. active to passive
explain what the phrases mean
and use them in example Students look at the
sentences. words in blue in the
• Students practise the dialogue in dialogue in exercise 1. Descriptor:
pairs ANSWERS: - complete the
look = see here
Ex: 3 P:74 look like = resemble passive
• Refer students to the words in looks = appears to be sentences with
blue in the dialogue in exercise looks as if = seems as the verbs in
2. Elicit translations of the though 1 Look brackets.
phrases in L1. 2 looks
• Check the meanings with the 3 looks like
class before students complete 4 looks like
the mini-dialogue. Remind them Make CCQ
to think about whether they questions
need to transform the verb look Yes / No
in the third person.
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 3 P: 51 WB

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 66

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title A description of a piece of art
Learning objectives 8.1.10.1 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
• Study a model text about a piece of art.
• Learn key phrases for describing a painting.
• Learn how to use synonyms.
• Write about a piece of art.
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
Students of the class are
evaluate pupils
listed. with phrases
students wish each other by like:
holding a wish lamp Students' attention is “Good job!
Lead – In drawn to the lesson. Well done!”
Refer students back to the Art Quiz
on pages 78–79. • Put students into Students analyze the Formative
pairs and tell them to take turns to given pictures in pairs. Assessment Student’s
describe one of the pictures to their
partner. Tell them they should talk book
about what they can see and Determines the topic
should also add any information and purpose of the
they can about the artist and the lesson
style of the work of art.
• Allow students a few minutes to Students say different
describe some of the art, then ask
some students to report back on
words from the picture
Good job!
how easy or difficult it was to talk
about them.
Middle Ex: 1 P: 75 Students read the model Assessment
of the • Look at the piece of art shown text and match the criteria
lesson with the text and ask if any of the paragraphs with the - Study a model text
Presenta students recognize or can say who topics. There is one topic about a piece of art.
tion it was painted by.
part. • Ask students to read the title, and that you don’t need.
35 min elicit guesses about what this refers ANSWERS:
Descriptor: Cards
to (It is the title of the painting, by 1d
2a - read the model
Dalí).
• Allow students time to read the 3b text and match
model text and match the the paragraphs
paragraphs and topics with the topics.
Students answer the Worksheets
Differentiation: questions. Assessment
«Verbal support» method is used ANSWERS: criteria:
to help Students use new words in 1 In 1931. - Learn key phrases
the text. 2 Melting watches. for describing a
3 Unusual, intense, painting
bizarre, imaginative.
4 In 1931.
Ex: 2 P:75 5 In the Museum of
• Students read the text again in Modern Art in New York. Descriptor:
more detail and answer the - study the key
questions. Ask students to compare phrases. Which
their answers in pairs before you
check with the class phrases
Students study the key describe the
phrases. Which phrases painting
Ex: 3 P:75 describe the painting.
• Read through the key phrases with
ANSWERS:
the class.
The scenery / composition
• Ask students to find the key phrases Make CCQ
includes …, … in the
in the model text and translate them
foreground / background questions
into their own language.
…, (The Persistence of Yes / No
• Students identify the phrases which
Memory) was first
describe the painting.
exhibited …
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 2 P: 53 WB

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 67

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title My country: Tamgaly petroglyphs: Rock art
Learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
8.4.8.1 use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
Lesson objectives Learners will be able to:
• Understand the history of rock art in Kazakhstan.
• Review how to use much, many, most, a little, a few, less, fewer, none

Value links Thoughtfulness – You may highly value people who are thoughtful. If this
is you, then you might find yourself rolling your eyes at people who are full
of bluster and never stop to reflect on their own actions.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
Students of the class are
evaluate pupils
listed. with phrases
like:
Students' attention is “Good job!
drawn to the lesson. Well done!”
students wish each other by Formative
holding a wishes lamp Students analyze the Assessment
Lead – In given pictures in pairs.
• Ask students to look at the photo Student’s
and guess where it is and what they Determines the topic book
can see on the rock on the left side and purpose of the
of the photo.
• Get students to guess who carved lesson
or painted these images Students say different
words from the picture Good job!
Middle Ex: 1 P: 76 Students check the Assessment
of the • Check if students already know meaning of these words criteria
lesson some of these words and, if they in a dictionary. Which of - Understand the
Presenta do, ask them to explain to the rest history of rock art in
the things can you see in
tion of the class. Kazakhstan.
part. • Get students to use a dictionary to the photo?
35 min check the more difficult words. ANSWERS:
Cards
• Look at the photo together and petroglyphs, bull, gorge,
get students to name all the things slope Descriptor:
they can see - check the
meaning of
Differentiation: these words in a
«Verbal support» method is used Students read andlisten Worksheets
dictionary.
to help Students use new words in to the text. Answer the Which of the
the text. questions. things can you
ANSWERS: see in the
1 In the south-east of
Kazakhstan.
photo?
Ex: 2 P:76
2 They were discovered in
• Play the CD while students read 1957.
the text and answer the questions. 3 There are more than 5,000
• Give students time to check their Assessment
petroglyphs.
answers in pairs. 4 They used tools made of
criteria:
• Go through the answers making stone and metal.
- Review how to
sure students have all found the use much, many,
5 Because for the people who
right answers most, a little, a few,
lived in the Bronze Age, the
less, fewer, none
bull was a symbol of power
Ex: 3 P:76
• Write ‘much’ on the board and ask
students what the comparative and Students study the
superlative forms are (more and words in blue in the text Descriptor:
most). and complete the table - study the
• Get students to add these to the ANSWERS: words in blue in
table and use the highlighted words much / many – more – the text and
in the text to complete the rest of (the most)
(a) little – less – (the) complete the
the table.
• When they have completed the least table
table, check their answers and then (a) few – fewer – (the)
ask them to complete the rules. fewest 1 quantity
• Go through the rules with the 2 before, after Make CCQ
whole class. When you have 3 uncountable,
finished, ask a few checking countable, questions
questions, for example, ‘Do we use 4 than Yes / No
‘few’ with countable nouns?’ 5 not an
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 1 P: 54 WB

