Short term plan 1

Term 1
School: 6
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Everyday objects

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics.
that this lesson 8.UE2 use a growing variety of quantifiers for countable and uncountable
is contributing nouns including several, plenty, a large/small number/amount on a range
to of familiar general and curricular topics.
All learners will be able to:
 Pronounce and name everyday objects, numbers.
 Recognize and use expressions of quantity.
Lesson Most learners will be able to:
objectives  Answer the questions about human consumers.
 Do exercises with expressions of quantity.
Some learners will be able to:
 Speak fluently about quantities of things people use.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Previously learned vocabulary on the topic "Everyday objects".
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Accept the diversity of the things that people use, eat and drink among the
awareness students of the group as well as all over the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Beginnin Start thinking p.8. Answering questions.
g the 1. What items do you use every day?
lesson 2. How can people create less rubbish? (People
can create less rubbish by recycling more and
buying items with less packaging.)
3. Do you think it's important to protect the
environment? Why? (Yes, so that future
generations can enjoy the planet.)
 Ex.1 p.8. Word and picture matching activity.
Answers:
1) a can of fizzy drink
2) a bottle of shampoo
3) a roll of toilet paper
4) a box of washing powder
5) a packet of crisps
6) a bag of apples
7) a bar of chocolate
8) a jar of coffee
9) a tube of toothpaste
10) a carton of juice

Ex.2 p.8. Brainstorming.

Ex.3 p.8. Recognizing vocabulary.
Completing questionnaire. CD

Ex.4 p.8. Comparing answers.

Answers:
1) 628; 1.700
2) 4.8; 9.8
3) 198; 656
4)

Ex.5 p.8. Table completion.

Answers:
1) uncountable
Main 2) countable
Activities d) countable
4) uncountable
5) uncountable
6) uncountable, countable, uncountable
7) countable, uncountable
8) countable, uncountable
Uncountable nouns:
2) much
3) a lot of
4) some
Countable nouns:
1) not many
5) not any
Ex.6 p.8. Ticking off items.
Answers:
1) much
2) many
3) some
4) much
5) any
6) any
Ex.7 p.8. Asking and answering questions.
Answers:
1) Do you eat much pasta each week? How
much?
2) Do you walk many konometers every month?
How many?
3) Are there many books in the school library?
How many?
 4) Do you use a lot of toothpaste each year?
How much?
5) Do you drink much milk every week? How
much?
6) Do you say many words every day? How
much?

Extra task. Writing practice.

Giving the hometask. WB p.8.
Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences;
selection of learning materials 2. Apply the correct
and resources based on the quantifiers including much,
individual abilities of learners. many, a lot of, some, any for
countable and uncountable
nouns in the context.

Descriptor:
A learner:
 uses the topical vocabulary
while talking about quantities
of things people use;
 completes the task with
proper quantifiers.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 2

Term 1
School:
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reading: The 'no impact' family.

8.C9 use imagination to express thoughts, ideas, experiences and feelings.
Learning 8.S3 give an opinion at discourse level on a wide range of general and
objectives(s)
curricular topics.
that this lesson
is contributing 8.R2 understand specific information and detail in texts on a growing
to range of familiar general and curricular topics, including some extended
texts.
All learners will be able to:
 Identify the meaning of the text about a family that wants to reduce
its impact on the environment.
Lesson Most learners will be able to:
objectives  Synthesize information from the reading passage for a discussion.
Some learners will be able to:
 Discuss and give their opinions about an alternative lifestyle using
own words.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Everyday objects vocabulary, numbers, expression of quantity.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Perception of different global problems, such as impact on the
awareness environment, in learners' own country and around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
Ex.1 p.10. Prediction based on the title, pictures.
Beginnin True/false statements.
g the Answers:
lesson 1) True
2) False
3) True
4) True
5) False
6) True
Main Ex.2 p.10. Text completion. CD
Activities Answers:
1) b
2) e
 3) c
4) a
Ex.3 p.10. Word formation activity.
Answers:
1) shopping
2) bed
3) washes
More compound nouns in the text:
Toilet paper, dishwasher, light bulb, bathroom, shampoo bottles,
toothpaste, second-hand things, plastic bags, takeaway food,
plastic cub, plastic pots, lifestyle.
Ex.4 p.10. Gap-filling.
Answers:
1) ice
2) birthday
3) shopping
4) washing
5) kitchen
6) chicken
Ex.5 p.10. Discussion task.
Giving the hometask. WB p.12.
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Convey opinions, notion, exploring, developing,
of activities, identification of experiences and feelings evaluating and making
learning outcomes for a certain creatively. choices about their own and
student, provision of 2. Provide a point of view in others’ ideas
individual support to learners, conversations and
selection of learning materials discussions.
and resources based on the 3. Identify particular
individual abilities of learners. information and details in
reading passage.

Descriptor:
A learner:
 uses imagination to express
thoughts, ideas, experiences
and feelings.
 presents his/her information
to the class.
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 3

Term 1
School:
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Language focus: Relative pronouns.

Learning 8.C6 organise and present information clearly to others.
objectives(s)
8.UE6 use a variety of pronouns including indefinite pronouns anybody,
that this lesson
anyone, anything and quantitative pronouns everyone, everything, none,
is contributing
to more, less, a few on a range of familiar general and curricular topics.
All learners will be able to:
 Identify the difference between the sentences with who, where,
why and which.
Lesson
Most learners will be able to:
objectives
 Produce the sentences with who, where, why and which.
Some learners will be able to:
 Apply the sentences with who, where, why and which fluently.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous Learning some subject-specific vocabulary and reading about an
learning alternative lifestyle.
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Be aware of global problems as global citizens.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Ex.1 p.11. Recognition exercise.
Answers:
Beginnin 1) who
g the 2) where
lesson 3) which
4) why
Rules
1) people
2) places
3) things
4) reasons
Main Ex.2 p.11. Substitution drill (Blank-filling).
 Answers:
1) which
2) where
3) which
4) where
5) which
6) who
7) why
Ex.3 p.11. Sentence completion task.
Activities Answers:
1) where
2) which
3) who
4) which
5) who
6) which
Ex.4 p.11. Creative exercise.

Extra task. Creative exercise.

Giving the hometask. WB p.9.
Self-assessment.
“Five”. Children draw a picture of their hand and write
the most important things about the
Ending
lesson on each finger. The thumb -
the lesson
something interesting, the index finger -
something difficult, the middle one -
something that was not enough, the ring
finger - the mood, the little finger - the suggestions.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Differentiate between others’ ideas
individual support to learners, relative pronouns including
selection of learning materials who, which, where, why.
and resources based on the Descriptor:
individual abilities of learners. A learner:
 presents information
clearly.
 completes sentences with
reflexive pronouns.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 4

Term 1
School: 6
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Pollution and the environment.
8.C2 use speaking and listening skills to provide sensitive feedback to
Learning peers.
objectives(s) 8.L2 understand with little or no support most specific information in
that this lesson extended talk on a wide range of general and curricular topics.
is contributing
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
to
a range of general topics, and some curricular topics.
All learners will be able to:
 Recognize and use vocabulary relating to the environment.
 Identify the meaning of the programme about an environmental
Lesson problems.
objectives Most learners will be able to:
 Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
 Discuss and give their opinions using own words.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Relative pronouns.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Be aware of global problems as global citizens.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginnin Brainstorming.
g the
 What things do you already do to help the
lesson
environment?
 What other things can people do to help the
environment?
 Can the individual make a big difference?
Main Ex.1 p.12. Conveying the meaning of new words. Use CD
Activities of dictionaries.
 Answers:
1) throw away
2) reuse
3) recycle
4) destroy
5) burn
6) poisons
7) bury
Ex.2 p.12. Pair work. Asking and answering questions.
Ex.3 p.12. Identifying the topic. Using pictures related
to the text for prediction.
Sequencing events.
Answers:
b, d, a, c
Ex.4 p.12. Answering true/false questions.
Answers:
1) False. The speaker is the presenter of SOS
Environment.
2) True.
3) False. She was shocked when she saw how many CD
creatures, were dying because of all the plastic in the
sea.
4) True.
5) False. None of the shops give plastic bags.
6) True.
Ex.5 p.12. Listening for specific information.
Ticking off items.
Answers:
Cardboard boxes, plastic bags, washing powder, paper
bags, plastic sandwich boxes.
Ex.6 p.12. Speaking in a form of discussion.
Giving the hometask. WB p.10.
Ending Self-reflection.
the lesson "Message". Pupils write 11 words of the greatest
importance for the topic of the lesson.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do how are you planning to check
you plan to challenge the learners’ learning?
more able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the 1. Give feedback to others exploring, developing,
selection of activities, orally. evaluating and making
identification of learning 2. Identify facts and details in choices about their own and
outcomes for a certain extended talks with little others’ ideas
student, provision of support.
individual support to 3. Apply topic related
learners, selection of vocabulary in speech
learning materials and appropriately arranging words
resources based on the and phrases into well-formed
individual abilities of sentences.
learners.
Descriptor:
A learner:
 gives constructive feedback
to classmate.
 identifies sentences as True
and False.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 6

Term 1
Unit 1 "Our world" School: 6

Date:______.09.2021
Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Language focus: Relative pronouns.

Learning
objectives(s) 8.C6 organise and present information clearly to others.
that this lesson 8.UE12 use an increased variety of pre-verbal, post-verbal and end-
is contributing position adverbs on a range of familiar general and curricular topics.
to
All learners will be able to:
 Differentiate the sentences with too, too much, too many, enough,
not enough.
Most learners will be able to:
Lesson
objectives  Produce the sentences with too, too much, too many, enough, not
enough.
Some learners will be able to:
 Apply the sentences with too, too much, too many, enough, not
enough fluently.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Ex.1 p.13. Recognition exercise.
lesson
Answers:
1) uncountable nouns
2) countable nouns
3) adjectives
Main Ex.2 p.13. Sentence completion task.
Activities Answers:
1) too
2) too much
3) too many
4) too much
5) too many
6) too
7) too many, too much CD
Ex.3 p.13. Recognition exercise.
Ex.4 p.13. Asking and answering questions.
Answers:
1) Is this pizza big enough? Yes, it's big
 enough.
2) Are there enough apples? There are too
many apples.
3) Have we got enough drinks? No, we haven't
got enough drinks.
4) Is this soup hot enough? No, it's cold.
5) Have we got enough sandwiches? Yes, we've
got a lot.
6) Is this coffee strong enough? Yes, the
coffee's really strong.
Ex.5 p.13. Creative exercise.
Answers:
We've got enough soap.
We've got too many packets of crisps.
We haven't got enough apples.
We've got too many pizzas.
We've got enough bottles of water.
We've got too much juice.
We haven't got enough bread.
Ex.6 p.13. Speaking in a form of a dialogue.
Extra task. Creative exercise.
Giving the hometask. WB p.11.
Self-assessment.

Plus Minus Interesting

Ending If children liked something at the lesson they

the lesson put it into the column “plus”, if they
didn’t like or were bored during some part of
the lesson, they can use the column “minus”,
the
section “interesting” is for those activities
which were interesting during the lesson.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2.Apply pre-verbal, post- others’ ideas
individual support to learners, verbal and end-position
selection of learning materials adverbs accurately.
and resources based on the Descriptor:
individual abilities of learners. A learner:
 presents information
clearly.
 applies the rule for pre-
verbal, post-verbal and end-
position adverbs and their
usage.

 Observation
  Feedback on the work
 Self-assessment

Short term plan 7

Term 1
School: 6
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Offering and asking for help.

Learning 8.L1 understand with little or no support the main points in extended talk
objectives(s) on a wide range of general and curricular topics.
that this lesson 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
is contributing a range of general topics, and some curricular topics.
to
All learners will be able to:
 Understand the main ideas of the dialogue in which people offer
and ask for help while listening.
 Recognize key phrases for offering and asking for help in dialogue.
 Act situations offering and asking for help.
Most learners will be able to:
Lesson  Understand details in listening extracts.
objectives  Use topic related vocabulary in their dialogues.
 Create their own dialogues based on the given situations and act.
Some learners will be able to:
 Understand detailed information from the dialogues while
listening.
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up. Free talk.
  Do you organize events with our friends?
 Imagine you want to organize a party or
barbecue with some friends. What things do
you need to plan?
 Will one person do everything or will you
ask your friends for help?
Ex.1 p.14. Identifying the topic. Predicting
based on the picture.
Answers:
Lucy and Adam are preparing a barbecue. CD
Ex.2 p.14. Gist listening.
Answers:
Adams needs some more drinks, a bag of ice
and some bags for the rubbish. CD
Ex.3 p.14. Sentence completion task. Role-
play.
Answers:
1) help you with anything? (offering help)
2) get a few cartons of juice or something?
Main
(offering help)
Activities CD
3) get a bag of ice, too. (offering help)
4) get some? (asking for help)
5) see what they've got. (offering help)
Ex.4 p.14. Pronunciation practice.
Ex.5 p.14. Creative exercise.
Answers:
1) clean it
2) help you
3) come with you
4) be quite
5) buy some more
6) call him
Ex.6 p.14. Speaking in a form of a dialogue.
Ending Giving the hometask. SB ex.6 p.14
the lesson Peer-assessment.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to check
plan to challenge the more learners’ learning?
able learners? can be Assessment criteria:
Differentiation Students think
achieved through the 1. Identify the main idea in extended talks critically, exploring,
selection of activities, with little support. developing,
identification of learning 2. Apply topic related vocabulary in evaluating and
outcomes for a certain speech appropriately arranging words and making choices
student, provision of phrases into well-formed sentences. about their own and
individual support to 3. Demonstrate the ability to participate in others’ ideas
learners, selection of a conversation.
learning materials and
resources based on the Descriptor:
individual abilities of A learner:
learners.  selects an appropriate answer.
 completes the task.
 uses appropriate subject-specific
vocabulary while speaking.
  discusses questions and answers the
questions within the group.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 8

Term 1
School: 6
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: An environmental problem.