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 68

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title CLIL Natural environments: Tropical rainforests
Learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.4.1.1 understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
Lesson objectives Learners will be able to:
• Learn vocabulary of natural environments.
• Read a text about tropical rainforests.
• Write about coral reefs
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

students wish each other by Students analyze the Formative

holding a wishes lamp given pictures in pairs. Assessment Student’s
Lead – In book
• With books closed, write the word Determines the topic
rainforest on the board. Ask and purpose of the
students what they know about
tropical rainforests.
lesson
• Elicit a variety of ideas, then ask
what they know about the Students say different
conditions in a rainforest. Ask what words from the picture
types of animals and plants there Good job!
are, and where they live in the
forest.
Middle Ex: 1 P: 77 Students check the Assessment
of the • Students use their dictionaries to meaning of the words in criteria
lesson check the meaning of the words. In the box. Then complete - Learn
Presenta a weaker class, accept translations, vocabulary of
the text.
tion then encourage students to natural
part. contextualize the words in ANSWERS: environments.
35 min examples sentences. In a stronger
Cards
class, encourage them to
contextualize the words directly.
• Students read the text and Students read and listen
complete it with the missing words. to the text. Check your Descriptor:
Tell students that they should read - check the
the text quickly and not worry if they
answer in exercise 1.
ANSWERS: meaning of the Worksheets
do not understand every word.
• Do not check answers at this 1 vegetation words in the
stage. 2 wildlife box. Then
3 layers complete the
Differentiation: 4 mammals
«Verbal support» method is used 5 shrubs text.
to help Students use new words in 6 natural
the text.
Students read paragraph Assessment
2 again. Label the criteria:
Ex: 2 P:77 diagram.
• Ask students to listen and read ANSWERS: - Read a text
the text, and check their answers to about tropical
1 emergent layer rainforests
exercise 1. 2 canopy
3 understorey
4 forest floor
Ex: 3 P:77 Descriptor:
• After students have labelled the - read
diagram, check answers and ask paragraph 2
what the layers of a rainforest are again. Label the
called in their language. diagram.

Make CCQ
questions
Yes / No
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 5 P: 55 WB

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 69

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Unit Review 6
Learning objectives 8.1.5.1 use feedback to set personal learning objectives
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Use nouns related to art
• Use adjectives for describing art.
• Write the form of present and past passive form

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

Students complete the

Ex: 3 P:78 sentences with the Make CCQ
• Ask students to write the present or past passive.
sentences put the verbs in brackets questions
into the present or past passive. ANSWERS: Yes / No
1 was painted
• Check answers with the class,
2 aren’t accepted
writing each correct verbs.
3 was opened
4 wasn’t bought
5 were hidden
6 wasn’t mentioned
7 are owned
8 is appreciated

End of FEEDBACK Students use Poster

Short term plan : term 3

Unit of a long term plan: Unit 6 The natural world Lesson 70

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Skills round-up: Welcome – Unit 6
Learning objectives 8.4.8.1 use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding.
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
-Listen to a conversation
- Prepare a conversation using questions
Value links Patience – A person who has patience as a core personal value is going
to prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

Students analyze the Formative

given pictures in pairs. Assessment
students wish each other by Student’s
holding a wishes lamp Determines the topic book
Lead – In and purpose of the
lesson

Students say different

words from the picture
Good job!

Middle Ex: 1 P: 79 Students look at the Assessment

of the • Focus students on the photos and photos and answer the criteria
lesson discuss what each one shows. Elicit questions - Listen to a
Presenta suggestions and ask students to ANSWERS: conversation
tion give reasons for their answers.
part. Students’ own answer
35 min Differentiation: Cards
«Verbal support» method is used Students listen to a
to help Students use new words in conversation. Where are
the text. Jenny and Joe? Descriptor:
ANSWERS: - listen to a
Jenny and Joe are in the conversation
Ex: 2 P:79 National Gallery.
• Explain that students are going to - identify where Worksheets
listen to two people talking and that Students listen again are Jenny and
the first time they listen, they should and complete the Joe?
pick out where the people are sentences
ANSWERS: Assessment
Ex: 3 P:79 1 English criteria:
• Students listen again for more 2 Jenny - Prepare a
specific details. Allow students 3 conceptual Conversation
time to read through the sentences 4 statue using questions
carefully first. 5 1762
• Students could try to complete 6 masterpiece
some gaps from memory if 7 exhibition
possible. 8 colourful
• Let students listen to the CD 9 boring
twice before checking answers. 10 poster Descriptor:
- work in pairs
Students work in pairs and prepare a
Ex: 4 P:79 conversation
• Read the task with the class and and prepare a
conversation. Imagine - Use the
check understanding. questions
• Encourage students to discuss you went to a nature
their ideas in pairs, following the reserve a zoo, a museum
prompts. or a gallery in your Make CCQ
• Suggest students to refer back to country. Use the questions
the photos to give them ideas if questions Yes / No
they find this difficult. ANSWERS:
• Go round and listen as students Students’ own answer
are working. Check for correct use
of past tenses and for a wide
variety of adjectives