8.C10 use talk or writing as a means of reflecting on and exploring a range
Learning of perspectives on the world.
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics.
is contributing 8.W5 develop with support coherent arguments supported when
to necessary by examples and reasons for a growing range of written genres
in familiar general and curricular topics.
All learners will be able to:
 Understand the general writing structure of an email about an
environmental problem.
 Recognize and use key phrases for writing about a problem.
Lesson
objectives Most learners will be able to:
 Write an email to a newspaper in accordance with email structure.
Some learners will be able to:
 Express their ideas in writing an email about an environmental
problem.
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up.
Discovery activity.
 Ask students:
 What environmental problems are there
in your town?
 What do you do if you notice an
environmental problem in your area?
 What Rebecca Hosking did when she
noticed the problem with plastic bags (p.12)?

Ex.1 p.15. Using pictures related to the text for

prediction.
Reading for gist. Answering multiple-choice
questions.
Answers:
1) b
2) b
3) b
4) b
Ex.2 p.15. Recognition exercise.
Main Answers:
Activities I'm writing because ...
I think there are possibly (two) reasons for this.
We must do something about ...

Ex.3 p.15. Matching activity.

Answers:
1) d: because
2) a: so
3) e: so
4) c; because
5) b: because
Ex.4 p.15. Writing guide.
Giving the hometask. WB p.13.
Ending Self-assessment.
the lesson

Additional information
Differentiation –
how do you plan to Assessment –
Critical thinking
give more support? how are you planning to check
How do you plan to learners’ learning?
challenge the more
Differentiation can be Assessment criteria: Students think
achieved through the 1. Consider different perspectives on the critically, exploring,
selection of activities, world in a written form. developing, evaluating
identification of 2. Apply topic related vocabulary in and making choices
learning outcomes for a speech appropriately arranging words and about their own and
certain student, phrases into well-formed sentences. others’ ideas
provision of individual 3. Evolve arguments, reasons, and
support to learners, evidence for a limited range of written
selection of learning genres.
materials and resources
based on the individual Descriptor:
abilities of learners. A learner:
 uses appropriate subject-specific
vocabulary.
 writes an email with introduction, main
body and conclusion.
  includes examples and reasons where
necessary.

 Observation
 Feedback on the work
 Self-assessment (rubric)

Term 1
School:
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Our world.

8.C8 develop intercultural awareness through reading and discussion.
Learning 8.UE2 use a growing variety of quantifiers for countable and uncountable
objectives(s)
nouns including several, plenty, a large/small number/amount on a range
that this lesson
is contributing of familiar general and curricular topics.
to 8.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks.
All learners will be able to:
 Recognize and use verbs connected with the environment, phrases
to talk about quantity.
 Identify the meaning of the text about an environmental problem in
Lesson Kazakhstan.
objectives Most learners will be able to:
 Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
 Discuss and give their opinions about local environmental
problems using own words.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Writing an email about an environmental problem.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginnin Using pictures related to the text for discussion.
g the
 Where do you think it is?
lesson
 Do you know of any problems associated with Aral
sea?
 Think of any other environmental problems and
their causes.
Ex.1 p.16. Conveying the meaning of new words. Use of CD
dictionaries.
Reading for detailed comprehension.
Gap filling activity.
Answers:
1) irrigate
2) shrink
3) split
4) restore
5) flow
6) increase CD
Ex.2 p.16. Justifying true/false statements with reference
to the text.
Answers:
1) F - It was one of the largest lakes in the world.
2) F - It's in Kazakhstan.
3) T
Main 4) F - A small number of freshwater fish species have
Activities returned.
5) T

Ex.3 p.16. Recognition exercise.

Answers:
1) uncountable
2) two
3) two
4) countable
5) 100 percent
6) more than enough

Ex.4 p.16. Ticking off items.

Answers:
1) amount
2) plenty
3) Both
4) several
5) all

Ending Giving the hometask. Poster "An environmental problem

the lesson in my country"
Additional information
Differentiation –
how do you plan to Assessment – Critical
give more support? how are you planning to check learners’ thinking
How do you plan to learning?
challenge the more
Differentiation can be Assessment criteria: Students think
achieved through the 1. Raise awareness about cultural diversity through critically,
selection of activities, reading and discussion. exploring,
identification of 2. Apply the correct quantifiers including much, developing,
learning outcomes for many, a lot of, some, any for countable and evaluating and
a certain student, uncountable nouns in the context. making
provision of 3. Demonstrate the ability to participate in a choices about
their own and
individual support to conversation.
others’ ideas
learners, selection of
learning materials Descriptor:
and resources based A learner:
on the individual  recalls some events based on his/her own
abilities of learners. experience.
 completes the task with proper quantifiers.
 discusses questions and answers the questions
within the group.

 Observation
 Feedback on the work
 Self-assessment

Term 1
School:
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Geography. An environmental problem.

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.R1 understand the main points in texts on a growing range of unfamiliar
is contributing general and curricular topics, including some extended texts
to
All learners will be able to:
 Recognize and use vocabulary to do with sustainable development.
 Identify the meaning of the text about sustainable development.
 Understand the general writing structure.
Lesson Most learners will be able to:
objectives  Write a letter about an environmental problem in accordance with
the structure.
Some learners will be able to:
 Express their ideas about environmental problems and solutions in
writing task.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Reading an article about an environmental problem in Kazakhstan.
learning
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
Beginnin The teacher sets the lesson objectives, letting
g the students know what to anticipate from the lesson.
lesson Warm up.
Cluster - Sustainable development.
Ex.1 p.17. Conveying the meaning of new words.
Use of dictionaries.
Ex.2 p.17. Skimming. CD
Text completion.
Answers:
1) environment
2) solutions
3) recycles
4) community
5) facilities
6) save
Ex.3 p.17. Justifying true/false statements with
Main reference to the text.
Activities Answers:
1) False. The leaders of more than 100 countries
met at the Earth Summit.
2) True.
3) True.
4) False. It is easy for individuals to do something
small every day to contribute to Local Agenda 21.
5) True.
6) False. People need their local councils to
provide good facilities, such as recycling and
public transport.
Ex.4 p.17. Problem-solving task.
Ex.5 p.17. Writing practice.
Giving the hometask. SB ex.5 p.17
Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning in
different subjects?
Ending  Red: How do you feel about your work today?
the lesson  White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made in
this lesson? (Now I can, I still need to work on,
I've improved in, Today I learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation –
how do you plan to Assessment –
Critical thinking
give more support? how are you planning to check
How do you plan learners’ learning?
to challenge the can
Differentiation Assessment criteria: Students think critically,
be achieved through 1. Consider different perspectives on exploring, developing,
the selection of the world in a written form. evaluating and making
activities, 2. Apply topic related vocabulary in choices about their own and
identification of speech appropriately arranging words others’ ideas
learning outcomes and phrases into well-formed sentences.
for a certain student, 3. Identify the main idea of text on
provision of unfamiliar and curricular topics
individual support 4. Evolve arguments, reasons, and
to learners, selection evidence for a limited range of written
of learning materials genres.
and resources based
on the individual Descriptor:
abilities of learners. A learner:
 uses appropriate subject-specific
vocabulary.
 chooses the right answer.
 writes a letter with introduction, main
body and conclusion.
 includes examples and reasons where
necessary.

 Observation
 Feedback on the work
 Self-assessment

Term 1
School: 6
Unit 1 "Our world"
Date:______.09.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 1. Project: A blog.

Learning
objectives(s)
8.W1 plan, write, edit and proofread work at text level with little support
that this lesson
on a range of general and curricular topics
is contributing
to
Lesson All learners will be able to:
objectives
 Revise taught material.
 Analyze the elements of a blog structure with support.
 Plan, write and edit a blog about making your city a better place
with support.
Most learners will be able to:
 Demonstrate learned vocabulary about environmental problems
with sure.
 Analyze the elements of a blog structure with minimal support.
 Plan, write and edit a blog about making your city a better place
with minimal support.
 Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Analyze the elements of a blog structure without support.
 Plan, write and edit a blog about making your city a better place
without support.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Ecology.
links
Previous
Reading an article about an environmental problem in Kazakhstan.
learning
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginnin Warm up.
g the Then to create a positive learning environment the
lesson teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Main Ex.1 p.18. Substitution drill.
Activities Answers:
1) a bottle
2) a roll
3) a tube
4) a bar
5) a tin/ a can
6) a jar
7) a packet
8) a can
Ex.2 p.19. Blank-filling.
Answers:
1) throw away, recycle
2) save
3) pollute
4) poisons
5) burn
6) bury
7) waste
Ex.3 p.19. Ticking off items.
Answers:
1) many
2) too many
3) many
4) a lot of
5) any
6) enough
7) many
8) too many
9) fast enough
10) enough

Ex.4 p.19. Matching task.

 Answers:
1) who e
2) which c
3) where a
4) why f
5) who d
6) which b CD
Ex.5 p.19. Sentence completion task.
Answers:
1) How much
2) a lot
3) if you want
4) that's fine
5) some
Ex.6 p.19. Gist listening.
Answering true/false questions.
Answers:
1) False. She is interviewing Joe, who read Colin
Beavan's book.
2) True.
3) False. He buys bananas.
4) False. He buys fruit and vegetables from farmers'
markets. He still gets some things from the
supermarket.
5) True.
6) False. He walks and travels by bus.

Ex.1 p.19. Identifying the topic.

 What a blog is?
 Why do people write them?
Using pictures related to the text for discussion.
Skimming.
Taking notes.
Answers:
Walking to school instead of going by car; donated
books to local library; planted tulips; put up a bird
feeder; cleaned park with friends.
Ex.2 p.19. Brainstorming.
Writing practice.
Ex.3 p.19. Feedback on the project.
Giving the hometask. WB p.14-15
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Make a clear plan of writing; exploring, developing,
of activities, identification of Create a blog; Check the evaluating and making
learning outcomes for a certain written draft. choices about their own and
others’ ideas
student, provision of
individual support to learners, Descriptor:
selection of learning materials A learner:
and resources based on the  writes an appropriate
individual abilities of learners. information;
 writes and edits the work.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 13

Term 1
Unit 2 "Daily life and School: 6
shopping"
Date: ___. ___.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: The Internet.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning a range of general topics, and some curricular topics
objectives(s) 8.UE7 use a variety of simple perfect forms to express recent, indefinite
that this lesson and unfinished past on a range of familiar general and curricular topics
is contributing 8.W2 write with minimal support about real and imaginary past events,
to activities and experiences on a range of familiar general topics and some
curricular topics
Lesson All learners will be able to:
objectives  Apply nouns and verbs to do with the internet in speech.
 Recognize the theme about daily life online.
 Use the affirmative and negative forms of the present perfect in
 simple sentences.
Most learners will be able to:
 Discuss and give opinions about internet usage.
 Demonstrate the ability to write grammatically correct sentences
on the affirmative and negative forms of the present perfect.
Some learners will be able to:
 Express ideas about own experiences building extended sentences.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
A blog about making the city a better place.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Start thinking p.20. Answering questions.
Beginnin 1. How often do you use the internet? What do
g the you use it for?
lesson 2. Do you know any internet addicts? (Real
addicts spend long hours on the internet and
often feel tired, depressed and isolated)
3. What are the advantages and disadvantages
of online shopping? (Advantages: more choice,
cheaper prices. Disadvantages: you can't touch
or feel the product, credit card fraud.)
Main Ex.1 p.20. Word formation activity. Table CD
Activities completion. Use of dictionaries.
Answers:
1) download
2) share
3) message
4) blog
5) chat
6) play
7) search
8) use
10) attachment
Ex.2 p.21. Discussing questionnaire.
Ex.3 p.21. Asking and answering questions.
Ex.4 p.21. Grammar presentation. Recognition
exercise.
Answers:
1) have
2) -ed
3) experiences
 Ex.5 p.21. Opening the brackets.
Answers:
1) We've created a webpage for our school.
2) I haven't posted any messages this week.
3) She hasn't looked at my blog.
4) My friend had changed his email address.
5) I haven't chatted a lot today.
6) We haven't downloaded that programme.
7) The internet has changed the way we
communicate.
8) I've ordered a look from an online shop.
Ex.6 p.21. Creative exercise.
Extra task. Writing practice.
Giving the hometask. WB p.16.
Self-reflection.
Ending Most ……. thing
the lesson Ask learners what was the most, e.g. useful,
interesting, surprising, etc. thing they learned
today. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences;
selection of learning materials 2. Form simple perfect forms
and resources based on the for recent, indefinite and
individual abilities of learners. unfinished past actions.
3. Write sentences about
recent, indefinite and
unfinished past actions
connecting them into
paragraphs.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking.
 uses the simple perfect
forms accurately.
 writes about recent,
indefinite and unfinished past
activities.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 14

Term 1
Unit 2 "Daily life and School: 6
shopping"
Date: ___. ___.2021 Teacher’s name: Kashamaeva Zh.

Grade 8 __ Number present: Number absent:

Theme of the lesson: Internet addiction

Learning 8.S3 give an opinion at discourse level on a wide range of general and
objectives(s) curricular topics.
that this lesson 8.R2 understand specific information and detail in texts on a growing
is contributing range of familiar general and curricular topics, including some extended
to texts.
 All learners will be able to:
 identify the meaning of the text about a virtual world and online
computer games.
 practice verb and noun collocations by doing exercises and
discussion.
Lesson
objectives Most learners will be able to:
 provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility.
Some learners will be able to:
 discuss a problem in groups about a virtual world and online
computer games and suggest a solution for a problem.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Daily life online.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Perception of the risk of internet addiction among adolescents in learners'
awareness own country and around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Ex.1 p.22. Predicting based on the title.
Main Ex.2 p.22. Matching headings with paragraphs. CD
Activities Answers:
1d2a3e4b
Online gamer: virtual world, Habbo, created
avatars, bought clothes / furniture, fighting
battle, ogres, play, World of Warcraft, play
games online
Do something about it: time to come back to
real life, find some help, clinics, advice and
cures
A new identity: got another life, avatar, virtual
world, Habbo, bought clothes / furniture, her
avatar moves from place to place chatting,
fighting battles with ogres, World of Warcraft
Serious symptoms: spends all night on the net,
time- consuming, obsessive, hasn't slept, hasn't
eaten, on the internet for 48 hours non-stop or
more than 100 hours a week, your idea of
reality changes, tired, depressed, isolated, spent
more time online than offline
Ex.3 p.22. Text completion.
Answers:
1) internet
2) virtual
3) plays games
4) сhat rooms
5) real
 6) psychologists
Ex.4 p.22. Vocabulary matching task.
Answers:
fight-battles recognize-a problem
make-a sandwich feel-
tired/depressed/isolated
play-games spend-time
Ex.5 p.22. Sentence completion.
Answers:
1) recognize
2) feel
3) spend
4) plays
5) make
6) fight
New collocations: turn on, feel angry, spend
money, play the piano, make noise, recognize
a person, fight enemies.
Ex.6 p.22. Speaking in a form of discussion.

Giving the hometask. WB p.20.

Self-assessment.
Pair share
At the end of a lesson learners share with their
Ending partner:
the lesson Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the
future.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Provide a point of view in exploring, developing,
of activities, identification of conversations and evaluating and making
learning outcomes for a certain discussions. choices about their own and
student, provision of 2. Identify particular others’ ideas
individual support to learners, information and details in
selection of learning materials reading passage.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 presents his/her information
to the class.
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 15

Term 1
Unit 2 "Daily life and School: 6
shopping"
Date: ___. ___.2021 Teacher’s name: Kashamaeva Zh.
Grade 8 __ Number present: Number absent:

Theme of the lesson: Present perfect: regular and irregular verbs

Learning
objectives(s) 8.C6 organise and present information clearly to others.
that this lesson 8.UE7 use a variety of simple perfect forms to express recent, indefinite
is contributing and unfinished past on a range of familiar general and curricular topics.
to
All learners will be able to:
 recognize regular and irregular past participles.
Lesson Most learners will be able to:
objectives  identify use of the present perfect in a conversation.
Some learners will be able to:
 apply the present perfect in a discussion.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Virtual world, online computer games and Internet addiction.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.23. Brainstorming.
At the beginning of a topic learners create a
Beginnin
grid with three columns – what they know;
g the
what they want to know; what they have
lesson
learned. They start by brainstorming and filling
in the first two columns and then return to the
third at the end of the unit.
Answers:
Regular: join-joined, ruin-ruined.
Irregular: buy-bought, sleep-slept, eat-eaten,
be-been, spend-spent.
Main Ex.2 p.23. Classifying verbs.
Activities Answers:
Regular: stay-stayed, design-designed, play-
played, visit-visited.
Irregular: have-had, find-found, sell-sold,
write-written, speak-spoken, put-put,
go-been/gone, make-made.
CD
Ex.3 p.23. Ticking off items.
Answers:
 Mark

Mary

Paul
online war games ٧ X ٧
clothes online X ٧ X
virtual world X ٧ X
an avatar X ٧ X
friends online X X ٧
DVDs and books X X ٧ CD
all night ٧ X ٧

Ex.4 p.23. Creative exercise.

Ex.5 p.23. Speaking in a form of interview.
Extra task. Writing practice.
Giving the hometask. WB p.17.
Self-assessment.
Ending KWL
the lesson Know Want to know Learnt

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Form simple perfect forms others’ ideas
individual support to learners, for recent, indefinite and
selection of learning materials unfinished past actions.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 selects useful information
and plans the answer.
 uses the simple perfect
forms accurately.
 Observation
 Feedback on the work
 Self-assessment
 Short term plan 16

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Cybercrime.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning a range of general topics, and some curricular topics
objectives(s) 8.L2 understand with little or no support most specific information in
that this lesson extended talk on a wide range of general and curricular topics
is contributing
8.S5 interact with peers to negotiate, agree and organise priorities and
to
plans for completing classroom tasks
Lesson All learners will be able to:
  recognize and use vocabulary relating to cybercrime.
Most learners will be able to:
objectives  identify major concepts and ideas in a radio programme about
cybercrime.
Some learners will be able to:
 discuss problems with internet use.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Present perfect: regular and irregular verbs, internet usage.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Perception of the risk of cybercrime in learners' own country and around
awareness the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Free talk on the topic.
Ex.1 p.24. Conveying the meaning of new
items. Use of dictionaries. Sentence
completion.
Answers:
1) inbox
2) spam filter
3) virus
4) firewall
CD
5) phishing
CD
6) password
Ex.2 p.24. Skimming. Gist listening.
Main Identifying the topic.
Activities Answers:
3
Ex.3 p.24. Answering multiple-choice
questions.
Answers:
1) a
2) c
3) b
4) a
5) a
6) c
Ex.4 p.24. Discussion questions.

Ending Giving the hometask. WB p.18.

the lesson Self-assessment.
Summary sentence
Ask learners to write one sentence to
 summarise what they know about the topic. 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences
selection of learning materials 2. Identify facts and details in
and resources based on the extended talks with little
individual abilities of learners. support.
3. Demonstrate the ability to
participate in a conversation.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking.
 chooses the right answers.
 discusses questions and
answers the questions within
the group.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 17

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Present perfect: questions

Learning
8.S2 ask more complex questions to get information about a growing
objectives(s)
range of general topics and some curricular topics
that this lesson
8.UE7 use a variety of simple perfect forms to express recent, indefinite
is contributing
and unfinished past on a range of familiar general and curricular topics
to
All learners will be able to:
 recognize the question form of the present perfect.
Lesson
objectives Most learners will be able to:
 ask and answer questions about experiences.
Some learners will be able to:
  apply present perfect in speech fluently.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Talking about cybercrime, discussing problems with internet use.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Beginnin
Refer students to text 2 in exercise 2 on page
g the
24. Ask students to find verbs in the present
lesson
perfect (Has ... ever had, Have ... received).
Ask students what they notice about the word
order in the present perfect questions (the
auxiliary verb have usually come before the
subject).
Main Ex.1 p.25. Sentence completion task.
Activities Answers:
1) attacked
2) Has
3) have
4) 's
Ex.2 p.25. Information transfer (interrogative
order). Answering questions.
Answers:
1) What websites have you visited recently?
2) Have your friends downloaded any music
recently?
3) Why have you put that photo on the
internet?
4) Have you ever lost a computer file?
5) Has she ever visited a chat room?
6) What have they written on the message
board?
Ex.3 p.25. Asking and answering questions.
Answers:
1) Have you read
2) Has a virus attached
3) Has you friend made
4) Have your grandparent used
5) Have you emailed
6) Has your teacher used
Ex.4 p.25. Completion drill.
Answers:
1) Have you made
 2) Have you won
3) Have you created
4) have visited
5) Have you met
6) Have you stolen
Ex.5 p.25. Making sentences.
Answers:
a) 3
b) 5
c) 1
d) 4
e) 2
Ex.6 p.25. Asking and answering questions.
Extra task. Writing practice.
Giving the hometask. WB p.19.
Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make up complex exploring, developing,
of activities, identification of interrogative sentences to get evaluating and making
learning outcomes for a certain information about the topic. choices about their own and
student, provision of 2. Form simple perfect forms others’ ideas
individual support to learners, for recent, indefinite and
selection of learning materials unfinished past actions.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 asks a variety of questions.
 answers peer’s questions.
 uses the simple perfect
forms accurately.
 Observation
 Feedback on the work
 Self-assessment
 Short term plan 18

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Online shopping.

8.L1 understand with little or no support the main points in extended talk
Learning on a wide range of general and curricular topics
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics
is contributing 8.UE13 use a growing variety of modal forms for different functions:
to obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
Lesson All learners will be able to:
objectives  Understand the main ideas of the dialogue in which people talk
about shopping online.
 Recognize key phrases about online shopping.
 Use can, could, may to talk about permission and make requests.
Most learners will be able to:
 Understand details in listening extracts.
 Use topic related vocabulary in their dialogues.
 Create their own dialogues based on the given situations and act.
Some learners will be able to:
 Understand detailed information from the dialogues while
 listening.
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous Asking and answering questions about experiences using the present
learning perfect.
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin students know what to anticipate from the
g the lesson.
lesson Warm up. Free talk.
 What are the advantages and
disadvantages of online shopping.
Main Ex.1 p.26. Picture description.
Activities  What's on Lucy's desk?
 What has Lucy been doing on the
computer?
 What are Lucy and her mum talking
about?
 What's her mum's facial expression?
 What's Lucy hand gesture?
 How long has Lucy been using the
computer?
Answers: CD
Lucy says she hasn't been on the computer for
a long time. CD
Ex.2 p.26. Listening for specific information.
Answers:
Lucy want to buy an e-reader.
Ex.3 p.26. Gap-filling. Role-play.
Answers:
1) blowing
2) bargain
3) sold
4) reviews
5) include
6) payment
Ex.4 p.26. Recognition exercise.
Answers:
Could you ask me next time? (request)
May I order it? (request)
Can you order it today? (permission)
Ex.5 p.26. Making sentences.
Answers:
 1) Can I ask you a questions?
2) Yes, of course you may.
3) Could you open the window, please?
4) No, you can't borrow my headphones.
5) May I use your phone?
Ex.6 p.26. Improvising a dialogue.

Giving the hometask. Essay "Advantages and disadvantages of online shopping"

Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author Author Author
demonstrates demonstrates demonstrates demonstrates
Fluency  normal pace, not adequate normal some normal little normal
too fast, not to pace, not too pace, not too pace, not too
slow.  fast, not to fast, not to fast, not to slow. 
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
Ending grammar errors.  grammar errors.  grammar errors.  grammar errors. 
the lesson Dialogue is well Dialogue is Dialogue is Dialogue is hard
Presentation/ organized and fairly well slightly to follow and
flows like a organized and confusing and doesn't flow like
Memorization 
mostly flows somewhat flows a natural
natural
like a natural like a natural conversation. 
conversation. conversation.  conversation. 
No There are 1-2 There are 3-4 There are 5 or
pronunciation errors in pronunciation more
errors are noted. pronunciation. errors. pronunciation
Pronunciation/ Conversation is Conversation is errors.
Conversation is
Expression  recited with recited with Appropriate
appropriate recited with somewhat expression not
expression.  mostly appropriate used. 
appropriate expression. 
expression. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Identify the main idea in exploring, developing,
of activities, identification of extended talks with little evaluating and making
learning outcomes for a certain support. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences
3. Apply modal verbs for
different purposes.