End of FEEDBACK Students use Poster

Short term plan : term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 71

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Transport: nouns
Learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.6.7.1 use a variety of simple perfect forms to express recent, indefinite
and unfinished past on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn verbs to do with travelling and transport.
• Do a questionnaire about famous explorers.
• Learn the form of the past perfect.
• Practise using the past perfect to talk about past events
Value links Patience – A person who has patience as a core personal value is going
to prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
Students of the class are
evaluate pupils
listed.
with phrases
Students' attention is like:
drawn to the lesson. “Good job!
Well done!”
Students analyze the Formative
students wish each other by given pictures in pairs. Assessment
holding a wishes lamp Student’s
Lead – In Determines the topic book
• With books closed, ask students and purpose of the
to tell you about how they get lesson
around and the kind of transport
they use, e.g. bicycles, trains, cars.
Students say different
Encourage students to join in and
contribute ideas. words from the picture
Good job!
Middle Ex: 1 P: 80 Students complete the Assessment
of the • Students use their dictionaries to table with the words in criteria
lesson check the meaning of the words in the
the box. - Learn verbs to do
Presenta box and write the words in the correct with travelling and
part of the table. ANSWERS:
tion transport.
Land:
• In a weaker class, explain the more
part.
bus, camel, car, bicycle,
difficult words such as submarine,
35 min helicopter, and spacecraft. train, horse, lorry, tram Cards
In a stronger class, ask students to
Water: boat, ship,
talk about the benefits and dangers of
submarine
each type of transport. Air: plane, helicopter, Descriptor:
• Model and drill the pronunciation of - complete the
spacecraft, airship
longer words. Make sure students can
Marco Polo photo -
pronounce the words with the correct
table with the
camels; Amelia Earhart
word stress, for example, submarine. words in the Worksheets
Differentiation: photo – plane; box.
Roald Amundsen photo -
«Verbal support» method is used
ship
to help Students use new words in
the text. Assessment
Ex: 2 P:80 criteria:
Students do the
• Students do the questionnaire. They - Do a
can work in pairs or individually. Explorers quiz. Then questionnaire about
Encourage students to guess if they do listen and check your famous explorers.
not know the answer. Do not give
students the answers at this stage.
answers.
• When the students have answered all ANSWERS:
the questions, play the CD for the 1c
students to listen and check their 2c Descriptor:
answers. 3a - do the
In a weaker class, play the CD twice 4b Explorers quiz
so that students can also write the 5b - listen and
correct answers if they have made a check your
mistake. answers
In a stronger class, students should
check and correct at the same time. Students match the text Make CCQ
Ex: 3 P:80 with photos. Which
explorer’s journey do questions
• Allow students time to read the texts Yes / No
you think was the most
in detail and find the information they
difficult?
need to match the texts with the
pictures. ANWERS:
• Ask some students to report back to [TBC]
the class on their answers. Encourage
them to explain how they chose their
answers referring to details in the text
(for example, Marco Polo travelled in
the 13th century so his picture must be
the oldest).
• Discuss with the class which journey
they think was the most difficult and
make sure students give their reasons
(for example, Roald Amundsen’s
journey was the hardest because it
was so cold)

End of FEEDBACK Students use Poster

the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
Ex: 2 P: 56 WB lesson.

Short term plan : term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 72

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Youth travel.
Learning objectives 8.3.3.1 give an opinion at discourse level on a wide range of general and
curricular topics
8.4.2.1 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
8.6.14.1 use some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar
general and curricular topics
Lesson objectives Learners will be able to:
• Read about why young people travel, where they go, what they do.
• Discuss your own ideas about travel and transport.
• Learn vocabulary with prepositions by, off, in and on.

Value links Open-Mindedness – An open-minded person is someone who is always

willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. appreciations . praise» method
Warm-up Students of the class are is used to
listed. evaluate pupils
with phrases
like:
Students' attention is “Good job!
students wish each other by drawn to the lesson. Well done!”
holding a wishes lamp Formative
Lead – In Students analyze the Assessment
• With books closed, write the word given pictures in pairs.
nomad on the board and ask Student’s
students what they think it means. Determines the topic book
• Ask students to say what they and purpose of the
think the difference is between a lesson
traditional nomad and a modern
nomad. Students say different
words from the picture Good job!
Middle Ex: 1 P: 82 Students look at the Assessment
of the • Discuss the question with the photos and the title of criteria
lesson whole class and get students to the text. Which of the - Read about
Presenta explain their answers using the why young
topics do you think the
tion pictures, the title and the sub- people travel,
part. headings. text mentions? Read the where they go,
35 min • When you have elicited some text and check your what they do.
answers. Cards
students’ ideas, get them to read
the text quickly (not in detail) and ANSWERS:
check their answers 2,
Ex: 2 P:82 4,
• Students read the text again this 6
time more slowly so that they can Descriptor: Worksheets
find the details they need to answer - look at the
Students read the text.
the question. photos and the
• In a weaker class, do the first Who said these things?
ANSWERS: title of the text.
question together and help students
find the relevant sentence in the 1 more than 50% of the
second paragraph. participants in the Assessment
• In a stronger class, get students survey criteria:
to make a note of or underline the 2 Peter Jones - Learn vocabulary
relevant part of the text, for 3 Peter Jones with prepositions
4 Peter Jones
example, ‘… more than 50% of the by, off, in and on.
5 Maral Akhmadieva
participants in the survey said that 6 Maral Akhmadieva
they had travelled for educational 7 25% of the participants
purposes’ is the relevant part for in the survey
question 1. Descriptor:
Students complete the - complete the
Ex: 3 P:82 phrases with by, of, in or phrases with by,
• Explain to the class that the on. Then check your of, in or on.
phrases come from the text. Give answers in the text.
them a few minutes to think about ANWERS: Make CCQ
the answers before they read the 1 on questions
text and find the relevant phrases. 2 on
• When students have read the Yes / No
3 in
text, they can check their answers 4 in
in pairs. Finally, go through the 5 off
answers with the whole class 6 by
Ex: 4 P:82
• Explain that we can use by, off, in Students choose the
and on in a wide variety of common correct words
phrases. ANWERS:
• For further practice in a weaker 1 on
class, ask students questions using 2 By
some of the phrases, for example, ‘Do
you prefer to study on your own or 3 on
with friends? and ‘What sort of people 4 in
are on the move all day?’ 5 off
• For further practice in a stronger 6 in
class, ask students to work in pairs and
think of their own questions or
sentences using the prepositions. You
could also ask them to brainstorm
other phrases they know (or can find)
using the prepositions
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
lesson.