Descriptor:
A learner:
 selects an appropriate
answer
  completes the task
 uses appropriate subject-
specific vocabulary
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 19

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A comment on a website.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning a range of general topics, and some curricular topics
objectives(s) 8.W6 link independently, sentences into coherent paragraphs using a
that this lesson variety of basic connectors on a range of familiar general topics and some
is contributing curricular topics
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Understand the general writing structure of a comment on an
internet forum.
 Recognize and use key phrases for expressing opinions on an
Lesson internet forum.
objectives
Most learners will be able to:
 Write a comment for an internet forum using writing guide.
Some learners will be able to:
 Express their ideas in writing a comment for an internet forum.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Talking about shopping online.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin students know what to anticipate from the
g the lesson.
lesson Warm up.
Cluster "Internet forum". (Subjects people
discuss on internet forums).
Ex.1 p.27. Reading for general understanding.
Comprehension questions.
Answers:
1) The write is 15-year-old boy called Arystan.
2) The readers are other young people who use
the internet.
3) The writer goes online every day.
4) Some of his friends are internet addicts.
5) The real problem is with the person, not with
the activity they are addicted to.
Ex.2 p.27. Sentence completion.
Answers:
1) my
2) seen
Main 3) problem
Activities 4) reason
Ex.3 p.27. Classifying words.
Answers:
Adding ideas: also, too
Contact: but, Although, However
Ex.4 p.27. Sentence completion.
Answers:
1) but
2) too
3) also
4) However
5) Although
6) but
Ex.5 p.27. Writing guide.

Ending Giving the hometask. WB p.21.

the lesson Self-assessment.
How true are these? Circle the best number (3
= true, 2 = partly true, 1 = not true)

I enjoyed the writing task. Why/Why    3     

not? 2 1
I answered all parts of the question        
3 2 1
I used paragraphs        
3 2 1
I used linking words        
 3 2 1
I used a range of vocabulary and        
phrases 3 2 1
I checked my spelling and punctuation          
3 2 1
I used the correct verb tenses        
3 2 1
What I did well: 
Something I think I need to work on next time: 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences
selection of learning materials 2. Connect sentences into
and resources based on the paragraphs with basic
individual abilities of learners. connectors and linking words
with some support.
3. Make a clear plan of
writing; Write a comment;
Check the written draft.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary
 illustrates the ability to
link words into sentences and
paragraphs.
 writes an appropriate
information.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 20

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Daily life and shopping.

8.C8 develop intercultural awareness through reading and discussion
Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
a range of general topics, and some curricular topics
that this lesson
is contributing 8.UE6 use a variety of pronouns including indefinite pronouns anybody,
to anyone, anything and quantitative pronouns everyone, everything, none,
more, less, a few on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use verbs connected with the environment, phrases
to talk about quantity.
 Identify the meaning of the text about an environmental problem in
Lesson Kazakhstan.
objectives Most learners will be able to:
 Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
 Discuss and give their opinions about local environmental
problems using own words.
Value links Global Citizenship.
Cross curricular
Geography.
links
Previous
An opinion comment on a website.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare different types of shops in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
 Warm up.
 Brainstorming. Types of shops.
Ex.1 p.28. Conveying the meaning of new
words. Use of dictionaries.
Cluster.
Answers:
People: seller, customer
Places: bazaar, flea market, mall, stall, bakery
Things: sample, product
Activities: buy, haggle, pay, offer, order. CD
Ex.2 p.28. Listening for specific information.
Answers:
The shops in malls are open until late.
You can often get discounts in the sales.
There are a lot of cafes, bakeries and
restaurants where you can order both local
Main and international food.
Activities There are entertainment facilities.
Ex.3 p.28. Recognition exercise.
Answers:
1) everything
2) something
3) anywhere
4) no one
Ex.4 p.28. Odd one out.
Answers:
1) no one
2) anything
3) everywhere
4) anyone
5) somewhere
Ex.5 p.28. Speaking in a form of discussion.

Giving the hometask. SB ex.5 p.28.

“Cinquain” is a five-line poem based on the
content of the material under the study.
Ending Line 1 – One-word title.
Line 2 – Two adjectives for describing that
the lesson
word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Raise awareness about exploring, developing,
of activities, identification of cultural diversity through evaluating and making
learning outcomes for a certain reading and discussion. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.
3. Differentiate indefinite
pronouns.

Descriptor:
A learner:
 recalls some events based
on his/her own experience.
 uses the topical
vocabulary.
 chooses indefinite
pronouns correctly.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 21

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Technology: The internet - wikis.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning
a range of general topics, and some curricular topics
objectives(s)
that this lesson 8.R1 understand the main points in texts on a growing range of unfamiliar
is contributing general and curricular topics, including some extended texts
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Recognize and use vocabulary about the internet and wikis.
 Identify the meaning of the text about wikis and Wikipedia.
Lesson  Understand the general writing structure.
objectives Most learners will be able to:
 Create a wiki with minimal support.
Some learners will be able to:
 Create a wiki without support.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Shopping in Kazakhstan.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare internet usage in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk.
Beginnin  Where do you look if you want to find
g the information?
lesson
 What types of website do you go to for
information?
 Do you use Wikipedia?
 Do you believe all the information you
find on Wikipedia?
Main Ex.1 p.29. Conveying the meaning of new
Activities words. Use of dictionaries.
CD
 Ex.2 p.29. Skimming.
Matching headings with paragraphs.
Answers:
Paragraph A - 4
Paragraph B - 1
Paragraph C - 3
Ex.3 p.29. Detailed reading. Comprehension
questions.
Answers:
1) 'Wiki' is the Hawaiian word for 'quick'.
2) Making changes that are wrong or
offensive.
3) Nupedia is written by experts, but
Wikipedia is written by ordinary people.
4) Wikipedia became an independent
website.
5) There are no limits to the topics it covers.
It contains information about the very latest
things such as recent news events or
advances in technology.
6) Because anyone can write and edit it.
Ex.4 p.29. Writing practice.
Giving the hometask. Create a wiki.
Peer-assessment.

Your text is
interesting to
read
Your text is
well structured
Your English
sounds fluent.
Ending You vary your
the lesson sentences in
length and
structure
You know a lot
of words
You spell the
words right
Your text is
grammatically
correct and
your sentences
make sense

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging choices about their own and
student, provision of words and phrases into well- others’ ideas
individual support to learners, formed sentences.
selection of learning materials 2. Identify the main idea of
and resources based on the text on unfamiliar and
individual abilities of learners. curricular topics.
3. Make a clear plan of
writing; Create a wiki; Check
the written draft.

Descriptor:
A learner:
 chooses the right answer.
 writes an appropriate
information;
 writes and edits the work.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 23

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 2.
Learning
objectives(s)
that this lesson 8.C5 use feedback to set personal learning objectives
is contributing
to
All learners will be able to:
 revise taught material.
Most learners will be able to:
Lesson
objectives  demonstrate learned vocabulary about internet usage with sure.
 apply present perfect in writing.
Some learners will be able to:
 use taught vocabulary and grammar with accuracy.
Value links Technology literacy.
Cross curricular
Information technology.
links
Previous
Wikis and Wikipedia.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare different types of shops in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Main Ex.1 p.30. Gap-filling.
Activities Answers:
1) email
2) download
3) message
4) blog
5) online games
6) posted
7) engines
8) website
Ex.2 p.30. Odd one out.
Answers:
1) hacker
2) anti-virus software
3) spam
4) password
5) virus
 6) a firewall
Ex.3 p.30. Putting the words into context
(writing sentences).
Answers:
1) My mum has created a blog.
2) My friend has sent me a lot of emails.
3) We haven't downloaded videos.
4) I've played an online game once.
5) My grandparents haven't used the
internet.
6) My friends have made money on the
internet a few times.
Ex.4 p.30. Asking and answering questions.
Answers:
1) Has your mum ever created a blog? Yes, she
has.
2) Has your friend ever sent you a lot of
emails? Yes, he / she has.
3) Have you ever downloaded videos? No, we
haven't.
4) Have you ever played an online game? Yes,
I have.
5) Have your grandparents ever used the CD
internet? No, they haven't.
6) Have your friends ever made money on the
internet? Yes, they have.
Ex.5 p.30. Matching task.
Answers:
1) d
2) a
3) f
4) b
5) e
6) c
Ex.6 p.30. Listening for global information.
Gap-filling.
Answers:
1) Canada
2) eighteen
3) two
4) customers
5) clean
6) polite
7) reviews
8) online
9) (very) careful
10) spam
Giving the hometask. WB p.22
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider classmates' advice exploring, developing,
of activities, identification of and set personal learning evaluating and making
learning outcomes for a certain objectives based on their choices about their own and
student, provision of feedback. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  makes evaluation of
classmates’ answers.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 24

Term 1
Unit 2 "Daily life and School:
shopping"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Skills round-up 2.

Learning 8.C1 use speaking and listening skills to solve problems creatively and
objectives(s) cooperatively in groups
that this lesson 8.W5 develop with support coherent arguments supported when
is contributing necessary by examples and reasons for a growing range of written genres
to in familiar general and curricular topics
All learners will be able to:
 Understand details in listening extract.
 Use topic related vocabulary in their dialogues.
Most learners will be able to:
 Create their own dialogues based on the given situations using
Lesson some support and act.
objectives  Express their ideas in writing a comment on a festival website with
some support.
Some learners will be able to:
 Create their own dialogues on the topic without support and act.
 Express their ideas in writing a comment on a festival website
without support.
Value links Technology literacy.
Cross curricular
Information technology, Arts.
links
Previous
Review.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare different types of social events in Kazakhstan
awareness and other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson Ex.1 p.31. Using pictures related to the text for
discussion.
Answers:
1) A music festival
Ex.2 p.31. Listening for global information. CD
Answers:
Dilnaz went to the FourE festival last year.
Ex.3 p.31. Listening for specific information. CD
Sentence completion.
Answers:
1) Almaty
2) art
Main
3) online
Activities
4) tent
5) expensive
6) bread
7) bus
8) white
Ex.4-5 p.31. Speaking in a form of debate
role-play.
Ex.6 p.31. Writing practice.
Ending Giving the hometask. WB p.23
 Self-assessment.
How true are these? Circle the best number (3
= true, 2 = partly true, 1 = not true)

I enjoyed the writing task.    3       

Why/Why not? 2 1
I answered all parts of the question           
3 2 1
I used paragraphs         
3 2 1
the lesson I used linking words         
3 2 1
I used a range of vocabulary and         
phrases 3 2 1
I checked my spelling and         
punctuation 3 2 1
I used the correct verb tenses         
3 2 1
What I did well: 
Something I think I need to work on next
time: 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection  Discuss a problem in exploring, developing,
of activities, identification of groups and suggest a solution evaluating and making
learning outcomes for a certain to a problem. choices about their own and
student, provision of  Evolve arguments, reasons, others’ ideas
individual support to learners, and evidence for a limited
selection of learning materials range of written genres.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 writes a comment
including examples and
reasons where necessary.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 25

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Television.

Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
a range of general topics, and some curricular topics
that this lesson
8.S2 ask more complex questions to get information about a growing
is contributing
range of general topics and some curricular topics
to
Lesson All learners will be able to:
objectives  Apply vocabulary to do with television and key phrases for
comparing opinions.
 Use was/were, there was/there were.
Most learners will be able to:
 Do a quiz on TV.
 Discuss and give opinions about TV.
 Some learners will be able to:
 Express opinions about TV building extended sentences.
 Create a TV quiz.
Value links Information and media literacy.
Cross curricular
Arts.
links
Previous
A music festival.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare popular TV programs in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Start thinking p.32. Answering questions.
Beginnin 1. What's a reality show? (A reality show is a
g the TV show which uses real people instead of
actors).
lesson
2. How much TV do you watch?
3. What are the most popular TV programmes
in your country?
Free talk.
 What did you watch on TV last night?
 What are your favourite programmes?

Main Ex.1 p.32. Classifying words.

Activities Answers:
1) camera
2) remote control
3) character
4) participant
5) viewer
6) presenter
7) programme
8) show
9) channel
10) broadcast
11) advert
CD
12) series

Ex.2 p.32. Discussing questionnaire.

Answers: CD
1) a 2) c 3) b 4) b 5) c 6) c 7) a 8) c

Ex.3 p.32. Substitution drill.

Answers:
1) my 2) with 3) don't 4) think 5) sure 6) so

Ex.4 p.33. Expressing opinion.

 Ex.5 p.33. Sentence completion task.
Answers:
1) was 2) wasn't 3) weren't 4) Was 5) was 6)
were 7) was

Ex.6 p.33. Blank-filling.

Answers:
1) was 2) was 3) was 4) Was 5) wasn't 6)
was 7) Were 8) weren't 9) were 10) weren't
11) wasn't
12) was

Ex.7 p.33. Filling in gaps. Asking and

answering questions.
Answers:
1) What was
2) What were
3) Who were
4) How was
5) Were there

Ex.8 p.33. Creating a TV quiz.

Extra task. Writing practice.

Giving the hometask. WB p.24.

Self-reflection. Most ……. thing
Ending
Ask learners what was the most, e.g. useful,
the lesson
interesting, surprising, etc. thing they learned
today. 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences.
selection of learning materials 2.Make up complex
and resources based on the interrogative sentences to get
individual abilities of learners. information about the topic.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking.
 asks a variety of questions
in order to get useful
information.