Short term plan : term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 74

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title The future of transport
Learning objectives 8.6.11.1 use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar general
and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety
of basic connectors on a range of familiar general topics and some curricular
topics
Lesson objectives Learners will be able to:
• Learn verbs describing movement.
• Identify forms of transport discussed in a radio programme.
• Listen for specific details.
• Discuss various forms of transport and their benefits and drawbacks
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of
view if new arguments are highly convincing. It’s the opposite of
stubbornness.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
appreciations .
Warm-up Students of the class are is used to
listed. evaluate pupils
with phrases
like:
Students' attention is
“Good job!
drawn to the lesson.
Well done!”
Students analyze the
students wish each other by Formative
given pictures in pairs.
holding a wishes lamp Assessment
Student’s
Lead – In Determines the topic book
• With books closed, ask students and purpose of the
to think of examples of recent
lesson
examples of new forms of transport
(for example, electric cars, drones,
etc.). Students say different
• Ask students what they think the words from the picture
advantages and disadvantages of
these new forms of transport might
Good job!
be.
Middle Ex: 1 P: 84 Students check the Assessment
of the Ask students to use their meaning of the verbs in criteria
lesson dictionaries or portable devices to the box. Then complete - Identify forms
Presenta check the meaning of the verbs in the sentences with the of transport
tion the box. Give students time to discussed in a
part. complete the sentences and check correct form of six of the radio
35 min in pairs verbs. programme.
ANSWERS: Cards
1 stopped off
Differentiation: 2 takes off / will take off /
«Verbal support» method is used is going to take off
to help Students use new words in 3 turn back Descriptor:
4 set off - look at the Worksheets
the text.
Ex: 2 P:84
5 pull off photos and
Get students to describe what they 6 went up
listen to the
can see in the pictures. Elicit flying radio
bicycle, solar-powered car, and Students look at the
proggrame.
solar-powered plane, driverless car photos and listen to the
and space elevator. Explain that radio proggrame. Which Which forms of
they are going to listen to a radio forms of transport do transport do the
programme. Tell students to listen people mention
the people mention?
and identify the forms of
transported discussed ANSWERS:
a – solar-powered car
d – driverless car Assessment
Ex: 3 P:84
e – space elevator criteria:
• Tell students to read sentences
1–6. - Listen for specific
details
• Play the CD again so that the
students can identify the correct Students listen again
phrases to complete the sentences. and choose the correct
• In a weaker class, stop the CD answers Descriptor:
after each sentence to give
students time to choose the ANWERS: - listen again
correct answers. 1a and choose the
• In a stronger class, play the CD 2b correct answers
without stopping. 3a
4b
5b
6b Make CCQ
questions
Yes / No
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
Ex: P: WB lesson.

Short term plan : term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 75

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Reported questions, commands and requests
Learning objectives 8.1.6.1 organise and present information clearly to others
8.6.11.1 use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar general
and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety
of basic connectors on a range of familiar general topics and some curricular
topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
Lesson objectives Learners will be able to:
• Identify direct speech and reported speech.
• Learn the tense changes we use in reported speech.
• Practise changing direct speech into reported speech
Value links Perseverance – People who value perseverance will work through
adversity and be determined to get a result. This is a great treat for
employees and entrepreneurs alike.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginnin Organization moment The aim: To develop At the

g of the 1.Greeting. pupils speaking skills and organization
lesson Ask about the weather. create friendly moment
5 min The teacher sets the lesson atmosphere teacher tries to
Pictures
objectives, letting students know Efficiency: By telling the award active
what to anticipate from the lesson. wishes they show their pupils. «The
Warm-up appreciations . praise» method
is used to
Students of the class are
evaluate pupils
listed. with phrases
like:
Students' attention is “Good job!
drawn to the lesson. Well done!”

Students analyze the Formative

students wish each other by given pictures in pairs. Assessment Student’s
holding a wishes lamp book
Lead – In Determines the topic
• Ask students to quickly read and purpose of the
(scan) the text for examples of said lesson
and told.
• Ask students what word often Students say different
comes after said (that).
words from the picture
Good job!
Middle Ex: 1 P: 83 Students complete the Assessment
of the • Tell students to look again at direct speech and the criteria
lesson exercise 2 on the previous page. reported speech in the - Identify direct
Presenta Ask them to find the reported text. How does the tense speech and
tion speech in the text that relates to reported
part. each item and get them to focus on change? Complete the speech.
35 min the difference in tenses between table and rules.
ANSWERS: Cards
the two.
• Give students time to work present simple - past
individually to complete the table. simple
• In a weaker class, walk round present continuous-
checking students’ progress and past continuous Descriptor:
give help where needed. present perfect - past - complete the Worksheets
• In a stronger class, get students perfect direct speech
to write down examples of the past simple - past
perfect
and the
tense changes.
• When students have finished will - would reported speech
completing the table, ask them to 1 past 2 pronouns 3 say in the text
complete the rules on the right side
of the page Students complete the
sentences with said or Assessment
Ex: 2 P:83
• Allow students time to complete told. criteria:
the sentences. Walk round and ANSWERS: - Learn the
remind students to refer to the 1 told tense changes
2 said we use in
RULES box if they are having
3 told reported
difficulty. speech
• Go through the answers with the 4 said
whole class. Ask students to 5 said
explain their answers. For example, Students rewrite the
the answer to question 1 is told
sentences using
reported speech. Descriptor:
because it is followed by reference
ANWERS: - rewrite the
to a person – i.e. a noun (see Rule
1 Assel told us that she sentences using
3). reported
was writing a book about
Ex: 3 P:83 the travels of the speech.
Check that students know what to Moroccan explorer Ibn
do by going through the example Battuta.
and eliciting the changes that have 2 Ilyas and Maxim said that Make CCQ
been made: we to they, can’t to questions
they always read online
couldn’t, adding that reviews before they Yes / No
• In a weaker class, put students booked a holiday.
into pairs to do the exercise. Go 3 Jake said that he had
round the class and check each pair never tried koumiss
can make the changes following before.
the example. 4 The reporter said that
• In a stronger class, students can about five million people
work individually then check their had travelled to
answers in pairs. Kazakhstan in 2017.
• Go through the answers with the 5 The tourists said that
class and write the complete they would buy some
sentences on the board. souvenirs from the bazaar.
6 Yerzhan told his sister that
he had lost the guidebook
that she had given to him.
End of FEEDBACK Students use Poster
the Learners provide feedback on what their stickers to
lesson they have learned at the lesson. show their
5 min The exit ticket knowledge
Home task: according to the
Ex: P: WB lesson.

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and

Lesson 76
transport
Teacher name:

Date:

Grade: 8 Number present: absent:

Lesson title Apologizing and explaining
Learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or
writing
8.2.2.1 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
Lesson objectives Learners will be able to:
• Listen to a dialogue in which people apologize and explain.
• Learn phrases for apologizing and explaining.
• Practise apologizing and explaining.

Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers’ actions Students’ actions A student with Assessment Resourc

Time special criteria es
educational
needs

Beginni Organization moment The aim: To develop At the Pictures

ng of 1.Greeting. pupils speaking skills organization
the Ask about the weather. and create friendly moment teacher
lesson The teacher sets the lesson atmosphere tries to award
5 min objectives, letting students know Efficiency: By telling A pupil greets. active pupils.
«The praise»
what to anticipate from the lesson. the wishes they show method is used to
Warm-up their appreciations . evaluate pupils
Method speaking phone was used to Students of the class with phrases like:
develop speaking skills. are listed. “Good job!
Well done!”
Students' attention is Formative
drawn to the lesson. Assessment Student’
s book
Lead – In
Students analyze the
• With books closed, write the
given pictures in pairs.
words apology and apologize on
the board and elicit the difference
between the two words (apology Determines the topic
is the noun, and apologize is the and purpose of the
verb). Check students’ lesson Good job!
pronunciation of both words.
• Ask students to think of last time Students say different
they apologized. Who did they words from the
apologize to and what did they picture
apologize for?

Middle Ex: 1 P: 86 Students look at the Assessment

of the • Ask students to say what they photo. How do you criteria
lesson can see in the photo. Encourage think Jane is feeling? - Listen to a
Present them to describe Jane’s and ANSWERS: dialogue in which
ation Mark’s face and body language Jane is not looking people apologize Cards
part. and use this to guess the at Mark and her and explain
35 min situation. facial expression
suggests she is not
Differentiation: happy. Mark is Descriptor:
«Verbal support» method is used to looking sympathetic - look at the
Worksh
help Students use new words in the or apologetic with • In a weaker photo. How do
eets
text. his hand on Jane’s class, translate you think Jane is
Ex: 2 P:86 arm. these words in feeling?\
• Tell students to listen to the L1. Helmet,
conversation between Jane and Students listen to the skateboard,
Mark to understand the situation dialogue. Why didn’t upset,
and find out why Mark didn’t call Mark call Jane? Assessment
Jane. ANSWERS: criteria:
• Play the CD without stopping Mark couldn’t call - Learn phrases for
and get students to discuss their Jane because he apologizing and
answers before checking with the hadn’t charged his explaining.
whole class. phone. He had lost
the helmet Jane Descriptor:
Ex: 3 P:86 bought him and - complete the
Draw students’ attention to KEY broke his key phrases with
PHRASES box and point out the skateboard. the words in the
five gaps in the phrases. Ensure • In a weaker box. Who says
that students understand they class, complete them?
need to use the words in the box the key phrases
in exercise 3 to complete the Students complete the with the words
gaps. Give them a few a few key phrases with the in the box with Make CCQ
minutes to complete the phrases words in the box. Who teacher’s questions
and then play the CD again so says them? Listen and support Yes / No
that they can check their answers.
check.
Get individual students to say
ANSWERS:
each phrase. Model and correct
1 mean (Mark)
students’ pronunciation as
2 don’t (Mark)
necessary. 3 sorry (Mark)
4 worry (Mark)
5 happen (Mark

End of FEEDBACK Poster

the Learners provide feedback on what
lesson they have learned at the lesson.
5 min The exit ticket
This is a way for students to self-
reflect on their progress in the
lesson.
Home task:
Ex: 3 P: 56 WB

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and

Lesson 77
transport
Teacher name:

Date:

Grade: 8 Number present: absent:

Lesson title A memorable journey
Learning objectives 8.1.6.1 organise and present information clearly to others
8.6.11.1 use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar
general and curricular topics
8.5.3.1 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
• Study a text that tells a story.
• Learn time phrases with prepositions.
• Practise time phrases in direct and reported speech.

Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers’ actions Students’ actions A student with Assessment Resourc

Time special criteria es
educational
needs

Beginnin Organization moment The aim: To develop At the Pictures

g of the 1.Greeting. pupils speaking skills organization
lesson Ask about the weather. and create friendly moment teacher
5 min The teacher sets the lesson atmosphere tries to award
objectives, letting students know Efficiency: By telling A pupil greets. active pupils.
what to anticipate from the lesson. the wishes they show «The praise»
Warm-up their appreciations . method is used to
Method speaking phone was used Students of the class evaluate pupils
to develop speaking skills. are listed. with phrases like:
“Good job!
Students' attention is Well done!”
drawn to the lesson. Formative Student’
Assessment s book
Lead – In Students analyze the
• With books closed, write given pictures in pairs.
Bayanaul and Lake Zhasybay
on the board and ask them what Determines the topic
they know about these places – and purpose of the
what there is to see and do, lesson
where it is, etc. Ask if these are Good job!
good places to go to on a school Students say different
trip. words from the
picture

Middle Ex: 1 P: 87 Students answer the Assessment

of the Ask students the questions questions. Do you criteria
lesson about school trips and enjoy going on school - Study a text that
Presenta encourage them to give details trips? What trips have tells a story.
tion of places and times. you been on recently? Cards
part. ANSWERS:
35 min Differentiation: Students own Descriptor:
«Verbal support» method is used answers - answer the
to help Students use new words in questions. Do you
the text. Students read the enjoy going on Worksh
Ex: 2 P:87 story. Did the writer school trips? eets
• Read the title of the text and enjoy the trip? What trips have
look at the picture with the class. ANSWERS: you been on
Ask students to describe what Yes, the writer • In a weaker recently?
they can see in photo. enjoyed the trip. Key class, tell
• Students then read the text sentences and students to
and look for any sentences or phrases: use the text to Assessment
phrases that suggest whether I was very excited, complete the criteria:
the reader enjoyed the trip or amazing, beautiful, I key phrases. - Learn time
not. was tired but really phrases with
• Check answers as a class and happy, I learnt a lot, prepositions.
ask students to read the made some new
relevant phrases out loud. friends. Descriptor:
- complete the
Ex: 3 P:87 key phrases with
• Focus students’ attention on Students complete the the correct
the Key Phrases box. key phrases with the prepositions.
• In a stronger class, get correct prepositions.
students to complete the Then read the model
phrases before they check the
text.
text for the answers Make CCQ
ANSWERS:
1 from questions
2 to Yes / No
3 by
4 on
5 By
6A
End of FEEDBACK Poster
the Learners provide feedback on what
lesson they have learned at the lesson.
5 min The exit ticket
This is a way for students to self-
reflect on their progress in the
lesson.
Home task:
Ex: 3 P: 56 WB

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and

Lesson 78
transport
Teacher name:

Date:

Grade: 8 Number present: absent:

Lesson title My country: Almaty Metro: Going underground
Learning objectives 8.2.1.1 understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Study a text about the metro system in Astana.
• Learn adjectives to describe a transport system.
• Review the use of the present simple to talk about timetables and schedules.
• Practise prepositions off, at, in.

Value links Humility – You might highly value humility if you find yourself disgusted by
people who are arrogant or braggadocious, and instead find yourself
gravitating to people who are always expressing their gratefulness for the
blessings in their life.
Plan

Stages / Teachers’ actions Students’ actions A student with Assessment Resourc

Time special criteria es
educational
needs
Beginni Organization moment The aim: To develop At the Pictures
ng of 1.Greeting. pupils speaking skills organization
the Ask about the weather. and create friendly moment teacher
lesson The teacher sets the lesson atmosphere tries to award
5 min objectives, letting students know Efficiency: By telling A pupil greets. active pupils.
what to anticipate from the lesson. the wishes they show «The praise»
Warm-up their appreciations . method is used to
Method speaking phone was used to Students of the class evaluate pupils
develop speaking skills. are listed. with phrases like:
“Good job!
Students' attention is Well done!”
drawn to the lesson. Formative Student’
Assessment s book
Students analyze the
given pictures in pairs.

Lead – In Determines the topic

• Draw students’ attention to the and purpose of the
photo and ask them where they lesson
think it is and what their opinion is Good job!
– what do they like or dislike Students say different
about it? words from the
picture
Middle Ex: 1 P: 87 Students match Assessment
of the • Ask students if they ever use the adjectives in the box • In a weaker criteria
lesson metro system or trains to other with their opposites. class, match - Study a text
Present cities. Get them to think of Which adjectives adjectives in the about the metro
ation adjectives to describe the trains would you use to box with their system in Astana Cards
part. and the system, for example, describe the transport opposites with
35 min quiet or noisy, on time or late, etc. system in your town teacher’s
• When the students have Descriptor:
or city? support
matched the words with the - match
ANSWERS:
opposite meaning, go through the adjectives in the
1 convenient Worksh
answers making sure students box with their
2 safe eets
can pronounce the words opposites.
3 comfortable
correctly. Drill the longer words if
4 cheap
necessary.
5 fast
Differentiation: Assessment
6 reliable
«Verbal support» method is used to 7 clean criteria:
help Students use new words in the 8 modern - Learn adjectives
text. to describe a
• In a weaker
Ex: 2 P:87 Students read and transport system.
class, pause
• Tell students to follow the text
listen to the text. the CD after
as you play the CD. They should
listen only to check whether the Write true or false. the sentence
sentences are true or false. Correct the false that provides Descriptor:
• In a stronger class, play the CD sentences. the information - to describe the
straight through. ANSWERS: for each true / transport system
1 true false question. in your town or
Ex: 3 P:87 2 false – In future, city
• Read through the sentences the Almaty Metro will
with students and then give them have 45 kilometres
a few minutes to complete the of track.
rules. 3 false – Yeldos Make CCQ
• Ask students to think of other said that the trains questions
examples of using the present were always on Yes / No
simple, for example, ‘This class time.
ends at …’ 4 true
5 false – Tolkyn said
she liked all the
stations