 Observation
 Feedback on the work
  Self-assessment

Short term plan 26

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reality TV

Learning
8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s)
8.R2 understand specific information and detail in texts on a growing
that this lesson
range of familiar general and curricular topics, including some extended
is contributing
texts
to
All learners will be able to:
 identify the meaning of the text about reality TV.
 apply regular and irregular verbs.
Lesson
objectives Most learners will be able to:
 discuss and give opinions about reality TV.
Some learners will be able to:
 express ideas about reality TV building extended sentences.
Value links Information and media literacy.
Cross curricular
Social studies.
links
Previous
Exchanging opinions about TV.
learning
Use of ICT Smart board for showing a presentation, getting additional information,
 playing the audio files.
Intercultural Learners share and compare popular reality shows in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the  What does it mean "reality show"?
lesson
 What reality shows do you watch?
 Do you know any reality shows that are
about teenagers?
 Would you like to go on a reality show?
Ex.1 p.34. Prediction based on the title, CD
pictures. Skimming.
Answers:
C
Ex.2 p.34. Detailed reading. Answering
multiple-choice questions.
Answers:
1) b 2) c 3) b 4) c 5) a
Ex.3 p.34. Word formation activity. Classifying
Main words.
Activities Answers:
Regular verbs: live-lived, show-showed, love-
loved, try-tried, attract-attracted, solve-solved,
receive-received, follow-followed
Irregular verbs: make-made, choose-chose,
leave-left, win-won, broadcast-broadcast,
become-became, do-did, try-tried
Ex.4 p.34. Quiz.
Ex.5 p.34. Speaking in a form of discussion.

Giving the hometask. WB p.28.

Self-assessment.
“Five”. Children draw a picture of their hand
and write the most important things
Ending about the lesson on each finger. The
the lesson thumb - something interesting, the
index finger - something difficult, the
middle one - something that was not
enough, the ring finger - the mood, the little
finger - the suggestions.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2. Identify particular others’ ideas
individual support to learners, information and details in
selection of learning materials reading passage.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 concludes ideas and
arguments based on own
experience.
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 27

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Past simple.

Learning
8.C6 organise and present information clearly to others
objectives(s)
8.W2 write with minimal support about real and imaginary past events,
that this lesson
activities and experiences on a range of familiar general topics and some
is contributing
curricular topics
to
All learners will be able to:
 recognize the negative and questions forms of the past simple.
Lesson Most learners will be able to:
objectives  practice use of the past simple in a conversation.
Some learners will be able to:
 apply the past simple in a discussion.
Value links Information and media literacy.
Cross curricular
Social studies.
links
Previous
Reality TV and reality shows.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of Past simple sentences in English, Russian and Kazakh
awareness languages.
Health and Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Beginnin Brainstorming.
g the
 Were the first reality shows popular?
lesson
(Yes, they were.)
 Were there any adults in Kid Nation?
(No, there weren't).
 Were some participants unhappy in Kid
Nation? (Yes, they were).
Ex.1 p.35. Recognition exercise.
Answers:
1) followed
2) attracted
3) didn't make
4) Did, enjoy
More past simple sentences from the
CD
text:
Participants did amusing, but fun, tasks within
a time limit.
The young people tried to organize their life
without adults.
The youngsters all received $5,000 for
taking part in the show.
The group chose this person.
Ex.2 p.35. Opening the brackets.
Main Answers:
Activities 1) took
2) didn't see
3) won
4) didn't like
5) made
Ex.3 p.35. Gap-filling.
Answers:
1) appeared
2) broadcast
3) won
4) sang
5) loved
6) didn't speak
7) composed
8) finished
Ex.4 p.35. Writing practice.
Extra task. Writing practice.
Ending Giving the hometask. WB p.25.
the lesson Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
 1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Write sentences about real others’ ideas
individual support to learners, and imaginary past events
selection of learning materials connecting them into
and resources based on the paragraphs.
individual abilities of learners.
Descriptor:
A learner:
 selects useful information
and plans the answer.
 writes about past activities.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 28

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: On TV.

8.C1 use speaking and listening skills to solve problems creatively and
Learning cooperatively in groups
objectives(s)
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson
is contributing a range of general topics, and some curricular topics
to 8.L2 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
All learners will be able to:
 recognize and use vocabulary for television programmes.
Lesson Most learners will be able to:
objectives  identify major concepts and ideas from TV programmes.
Some learners will be able to:
 prepare a news story and present it to a partner.
Value links Information and media literacy.
Cross curricular
Arts, Social studies.
links
Previous
Past simple.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare news in Kazakhstan and other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
 Warm up.
Cluster. Types of programmes.
Ex.1 p.36. Classifying words. Asking and
answering questions.
CD
Ex.2 p.36. Listening for specific information.
Answers:
Medical drama, chat show, the news, talent
show, documentary, sports programme. CD
Ex.3 p.36. Prediction content. Listening for
global information.
Answers:
A) Queen has opened a new hospital.
B) Snow has disrupted traffic.
C) A lion has escaped from a zoo and has been
returned.
Main D) The woman stopped a bank robber escaping
Activities with some money.
Ex.4 p.36. Scanning for specific information.
Underlining.
Answers:
1) Who was wearing a green hat?
2) People were driving home when it started
snowing.
3) Were the police doing anything? CD
4) The robber was running to the door when
Mrs Banks stopped him.
5) What was the man doing in the park?
Ex.5 p.36. Answering multiple-choice
questions.
Ex.6 p.36. Interpreting photos.
Giving the hometask. WB p.26.
Self-reflection.

Plus Minus Interesting

Ending If children liked something at the lesson they

the lesson put it into the column “plus”, if they
didn’t like or were bored during some part of
the lesson, they can use the column “minus”,
the
section “interesting” is for those activities
which were interesting during the lesson.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Assessment criteria: exploring, developing,
of activities, identification of 1.Discuss a problem in evaluating and making
learning outcomes for a certain groups and suggest a solution choices about their own and
student, provision of to a problem. others’ ideas
individual support to learners, 2.Apply topic related
selection of learning materials vocabulary in speech
and resources based on the appropriately arranging words
individual abilities of learners. and phrases into well-formed
sentences.
3.Identify facts and details in
extended talks with little
support.

Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 uses the topical vocabulary
while talking about a news
story.
 chooses the right answers.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 29

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Past tenses.

Learning
8.C6 organise and present information clearly to others
objectives(s)
8.W2 write with minimal support about real and imaginary past events,
that this lesson
activities and experiences on a range of familiar general topics and some
is contributing
curricular topics
to
All learners will be able to:
 recognize the form and use of the past continuous.
Lesson Most learners will be able to:
objectives  understand the difference between the past simple and the past
continuous.
Some learners will be able to:
 apply the past simple and past continuous fluently.
Value links Information and media literacy.
Cross curricular
Social studies.
links
Previous
Television programmes, new story.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of Past Continuous sentences in English and Kazakh
awareness languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson KWL
Know Want to know Learnt

Main Ex.1 p.37. Filling in gaps.

Activities Answers:
1) were
2) was
3) Were
4) weren't
5) doing
Rule: action in progress

Ex.2 p.37. Describing pictures. Use of cues.

Answers:
1) Grandma wasn't listening to music. She
was chatting on the phone.
2) Mary was watching a film on TV.
3) The dog was eating under the table.
4) Tom and Jen were fighting for the remote
control.
5) Mum wasn't reading the newspaper. Dad
was reading the newspaper. CD
6) Grandad and the cat were sleeping.

Ex.3 p.37. Listening for specific

information. Asking and answering
questions.
Answers:
1) Was Dave joking? No, he wasn't.
2) Where was Jane going? She was going to
Mexico.
3) What was she carrying? She was carrying a
bag.
4) How much money was she carrying in
it? She was carrying 10,000 dollars.
5) How many people were working in the
gang? Three people were working in the
gang.
6) Where was Pete standing? Pete was
standing behind Dave.

Ex.4 p.37. Matching task.

Answers:
1) с - past continuous, past simple
2) a - past continuous
3) b - past simple

Ex.5 p.37. Putting the words into context

(writing sentences).
Answers:
1) My friend arrived while I was doing my
homework.
2) The teacher was talking to us when the bell
rang.
3) Dad turned off the TV while we were
watching House.
4) Our friends were playing chess when we
arrived.
5) I was listening to music when my brother
phoned.
 Ex.6 p.37. Picture describing.
Extra task. Writing practice.
Giving the hometask. WB p.25.
Self-assessment.
Ending KWL
the lesson Know Want to know Learnt

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Write sentences about real others’ ideas
individual support to learners, and imaginary past events
selection of learning materials connecting them into
and resources based on the paragraphs.
individual abilities of learners.
Descriptor:
A learner:
 selects useful information
and plans the answer.
 writes about past activities.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 30

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: My news.

Learning 8.C9 use imagination to express thoughts, ideas, experiences and feelings
objectives(s) 8.L1 understand with little or no support the main points in extended talk
that this lesson on a wide range of general and curricular topics
is contributing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
to a range of general topics, and some curricular topics
All learners will be able to:
 Understand the main ideas of the dialogue in which someone talks
about their news.
 Apply key phrases for talking about their news.
Lesson Most learners will be able to:
objectives  Understand details in listening extracts.
 Act situations talking about their news.
Some learners will be able to:
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Value links Information literacy.
Cross curricular
Social studies.
links
Previous
Past tenses.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learners share and compare news in Kazakhstan and other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up. Free talk.
lesson Imagine you meet a friend that you haven't
seen for a few weeks.
 What would you say?
 What would you talk about?
Main Ex.1 p.38. Identifying the topic. Predicting
Activities based on the picture.
Answers:
Caitlin's carrying a guitar, so it is probably
about music. CD
Ex.2 p.38. Gist listening.
Answers:
Caitlin is happy because she sent a CD of her
 songs to a TV channel and they asked her in to
audition.
Ex.3 p.38. Blank-filling. “Who said what?”
questions. Role-play.
Answers:
1) look (Tom)
2) 've got (Caitlin)
3) all about (Tom)
CD
4) kidding (Tom)
5) go (Tom)
6) news (Tom) CD
7) your (Caitlin)
Ex.4 p.38. Answering multiple-choice
questions.
Answers:
1) c 2) b 3) a 4) a 5) a
Ex.5 p.38. Role-play.
Ex.6 p.38. Creative exercise. Speaking in a
form of a dialogue.
Giving the hometask. SB ex.6 p.38
Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author Author Author
demonstrates demonstrates demonstrates demonstrates
Fluency  normal pace, not adequate normal some normal little normal
too fast, not to pace, not too pace, not too pace, not too
slow.  fast, not to fast, not to fast, not to slow. 
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
Ending grammar errors.  grammar errors.  grammar errors.  grammar errors. 
the lesson Dialogue is well Dialogue is Dialogue is Dialogue is hard
Presentation/ organized and fairly well slightly to follow and
flows like a organized and confusing and doesn't flow like
Memorization 
mostly flows somewhat flows a natural
natural
like a natural like a natural conversation. 
conversation. conversation.  conversation. 
No There are 1-2 There are 3-4 There are 5 or
pronunciation errors in pronunciation more
errors are noted. pronunciation. errors. pronunciation
Pronunciation/ Conversation is Conversation is errors.
Conversation is
Expression  recited with recited with Appropriate
appropriate recited with somewhat expression not
expression.  mostly appropriate used. 
appropriate expression. 
expression. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Convey opinions, notion, exploring, developing,
of activities, identification of experiences and feelings evaluating and making
learning outcomes for a certain creatively. choices about their own and
student, provision of 2. Identify the main idea in others’ ideas
individual support to learners, extended talks with little
selection of learning materials support.
and resources based on the 3. Apply topic related
individual abilities of learners. vocabulary in speech
appropriately arranging
words and phrases into well-
formed sentences.

Descriptor:
A learner:
 uses imagination to
express thoughts, ideas,
experiences and feelings.
 selects an appropriate
answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 31

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A news article.

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
 a range of general topics, and some curricular topics
objectives(s) 8.W6 link independently, sentences into coherent paragraphs using a
that this lesson variety of basic connectors on a range of familiar general topics and some
is contributing curricular topics
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Understand the general writing structure of a news item.
 Recognize and use time connectors, key phrases for writing a news
Lesson item.
objectives Most learners will be able to:
 Write a news item using writing guide.
Some learners will be able to:
 Write a news item without support.
Value links Information literacy.
Cross curricular
Social studies.
links
Previous
Talking about news.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learners share and compare news in Kazakhstan and other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the
 Do you read newspapers?
lesson
 How do you prefer to find out the
news? From websites, the TV news, or other
sources.
 What's the most popular method?
Main Ex.1 p.39. Reading for general understanding.
Activities Comprehension questions.
Answers:
1) c
2) The incident happened late yesterday
afternoon/ last night on a t rain in the Channel
Tunnel between France and England.
3) The conditions on the train were bad. There
was no food or water and there weren't enough
toilets.
4) The rescue services transferred people onto
another train as soon as they could.
5) At first, the passengers reached calmly, but
after several hours the situation became
difficult. People were sleeping on the floor and
children were crying.
Ex.2 p.39. Arranging events in the correct
 sequence.
Answers:
a) 2 b) 5 c) 3 d) 1 e) 4
Ex.3 p.39. Odd one out.
Answers:
1) later 2) as soon as 3) finally 4) then 5)
When 6) After
Ex.4 p.39. Writing guide.

Giving the hometask. WB p.29.

Peer-assessment. Rubric.

Category 4 3 2 1
Headline Article has a Article has a Article has a Article is missing a
headline that headline that headline that does headline.
captures the reader's accurately describes not describe the
attention and the content. content.
accurately describes
the content.
Who, What, Article includes all The article is The article is The article is
When, Where of five W's (who, missing one of the missing two of the 5 missing three or
Ending and How what, when, where five W's. W's. more of the five W's.
the lesson and how).
Supporting The details in the The details in the Most details in the The details article
Details article are clear and article are clear but article are clear. are neither clear nor
supportive of the need to be Article does not related to the topic.
topic. developed more. focus on the topic
Some details may well.
not fit in with the
topic.
Spelling & No spelling or No more than two No more than three Multiple spelling or
Grammar grammatical errors. minor spelling or spelling or grammatical errors.
grammatical errors. grammatical errors.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences
selection of learning materials 2. Connect sentences into
and resources based on the paragraphs with basic
individual abilities of learners. connectors and linking words
with some support.
3. Make a clear plan of
writing; Write a comment;
Check the written draft.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary
 illustrates the ability to
link words into sentences and
paragraphs.
  writes an appropriate
information.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 32

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Entertainment and media.

8.C3 respect differing points of view
Learning 8.R6 recognise the attitude or opinion of the writer on a growing range of
objectives(s) unfamiliar general and curricular topics, including some extended texts
that this lesson
8.UE14 use some prepositions before nouns and adjectives use
is contributing
prepositions as, like to indicate manner use dependent prepositions
to
following adjectives on a range of familiar general and curricular topics
All learners will be able to:
 Apply "used to" to talk about the past and verb phrases with
prepositions.
Lesson  Identify the meaning of the text about young people's opinions of
objectives TV programmes.
Most learners will be able to:
 Discuss and give opinions about TV programmes.
Some learners will be able to:
  Express ideas about TV programmes building extended sentences.
Value links Information and media literacy.
Cross curricular
Social studies.
links
Previous
A news article.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare TV programmes and films in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin students know what to anticipate from the
g the lesson.
lesson Warm up. Brainstorming. Matching task.
 Names of TV programmes.
 Types of programmes.
Ex.1 p.40. Skimming. Multiple choice. Use of CD
dictionaries.
Answers:
1) off 2) off 3) on 4) across 5) up 6) over 7)
up
Ex.2 p.40. Listening for specific information .
Matching people and opinions.
Answers:
1) D 2) G 3) K 4) D 5) G
Ex.3 p.40. Recognition exercise.
Main Answers:
Activities 1) past
2) didn't
Ex.4 p.40. Sentence completion task.
Answers:
1) didn't use to have
2) Did you use to watch
3) used to play
4) didn't use to like
5) used to be
Ex.5 p.40. Speaking in a form of discussion.

Giving the hometask. Essay "My favourite TV

programme.".
Peer-assessment.
Pair share
At the end of a lesson learners share with their
Ending
partner:
the lesson
Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the
future.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate respect to exploring, developing,
of activities, identification of people’s opinions using evaluating and making
learning outcomes for a certain lexical units of topic choices about their own and
student, provision of vocabulary. others’ ideas
individual support to learners, 2. Interpret the information
selection of learning materials to identify the author’s
and resources based on the attitude and opinions.
individual abilities of learners. 3. Employ the rule for nouns
and adjectives in common
prepositional phrases in
practice.

Descriptor:
A learner:
 completes the gaps with
appropriate phrases.
 finds the details in short
texts and fills the table with
proper information from the
texts.
 completes the sentences
with appropriate
prepositions.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 33

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Technology: Television.

8.C10 use talk or writing as a means of reflecting on and exploring a range
Learning
of perspectives on the world
objectives(s)
that this lesson 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
is contributing range of general topics, and some curricular topics
to 8.R1 understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
All learners will be able to:
 Recognize and use vocabulary to do with television.
 Identify the meaning of the text about television broadcasting in
the past and present.
Lesson Most learners will be able to:
objectives  Discuss and give opinions about television technology in the past
and present.
Some learners will be able to:
 Express ideas about television technology in the past and present
building extended sentences.
Value links Information and media literacy.
Cross curricular
Information technology, Social studies.
links
Previous
TV programmes and films in Kazakhstan.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners can talk about television technology in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up. Free talk.
lesson
 What type of television do you have at
home? (digital, satellite)
 Do you know how television works?
Ex.1 p.41. Conveying the meaning of new
words. Use of dictionaries. Vocabulary
matching task.
Answers:
A) satellite dish
B) interference
C) aerial
D) decoder CD
E) radio waves
F) binary code
Ex.2 p.41. Skimming.
Answers:
1) A 2) D 3) D 4) A 5) A 6) D
Ex.3 p.41. Detailed reading. Comprehension
questions.
Answers:
Main 1) Analogue broadcasting uses radio waves.
Activities 2) The problems with this system were that it
could not transmit many channels and the
picture quality was sometimes poor because of
interference.
3) Binary code is a computer language which
only consists of zeros and ones and
broadcasters can use it to send a lot of
information very quickly.
4) TVs can receive digital information via an
aerial, a cable, a satellite dish or broadband.
5) No, a decoder can either be inside a TV or
computer, or in a separate box which is
connected to it.
6) A high definition TV (HDTV) has better
picture quality than a standard TV.
Ex.4 p.41. Speaking in a form of discussion.
Ex.5 p.41. Asking and answering questions.
Ending Giving the hometask. Presentation "Television
 broadcasting in the past and present".
Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning
in different subjects?
 Red: How do you feel about your work
the lesson today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to work
on, I've improved in, Today I learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider different exploring, developing,
of activities, identification of perspectives on the world evaluating and making
learning outcomes for a certain orally or in a written form. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging
and resources based on the words and phrases into well-
individual abilities of learners. formed sentences.
3. Identify the main idea of
text on unfamiliar and
curricular topics.

Descriptor:
A learner:
 gives evaluation to the
problem.
 uses appropriate subject-
specific vocabulary
 chooses the right answer.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 35

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 3.

Learning
objectives(s)
that this lesson 8.C5 use feedback to set personal learning objectives
is contributing
to
All learners will be able to:
 revise taught material.
Most learners will be able to:
Lesson
objectives  demonstrate learned vocabulary about TV programmes with sure.
 apply past tenses in writing.
Some learners will be able to:
 use taught vocabulary and grammar with accuracy.
Value links Information and media literacy.
Cross curricular
Information technology, Social studies.
links
Previous
Television technology in Kazakhstan.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners can talk about television technology in Kazakhstan and other
awareness cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Main Ex.1 p.42. Gap-filling.
Activities Answers:
1) channels
2) adverts
3) programme
4) show
5) participants
6) episode
7) remote control

Ex.2 p.42. Solving anagrams.

Answers:
1) documentary
2) talent show
3) cartoon
4) drama series
5) the news
6) sitcom
7) film
8) sports programme

Ex.3 p.42. Opening the brackets.

Answers:
1) was
2) weren't
3) didn't watch
4) met
5) took
6) didn't complain, changed

Ex.4 p.19. Asking and answering questions.

Answers:
2) In the 1980s, were TV programmes in
black and white? No, they weren't.
3) Did we watch TV yesterday? No, we
didn't.
4) Did I meet my friends after school? Yes, I
did.
5) Did my mother take part in a reality
show? Yes, she did.
6) Did he complain when I changed
channels? No, he didn't.

Ex.5 p.42. Opening the brackets.

Answers:
1) was watching, arrived
 2) wasn't wearing, met CD
3) didn't go
4) Did you see
5) broke, were arguing
6) changed, was watching

Ex.6 p.42. Answering multiple-choice

questions.
Answers:
1b 2c 3b 4a 5c 6b

Ex.7 p.42. Listening for specific information.

Matching people and opinions.
Answers:
Speaker 1с
Speaker 2b
Speaker 3a
Speaker 4d

Giving the hometask. WB p.30

Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider classmates' advice exploring, developing,
of activities, identification of and set personal learning evaluating and making
learning outcomes for a certain objectives based on their choices about their own and
student, provision of feedback. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  makes evaluation of
classmates’ answers.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 36

Term 2
Unit 3 "Entertainment and School:
media"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Project: A TV programme.

Learning
objectives(s)
8.W1 plan, write, edit and proofread work at text level with little support
that this lesson
on a range of general and curricular topics
is contributing
to
All learners will be able to:
 Analyze the elements of a TV programme.
 Plan, write and edit a short TV programme with support.
Most learners will be able to:
Lesson
objectives  Demonstrate learned vocabulary about TV programmes with sure.
 Plan, write and edit a short TV programme with minimal support.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Plan, write and edit a short TV programme without support.
Value links Information and media literacy.
Cross curricular
Information technology, Social studies.
links
Previous
Review. Unit 3.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Learners share and compare TV programmes and films in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
 lesson.
Warm up.
Then to create a positive learning environment
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Ex.1 p.43. Skimming. Matching task. CD
Answers:
A) cooking show
B) chat show
Main C) weather forecast
Activities Ex.2 p.43. Brainstorming. Writing practice.

Ex.3 p.43. Speaking in a form of presentation.

Feedback on the project.

Giving the hometask. WB p.31

Peer-assessment. Rubric.

CATEGORY 4 3 2 1
Shows a full Shows a good Shows a good Does not seem to
Content understanding of understanding of understanding of understand the
the topic. the topic. parts of the topic. topic very well.
Reads directly
Mostly read from
Very little from notes.
presentation notes.
Fluency Fully “off script”. reference to notes Making
No corrections or
required. corrections mid-
mistakes.
presentation.
Frequent problems
Pronunciation and with pronunciation
Pronunciation and Pronunciation and
intonation errors and intonation
intonation are intonation are
sometimes make it (Mumbling, very
Pronunciation almost always usually clear
difficult to quiet, poor
very clear / /accurate with a
understand the pronunciation,
accurate few problems.
student. monotone, too
Ending fast).
the lesson The use of
Minor errors in the grammatical Is not able to use
Uses a variety
use of structures and proper
of grammatical
Accuracy grammatical sentence patterns grammatical
structures and
structures and makes structures and
sentences patterns.
sentence patterns. communication sentences.
difficult.
Facial expressions Facial expressions Very little use of
Facial expressions
and body language and body language facial expressions
and body language
sometimes are used to try to or body language.
generate a strong
Enthusiasm generate a strong generate Did not generate
interest and
interest and enthusiasm, but much interest in
enthusiasm about
enthusiasm about seem somewhat topic being
the topic in others.
the topic in others. faked. presented.
Presentation is less
Presentation is 5 Presentation is 4 Presentation is 3 than 3 minutes OR
Time-Limit
minutes long. minutes long. minutes long. more than 5
minutes.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Make a clear plan of writing; exploring, developing,
of activities, identification of Create a blog; Check the evaluating and making
learning outcomes for a certain written draft. choices about their own and
student, provision of others’ ideas
individual support to learners, Descriptor:
selection of learning materials A learner:
and resources based on the  writes an appropriate
individual abilities of learners. information;
 writes and edits the work.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 37

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Adjectives: personality.

8.C2 use speaking and listening skills to provide sensitive feedback to
peers
Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
a range of general topics, and some curricular topics
that this lesson
8.UE12 use comparative degree adverb structures not as quickly as / far
is contributing
less quickly with regular and irregular adverbs.
to
use an increased variety of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and curricular topics
All learners will be able to:
 Apply vocabulary to describing personalities.
 Use adverbs of degree.
Lesson
objectives Most learners will be able to:
 Describe people's personalities using some support.
Some learners will be able to:
 Describe people's personalities building extended sentences.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous
Project: A TV programme
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Start thinking p.44. Answering questions.
Beginnin 1. Who are the most famous sportspeople in
g the Kazakhstan? (Aidar Kumisbekov (football),
lesson Alexander Vinokurov (cycling), Yaroslava
Shvedova (tennis).
2. What is your favourite sport?
3. What personal qualities do you need to
become a successful sportsperson?
(determination, talent, dedication, confidence).
Cluster "Personality adjectives".
 Ex.1 p.44. Conveying the meaning of new CD
words. Word and meaning matching.
Answers:
1) curious
2) active
2) shy
4) ambitious
5) innocent
6) mean
7) intolerant
8) sensitive
Ex.2 p.44. Recognizing vocabulary.
Ex.3 p.44. Picture description.
Answers:
1) friendly
2) sensitive
3) intelligent
4) generous
5) determined
6) confident
7) serious
Main 8) active
Activities 9) ambitious
Ex.4 p.45. Odd one out.
Answers:
1) incredibly
2) not very
3) was really
4) very
5) is a bit
6) is incredibly
Ex.5 p.45. Putting the words into context.
Answers:
1) One euro! That's a bit mean!
2) It's a fantastic place. I'm really happy that
we're here.
3) That new skateboard is quite expensive.
4) They get up at 6 a.m. That's incredibly early.
5) He's a big fan of FC ordabasy. He things
that they're really good.
Ex.6 p.45. Sentence completion.
Ex.7 p.45. Guessing game.
Extra task. Writing practice.