Students study the

sentence below then
choose the correct
words to complete the
rules.
ANSWERS:
1 present
2 time

End of FEEDBACK Poster

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 79

Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title CLIL Language and literature: Adventure stories

Learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion
8.5.1.1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
8.6.14.1 use some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar
general and curricular topics
Lesson objectives Learners will be able to:
• Understand an extract from a classic work of literature.
• Review the use of prepositions. \
• Discuss an adventure story and analyse the style and content
Value links Kindness – If you value kindness, you’ll likely always be respectful of
people around you, be gentle with criticism, and always willing to
welcome people with open arms.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Beginning Organization moment
of the 1.Greeting. Students' attention is Formative
lesson Ask about the weather. drawn to the lesson. Assessment
5 min The teacher sets the lesson Pictures
objectives, letting students know
what to anticipate from the lesson. Students discuss the
Warm-up pictures in pairs.

Determines the topic Student’s

and aim of the lesson Good job! book

Students say different

Fasten your seat belts and get words from the picture Assessment
ready for the all-round race criteria
Lead – In -Identify detailed
• Ask students to talk about books they information in
have read recently, giving details of the extended
author, the characters, and the story. Ask if
the story was written in the first person (‘I conversation
was born in … I went to school …’ etc.) or with support
the third person (‘Yeldos was born in … he
went to school …’ etc.)

Middle of Ex: 1 P:88 Students look at the -can discuss

the lesson • Ask students to describe what photo from a film about text
Presentati they can see in the photo and adaptation of an
on part. guess where and when the story is Total: 1 point
American novel, then
35 min set and who the characters are.
• Get students to read the read the summary
summary and answer the question. below. Why do
Note that there are two parts to the Huckleberry Finn Jim Cards
answer, one for Huckleberry and decide to go on
one for Jim. journey?
Answers:
Descriptor:
Huckleberry is running away from
his father and Jim is a runaway - work in groups
- read the text Worksheets
slave that people are looking for
-discuss about text
Differentiation: -can complete
Ex: 2 P:88
the text with
• Ask students to read the text «Verbal support» the prepositions
again and put the prepositions from method is used to help
the box into the correct sentences. Students use new
• Make it clear to students that
each preposition can be used in
words in the text. Total: 1 point
two sentences. Students complete the
• Play the audio for students to text with the
check answers. prepositions in the
Answers: box. Use each
(1 on 2 On 3 to 4 in 5 of 6 at 7 off 8 preposition twice. Then
out 9 to 10 out 11 of 12 at 13 off 14 read and listen to the
in)
text.
Ex: 3 P:88
• Ask students to read the text one Descriptor:
more time to check their detailed - complete the text
understanding of the story. with the prepositions
Answers: - read and listen to the
1 false 2 true 3 false 4 don’t know 5 text -can write true,
don’t know 6 true 7 false 8 false Differentiation by false or don’t
support know
Less motivated learners Total: 1 point
will be given prompts
to find the correct
location of the text()
paragraphs
Students read the text
again and write true,
false or don’t know
Descriptor:
- read the text again
- write true, false or
don’t know
End of FEEDBACK Students evaluate Poster
the lesson Learners provide feedback on what each other and
encourage
5 min they have learned at the lesson. classmate with
phrases like:
Well done!
Brilliant! Good job!
I like it! .

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and Lesson 78

transport
Teacher name:

Date:
Grade: 8 Number present: absent:
Lesson title Summative Assessment for term 3
Learning objectives 8.1.8.1 develop intercultural awareness through reading and discussion
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.6.14.1 use some prepositions before nouns and adjectives
use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar
general and curricular topics
Lesson objectives Learners will be able to:

Plan

Stages / Teachers’ actions Students’ actions Assessment Resource

Time criteria s

Beginning Organization moment

of the 1.Greeting. Students' attention is Formative
lesson Ask about the weather. drawn to the lesson. Assessment
5 min The teacher sets the lesson Pictures
objectives, letting students know
what to anticipate from the Students discuss the
lesson. pictures in pairs. Good job!
Warm-up

Fasten your seat belts and get Determines the topic Student’s
ready for the all-round race and aim of the lesson Assessment book
Lead – In criteria
• With books closed, ask students -Identify detailed
to recall the previous lesson Students say information in
(Speaking, page 86) and elicit what different words from extended
they remember about the scenario. the picture conversation
• Ask: Where was the woman? (In with support
a shop.) What was she doing?
(Returning a record.) What did she
want? (To change it.) Did she get
what she wanted?
Middle of LISTENING Students Listen to five -can match the
the lesson Task. Listen to five people talking people talking about halves of the
Presentati about different celebrations. Match different celebrations sentences
on part. the halves of the sentences (1-4) then match
35 min with the opinions (A-F) to make Descriptor: Total: 1 point Cards
true sentences. ONE argument is - listen and match
extra. CD3 Tapescript3 Differentiation:
«Verbal support»
Task. Choose and circle the correct method is used to
answer A, B or C help Students use Worksheet
new words in the text. s
READING
Task. Paraphrase the given
sentences so it has similar
Students
meaning. Use the given beginnings
Descriptor:
of sentences. Example, No kitchen -can
- Paraphrase the given
was needed to prepare popcorn. paraphrase the
sentences so it has
Preparation given sentences
similar meaning
_________________________.
Differentiation by
Answer, Preparation of popcorn did Total: 1 point
support
not need any kitchen
Less motivated
Task. Answer the questions.
learners will be given
5. Why have cinemas sold popcorn
prompts to find the
since the 19th century?
correct location of the
6. Why cannot popcorn be
text() paragraphs
dissapperead from cinemas?
Students choose ONE
WRITING
of the topics and write.
Choose ONE of the topics and
Descriptor:
write.
- Write a story about a
Topic 1. You are a blogger who
concert
shares with own experience. Write
Differentiation by
a story about a concert you have -can write a
support
been to. Include the following story about a
Less motivated
information in your review:. concert
learners will be given
• The concert; when? / where? Total: 1 point
prompts to find the
• The band: people in the band/
correct location of the
kind of music/ songs played
text() paragraphs
• The audience: how many people /
their reaction
• Problems: the music/ the sound
quality/ the time
• Suggestions: different place /
different time / different kind of
music
SPEAKING
Task. You are given questions to
speak about for 2-3 minutes.
Before you speak you have one
minute to think about what you are
going to say.
End of FEEDBACK Students evaluate Poster
each other and
the lesson Learners provide feedback on encourage
5 min what they have learned at the classmate with
lesson. phrases like:
Well done! Brilliant!
Good job! I like it! .

Short term plan: term 3

Unit of a long term plan: Unit 7 Travel and transport Lesson 79

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Review unit 7
Learning objectives 8.3.8.1 recount some extended stories and events on a range of general
and curricular topics
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
• Use verbs to do with travelling and transport
• Use vocabulary with prepositions by, off, in and on.
• Identify direct speech and reported speech.
Value links Gratitude – You value gratitude if you find yourself respecting people who
say please and thank you. If you’re a religious person who values
gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginning Organization moment

of the 1.Greeting. Students' attention is Formative
lesson Ask about the weather. drawn to the lesson. Assessment
5 min The teacher sets the lesson Pictures
objectives, letting students know
what to anticipate from the lesson. Students discuss the
Warm-up pictures in pairs.

Determines the topic Student’s

and aim of the lesson Good job! book
Fasten your seat belts and get
ready for the all-round race Students say different
Lead – In words from the picture Assessment
• Focus students’ attention on the criteria
picture. Ask them what sort of story -Identify detailed
they think the text is. (A folk tale) information in
• Ask them what sort of things extended
usually happen in such stories. conversation
(There’s often romance, a search with support
for something that involves a long
journey, or a problem to be
overcome. There is also often a
sense of good versus bad.)
Middle of Ex: 1 P:90 Students work in pairs. -can make a list
the lesson • Students use their dictionaries to Make a list of the of the folktale
Presentati check the meaning of the words in folktale names and the names
on part. the box and write the words in the
main characters. Which
35 min correct part of the table. •
folktales do you know? Total: 1 point
Encourage students to work
individually, then compare answers Descriptor:
in pairs. Then check as a class to - work in pairs Cards
ensure everyone has agreed which - make a list of the
column the words go in. • In a folktale names
weaker class, explain the more Differentiation:
difficult words such as submarine,
helicopter, and spacecraft. In a
«Verbal support»
method is used to help Worksheets
stronger class, ask students to talk
about the benefits and dangers of Students use new
each type of transport. • Model and words in the text.
drill the pronunciation of longer -can read and
words. Make sure students can listen the story
pronounce the words with the
Students read and
correct word stress, for example,
submarine listen to the story. Total: 1 point
Answer the question
Answers: Descriptor:
Students’ own answers -listen the dialogue
Ex: 2 P:90 -answer the question
Ask students if they know the story Differentiation by
of Kyz-Zhibek and what they know
about it. • Focus students’ attention
support
on the questions and give them a Less motivated learners
minute to read them before you will be given prompts
play the recording for them to listen to find the correct
to while they read. location of the text()
• Students work through the paragraphs
answers in pairs. Students find the
• Check answers as a class. Ask -can find
phrases in blue the
students what they think about the phrases in blue
story and whether they prefer story and complete the
the story
stories with happy or sad endings. sentences. Then
Total: 1 point
Answers: complete the rules.
(1 It was first told in the 16th Descriptor:
century. 2 Bararbai and his wife - find the phrases in
had 11 children. 3 Tulgen went on blue
a long journey because he wanted - complete the
to meet and marry Kyz-Zhibek. 4
sentences.
When Tulgen met Kyz-Zhibek they
fell in love. 5 He wanted to marry Differentiation by
Kyz-Zhibek and challenged Tulgen support
to a fight. 6 She killed herself..) Less motivated learners
Ex: 3 P:90 will be given prompts
• Focus students on the blue words to find the correct
in the text. Ask a couple of location of the text()
students to read them out. paragraphs
• Students complete the sentences
in the exercise.
.
Answers:
1 north 2 war 3 son 4 thunder 5
goddess
Conclusion during the lesson
some tasks differentiated by
outcomes of the students and by
their abilities.
End of FEEDBACK Students evaluate Poster
each other and
the lesson Learners provide feedback on what encourage classmate
5 min they have learned at the lesson. with phrases like:
Well done! Brilliant!
Good job! I like it! .

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