Giving the hometask. WB p.32.

Self-assessment.

Plus Minus Interesting

Ending
the lesson If children liked something at the lesson they
put it into the column “plus”, if they didn’t like
or were bored during some part of the lesson,
they can use the column “minus”, the
section “interesting” is for those activities
which were interesting during the lesson.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Give feedback to others exploring, developing,
of activities, identification of orally. evaluating and making
learning outcomes for a certain 2. Apply topic related choices about their own and
student, provision of vocabulary in speech others’ ideas
individual support to learners, appropriately arranging
selection of learning materials words and phrases into well-
and resources based on the formed sentences.
individual abilities of learners. 3. Apply regular and
irregular adverbs and
comparative degree
structures accurately.

Descriptor:
A learner:
 evaluates the peers’
answers.
 uses appropriate subject-
specific vocabulary while
speaking.
 applies the rule for
comparative degree adverbs
and their usage.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 38

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:
Grade 8 __ Number present: Number absent:

Theme of the lesson: Sports superstars.

Learning
8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s)
8.R2 understand specific information and detail in texts on a growing
that this lesson
range of familiar general and curricular topics, including some extended
is contributing
texts
to
All learners will be able to:
 identify the meaning of the text about a famous Kazakh boxer.
 apply phrases connected with fame and sport.
Lesson  use prefixes and suffixes to develop vocabulary.
objectives Most learners will be able to:
 discuss and give opinions about sports fame.
Some learners will be able to:
 express ideas about sports fame building extended sentences.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous
People's personalities.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up. Brainstorming.
lesson  Think of as many Kazakh sports people
as you can.
 What are the positive side and the
challenges of the life for sports people?
Main Ex.1 p.46. Prediction based on the title,
Activities pictures.
Answers:
In the public eye means that a person's personal
life and actions are described and illustrated in CD
newspapers, online, on television, etc.
Ex.2 p.46. Detailed reading.
Answers:
There are examples of what being in the public
eye means in paragraph three of the text - 'In
the weeks before an event, newspapers and
magazines publish countless stories about his
life, his achievements and his family'.
Ex.3 p.46. Answering multiple-choice
questions.
 Answers:
1) c 2) c 3) b 4) a 5) c
Ex.4 p.46. Word and meaning matching.
Answers:
1) without a point
2) not defeated
3) across the whole world
4) with success
5) You can dispose of it.
6) You can't forget it.
Ex.5 p.46. Word formation activity.
Answers:
1) useful
2) sleepless
3) predictable
4) unexpected
5) nationwide
Ex.6 p.46. Speaking in a form of discussion.
Giving the hometask. WB p.36.
Self-reflection.

My My My Valuable
Ending participatio feelings difficulties thoughts
n in the and for me
the lesson lesson emotions from the
during the lesson
lesson

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2. Identify particular others’ ideas
individual support to learners, information and details in
selection of learning materials reading passage.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 concludes ideas and
arguments based on own
experience.
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 39

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Present perfect + still, yet, just and already
Learning 8.C6 organise and present information clearly to others
objectives(s) 8.UE7 use a variety of simple perfect forms to express recent, indefinite
that this lesson
is contributing and unfinished past on a range of familiar general and curricular topics
to
All learners will be able to:
 recognize the present perfect with still, yet, just and already.
Lesson Most learners will be able to:
objectives  apply the present perfect with still, yet, just and already.
Some learners will be able to:
 use the present perfect with still, yet, just and already fluently.
Value links Functional literately.
Cross curricular
Social studies.
links
Previous
People's personalities.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of present perfect sentences in English, Russian and Kazakh
awareness languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson KWL
Know Want to know Learnt

Main Ex.1 p.47. Blank-filling. Matching task.

Activities Answers:
1) just - B
2) already - B
3) still - A
4) yet - A
Ex.2 p.47. Filling in gaps.
Answers:
1) still
2) just, already
3) yet
Ex.3 p.47. Putting the words in the right order.
Answers:
1) The match still hasn't started.
2) We have already played this game.
3) Berik has just gone to the gym.
4) Has Dana bought a new bike yet?
5) They have already had a break. CD
6) Gani still hasn't learned to swim.
7) I haven't booked tickets for the match yet.
Ex.4 p.47. Putting the words into context.
Ex.5 p.47. Gist listening. Writing sentences
 using clues.
Extra task. Writing practice.
Giving the hometask. WB p.33.
Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Form simple perfect forms others’ ideas
individual support to learners, for recent, indefinite and
selection of learning materials unfinished past actions.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 selects useful information
and plans the answer.
 uses the simple perfect
forms accurately.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 40

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Vocabulary and listening: Nouns and adjectives:

Theme of the lesson:
personal qualities.
Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson
8.L2 understand with little or no support most specific information in
is contributing
to extended talk on a wide range of general and curricular topics
All learners will be able to:
Lesson
objectives  recognize and use vocabulary relating to personal qualities.
Most learners will be able to:
  identify major concepts and ideas from an interview with two
students at a youth sports academy in Barcelona.
Some learners will be able to:
 talk about qualities building extended sentences.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous
Present perfect + still, yet, just and already.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Brainstorming. To be a star, you must be ...
Main Ex.1 p.48. Conveying the meaning of new
Activities words. Odd one out.
Answers:
1) creative
2) talent
3) fame
4) skillful
5) independent
6) egos CD
7) lucky
Ex.2 p.48. Completing table.
Answers:
1) talent
2) style
3) creative
4) good looks
5) intelligent
6) fame
7) lucky
8) egotistical
9) skillful CD
10) independent
11) strength
12) courageous CD
Ex.3 p.48. Gist listening.
Answers:
C.
Ex.4 p.48. Listening for specific information.
True/false statements.
Answers:
1) True
2) True
 3) False
4) False
5) True
6) True
Ex.5 p.48. Blank-filling. Questioning.
Answers:
1) adjective
2) noun
3) noun
4) noun
5) adjective
6) adjective

s
Ex.6 p.48. Guessing game.

nes
Giving the hometask. WB p.34.
Self-reflection.
Students attach their boat in the appropriate
Sad
area of the map that reflects their emotions and
mood after the lesson.

BERMUD EN T
M
of

A TRNIA
I G HT E M
o
NGLE
o
ENCOURAGING
nd

JOY ISLANDENL ISLAND

ANXIETY
Ending
d
isla

the lesson THE ISLAND ISLAND

N D
A
PERPLEXING ISLAND THE ISLAND OF
ISL OF EXPECTATION
Isla
the

PLEASURE UNCERTAINTY
ISLAND

nds
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Assessment criteria: exploring, developing,
of activities, identification of 1.Apply topic related evaluating and making
learning outcomes for a certain vocabulary in speech choices about their own and
student, provision of appropriately arranging words others’ ideas
individual support to learners, and phrases into well-formed
selection of learning materials sentences.
and resources based on the 2.Identify facts and details in
individual abilities of learners. extended talks with little
support.

Descriptor:
A learner:
 uses the topical vocabulary
while talking about a news
story.
  chooses the right answers.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 41

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Present perfect and past simple

Learning
objectives(s) 8.C6 organise and present information clearly to others
that this lesson 8.UE7 use a variety of simple perfect forms to express recent, indefinite
is contributing and unfinished past on a range of familiar general and curricular topics
to
All learners will be able to:
 recognize and understand for and since with the present perfect.
Lesson Most learners will be able to:
objectives
 apply for and since with the present perfect.
 defferentiate between the present perfect and past simple.
Some learners will be able to:
  produce extended sentences using the present perfect and past
simple.
Value links Functional literately.
Cross curricular
Social studies.
links
Previous
Nouns and adjectives: personal qualities.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of present perfect and past simple sentences in English,
awareness Russian and Kazakh languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Ex.1 p.49. Recognition exercise.
lesson
Answers:
1) since - a
2) since - a
3) for - b
Main Ex.2 p.49. Sorting exercise.
Activities Answers:
for: two years, an hour, a long time, a month,
two days.
Since: last Saturday, March, Christmas, I met
him, 2015.
Ex.3 p.49. Sentence completion task.
Answers:
1) haven't seen, for
2) has been, since
3) has had, since
4) haven't played, for
5) haven't won, for
6) 've had, for
Ex.4 p.49. Cued sentences.
Asking and answering questions.
Ex.5 p.49. Recognition exercise.
Answers:
1) Sentences a, c and e are in the present
perfect. Sentences b, d and f are in the past
simple.
2) Sentences b, d and f.
3) Sentences a, c and e.
Ex.6 p.49. Opening the brackets.
Answers:
1) have had
2) met
3) played
4) was
5) got
 6) have had
7) 've been
8) met
Ex.7 p.49. Speaking in a form of interview.
Extra task. Writing practice.
Giving the hometask. WB p.35.
Self-assessment.
How well do I understand?
Ending
4 - I can do this and explain it to someone else.
the lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Form simple perfect forms others’ ideas
individual support to learners, for recent, indefinite and
selection of learning materials unfinished past actions.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 selects useful information
and plans the answer.
 uses the simple perfect
forms accurately.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 42

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Identifying and describing people.

8.C1 use speaking and listening skills to solve problems creatively and
Learning cooperatively in groups
objectives(s) 8.L1 understand with little or no support the main points in extended talk
that this lesson on a wide range of general and curricular topics
is contributing
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
to
a range of general topics, and some curricular topics
All learners will be able to:
 Understand a conversation about identifying people.
 Recognize key phrases for identifying people.
Lesson
objectives Most learners will be able to:
 Apply topic related vocabulary in speech.
Some learners will be able to:
 Create and act out their own dialogues on the topic.
Value links Cooperation, functional literately.
Cross curricular
Sociology.
links
Previous
Present perfect and past simple.
learning
Use of ICT Smart board for showing a presentation, getting additional information,
 playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Ex.1 p.50. Picture description.
Ex.2 p.50. Gist listening. CD
Answers:
Adam is looking at Joanna Mills.
Ex.3 p.50. Blank-filling. “Who said what?” CD
questions. Role-play.
Answers:
1) over (Adam)
2) before (Adam)
3) long hair (Lucy)
4) about (Lucy)
5) know (Adam)
6) like (Adam)
Main
7) an interesting face (Adam)
Activities
Ex.4 p.50. Sentence completion task.
Answers:
1) blue T-shirt
2) fair
3) smiling
4) interesting
5) seen
6) hair
7) shy
Ex.5 p.40. Asking and answering questions.
Ex.6 p.40. Creative exercise. Speaking in a
form of a dialogue.
Ending Giving the hometask. SB p.50 Picture description.
the lesson Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
Fluency 
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors.  grammar errors.  grammar errors.  grammar errors.
Presentation/ Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Memorization  organized and well organized and confusing and to follow and
flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
 conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or
errors are noted. in pronunciation. pronunciation more
Pronunciation/ Conversation is errors. Conversation pronunciation
Conversation is
Expression  recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression.  expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Discuss a problem in exploring, developing,
of activities, identification of groups and suggest a solution evaluating and making
learning outcomes for a certain to a problem. choices about their own and
student, provision of 2. Identify the main idea in others’ ideas
individual support to learners, extended talks with little
selection of learning materials support.
and resources based on the 3. Apply topic related
individual abilities of learners. vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.

Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 selects an appropriate
answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 43

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A biography.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
Learning
8.W1 plan, write, edit and proofread work at text level with little support
objectives(s)
that this lesson on a range of general and curricular topics
is contributing 8.UE3 use a growing variety of compound adjectives and adjectives as
to participles and some comparative structures including not as…as, much
…than to indicate degree on a range of familiar general and curricular
topics
All learners will be able to:
 Understand the general writing structure of a biography of a sports
star.
 Use key phrases for writing a biography, identify the right order of
Lesson adjectives.
objectives
Most learners will be able to:
 Write a biography of a famous sports star using writing guide.
Some learners will be able to:
 Write a biography of a famous sports star without support.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous
Identifying and describing people.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk.
 Who is your favourite sports star?
 What do you know about your favourite
Beginnin star?
g the  Where was he/she born?
lesson  Where does he/she live?
 How did his/her career starter?

KWL "Elizabet Tursynbayeva"

Know Want to know Learnt

Ex.1 p.51. Reading for general understanding.

Comprehension questions.
Answers:
1) Paragraph 1 describes Elizabet's family.
2) She studied in Moscow and Canada.
3) Her big break was when she won a silver
medal in 2013.
4) She didn't have a coach.
5) In 2017, she came third in the Asian Winter
Games.
Ex.2 p.51. Arranging events in a logical order.
Answers:
1) ... was born in ...
Main 2) She's got ... and ...
Activities 3) She's been involved in ... since ...
4) Her big break came in ...
5) In the years that followed, ...
6) Since then, she has ...
Ex.3 p.51. Blank-filling. Sorting exercise
Answers:
1) long 2) dark 3) lovely 4) big 5) brown
1) she little child
2) big new flat
3) long blonde hair
4) beautiful big blue eyes
5) warm-hearted young girl
6) lovely long red dress
Ex.4 p.51. Writing guide.

Ending Giving the hometask. WB p.37.

the lesson Peer-assessment. Rubric.

1– Needs
Criteria 4-Excellent 3– Capable 2– Developing
Improvement
Content Demonstrates Demonstrates good Some gaps in Demonstrates little
excellent understanding of understanding and knowledge or
understanding of important ideas and includes some factual understanding of the
person’s life and events in person’s errors and person. Does not
 contributions. life. Discusses why misconceptions. discuss importance
Includes the person is Attempts to discuss of person. Written
information that important. why the person is work is merely a
“tells” the important. rewriting of facts.
person’s life story
Organizatio Introduction and Good introduction An organizational No organizational
n conclusion are and conclusion. plan is evident, but plan evident and
strong and Information is some ideas are ideas seem jumbled
engaging. presented in a presented out of and disconnected
Information is logical order. order.
presented in a
logical and
interesting order.
Ideas flow well.
Supporting Develops ideas Develops ideas Uses some examples Does not use
Details fully using using some and explanations to relevant examples
appropriate and examples, details, express ideas. Include or explanations to
relevant examples, and explanations. some examples that elaborate on the
reasons, details, are not relevant to the topic.
and explanations topic.
Mechanics Contains 1-3 Contains 4-6 Contains 7-9 More than 10 errors
  grammatical or grammatical or grammatical or which makes
spelling errors that spelling errors. spelling errors. comprehension
do not interfere Mild interference Strong interference difficult or
with the meaning with meaning. with meaning. impossible.
of the
essay.
Word Usage Excellent word Good word choice. Poor word choice for Word choice makes
choice. some parts. Comprehension
difficult or
impossible.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences;
selection of learning materials 2.Make a clear plan of
and resources based on the writing; Create a biography;
individual abilities of learners. Check the written draft.
3.Apply the rule for
compound adjectives and
adjectives as participles in
practice.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking;
 writes an appropriate
information;
 writes and edits the work;
  uses the learned rule and
divides adjectives into the
right columns.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 44

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Sport, health, exercise.

8.C8 develop intercultural awareness through reading and discussion
Learning 8.UE3 use a growing variety of compound adjectives and adjectives as
objectives(s) participles and some comparative structures including not as…as, much
that this lesson …than to indicate degree on a range of familiar general and curricular
is contributing topics
to 8.W7 use with minimal support appropriate layout at text level for a
range of written genres on familiar general and curricular topics
All learners will be able to:
 Identify the meaning of the text about national sports in
Kazakhstan.
 Recall how to use compound adjectives.
Lesson  Name different types of sports.
objectives
Most learners will be able to:
 Discuss and give opinions about a favourite sport.
Some learners will be able to:
 Express ideas about a favourite sport building extended sentences.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous
Writing a biography.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up. Free talk.
 Name as many sports as you can.
  Which sports do you play?
 Which sports do you watch or both?
Ex.1 p.52. Brainstorming.
Ex.2 p.52. Detailed reading. Comprehension CD
questions.
Answers:
1. The people from the Botai settlements in the
Akmola Province of Kazakhstan.
2. Because they helped to train people for war
and hunting.
3. You have to be between seven and fourteen
years old.
4. Both men and women can take part in
kyzkuu.
5. It was in Astana in 2017.
Ex.3 p.52. Recognition exercise.
Main
Answers:
Activities
1) deep-rooted, well-known, well-trained
2) fast-running
3) high-speed, long-distance
4) world-famous
Ex.4 p.52. Sentence completion task.
Answers:
1) world-famous/well-known
2) ten-minute
3) man-made
4) long-distance
5) sugar-free
Ex.5 p.52. Writing practice.

Giving the hometask. SB ex.5 p.52

Self-assessment.
How true are these? Circle the best number (3
= true, 2 = partly true, 1 = not true)

I enjoyed the writing task.    3       

Why/Why not? 2 1
I answered all parts of the question           
3 2 1
I used paragraphs         
3 2 1
Ending I used linking words         
the lesson 3 2 1
I used a range of vocabulary and         
phrases 3 2 1
I checked my spelling and         
punctuation 3 2 1
I used the correct verb tenses         
3 2 1
What I did well: 
Something I think I need to work on next
time: 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Raise awareness about exploring, developing,
of activities, identification of cultural diversity through evaluating and making
learning outcomes for a certain reading and discussion. choices about their own and
student, provision of 2.Apply the rule for others’ ideas
individual support to learners, compound adjectives and
selection of learning materials adjectives as participles in
and resources based on the practice.
individual abilities of learners. 3.Write a text keeping the
layout and format of a given
genre with a little support.

Descriptor:
A learner:
 recalls some stories based
on his/her own experience.
 uses the learned rule and
divides adjectives into the
right columns.
 uses appropriate structure
that makes reader understand
a piece of writing.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 45

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Language and literature: Newspapers.

8.C10 use talk or writing as a means of reflecting on and exploring a range
Learning
of perspectives on the world
objectives(s)
that this lesson 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
is contributing range of general topics, and some curricular topics
to 8.R1 understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
All learners will be able to:
 Recognize and use vocabulary to do with newspapers.
 Identify the meaning of the text about different types of
newspapers.
Lesson
objectives Most learners will be able to:
 Discuss different types of newspapers in their country.
Some learners will be able to:
 Express ideas about different types of newspapers in their country
building extended sentences.
Value links Information and media literacy.
Cross curricular
Information technology, Social studies.
links
Previous
My country: Sport, health, exercise.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learners can talk about newspapers in Kazakhstan and other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up. Free talk.
 Do you read any newspapers? What are
they?
 What newspapers have you heard of?
 What are the differences between the
newspapers you have mentioned?
 What types of information would you
 find in each?
Ex.1 p.53. Conveying the meaning of new
words. Matching task.
Answers:
Photo A: 2, 5, 6, 7, 9
Photo B: 1, 3, 4, 8, 9, 10
9 appears in both types of newspapers. CD
Ex.2 p.53. Reading for detailed
comprehension.
Ex.3 p.53. True/false statements.
Answers:
1) False. A lot of people still prefer to get the
news in a more traditional way, by reading a
Main newspaper.
Activities 2)
Don't
know.
3) True. Quality newspapers use a formal
style of language with longer sentences and
technical vocabulary.
Sensationalist newspapers use shorter words
and sentences, with colloquial words and
expressions.
5) True.
6) False. Both types of newspaper contain
articles about sport.
Ex.4 p.53. Questioning.
Ex.5 p.53. Problem-solving task.
Giving the hometask. Essay "Are newspapers
necessary today?"
Self-assessment.

Plus Minus Interesting

Ending
the lesson If children liked something at the lesson they
put it into the column “plus”, if they
didn’t like or were bored during some part of
the lesson, they can use the column “minus”,
the
section “interesting” is for those activities
which were interesting during the lesson.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider different exploring, developing,
of activities, identification of perspectives on the world evaluating and making
learning outcomes for a certain orally or in a written form. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging
and resources based on the words and phrases into well-
individual abilities of learners. formed sentences.
 3. Identify the main idea of
text on unfamiliar and
curricular topics.

Descriptor:
A learner:
 gives evaluation to the
problem.
 uses appropriate subject-
specific vocabulary
 chooses the right answer.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 47

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 4.

Learning
objectives(s)
that this lesson 8.C5 use feedback to set personal learning objectives
is contributing
to
All learners will be able to:
 recall taught material.
Most learners will be able to:
Lesson  demonstrate learned vocabulary about sport, health and exercise
objectives with sure.
 apply present perfect, past simple and compound adjectives in
writing.
Some learners will be able to:
 use taught vocabulary and grammar with accuracy.
Value links Healthy lifestyle
Cross curricular
Physical education.
links
Previous
Writing a biography.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Main Ex.1 p.54. Matching task.
Activities Answers:
1) generous
2) ambitious
3) serious
4) mean
5) sensitive
6) cheerful
7) tolerant
8) curious

Ex.2 p.54. Word formation activity.

Answers:
1) stylish
2) skilful
3) lucky
4) talented
5) famous
6) creative CD
7) independent
8) strong

Ex.3 p.54. Gap-filling.

Answers:
1) yet
2) since
3) still
4) yet
5) just/already
6) still
7) already/just
8) for

Ex.4 p.54. Sorting exercise.

Answers:
1) How long have you studied English?
2) I haven't visited the USA yet.
3) He has just given an interview.
4) They have lived in Canada since 2015.
5) I still haven't met your brother.
6)They have lived here for twenty years.

Ex.5 p.54. Opening the brackets.

Answers:
1) have been
2) met
3) sang
4) didn't win
5) have become
6) have had
7) had
8) was
9) have appeared

Ex.6 p.54. Blank-filling.

Gap-filling.
Answers:
1) a bit
2) guy
3) short
4) looks
5) incredibly
6) tends
7) good-looking
8) pity
 Ex.7 p.54. Listening for specific information.
Odd one out.
Answers:
1) patients
2) Rome
3) 160
4) Swimmer
5) silver
Giving the hometask. WB p.38
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider classmates' advice exploring, developing,
of activities, identification of and set personal learning evaluating and making
learning outcomes for a certain objectives based on their choices about their own and
student, provision of feedback. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  makes evaluation of
classmates’ answers.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 48

Term 2
Unit 4 "Sport, health and School:
exercise"
Date: ___. ___.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Skills round-up 4.

Learning
8.C1 use speaking and listening skills to solve problems creatively and
objectives(s)
that this lesson cooperatively in groups
is contributing 8.W1 plan, write, edit and proofread work at text level with little support
to on a range of general and curricular topics
All learners will be able to:
 Understand details in listening extract.
 Use topic related vocabulary in their dialogues.
Most learners will be able to:
Lesson  Create their own dialogues based on the given situations using
objectives some support and act.
 Express their ideas in writing a description of a sports star.
Some learners will be able to:
 Create their own dialogues on the topic without support and act.
 Express their ideas in writing a description of a sports star without
support.
Value links Healthy lifestyle
Cross curricular
Physical education.
links
Previous
Writing a biography.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be aware of the significance of healthy lifestyle in the
awareness Kazakhstani culture and the global world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Beginnin
Ex.1 p.55. Using pictures related to the text for
g the
discussion.
lesson
Answers:
1) Cycling, skiing, snowboarding.
2) For cycling you need a bike, for skiing you
need the right clothes, a helmet, skis and poles
and ski boots.
Main Ex.2 p.55. Listening for global information. CD
Activities Answers:
Leila is good at cycling and snowboarding.
Ruslan is good at running. CD
Ex.3 p.55. Listening for specific information.
Sentence completion.
Answers:
1) expensive
2) trainers
3) marathon
4) cycling
5) 2014
6) Ruslan
 Ex.4-5 p.55. Speaking in a form of debate
role-play.
Ex.6 p.55. Writing practice.
Giving the hometask. WB p.39
Self-assessment.
How true are these? Circle the best number (3
= true, 2 = partly true, 1 = not true)

I enjoyed the writing task.    3       

Why/Why not? 2 1
I answered all parts of the question           
3 2 1
I used paragraphs         
Ending 3 2 1
the lesson I used linking words         
3 2 1
I used a range of vocabulary and         
phrases 3 2 1
I checked my spelling and         
punctuation 3 2 1
I used the correct verb tenses         
3 2 1
What I did well: 
Something I think I need to work on next
time: 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection  Discuss a problem in exploring, developing,
of activities, identification of groups and suggest a solution evaluating and making
learning outcomes for a certain to a problem. choices about their own and
student, provision of  Make a clear plan of others’ ideas
individual support to learners, writing; Create a description;
selection of learning materials Check the written draft.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 writes an appropriate
information;
 writes and edits the work.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 49

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Books and films: genres.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.UE15 use infinitive forms after a limited number of verbs and
is contributing adjectives; use gerund forms after a limited variety of verbs and
to prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular topics
Lesson All learners will be able to:
  Recognize and understand vocabulary of film genres, key phrases
about likes and dislikes.
 Do a questionnaire on books and films.
 Identify verbs that are followed by -ing or to.
objectives
Most learners will be able to:
 talk about likes and dislikes using verbs followed by -ing and to.
Some learners will be able to:
 produce extended sentences talking about likes and dislikes.
Value links Appreciation the art of literature.
Cross curricular
Literature.
links
Previous
Skills round-up 4.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature
awareness to Kazakh literature.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
Start thinking p.56. Answering questions.
lesson
1. What is the title of the last books you read?
2. Who is your favourite book character?
3. Why is reading a book better than watching
a movie?
Ex.1 p.56. Matching task.
Answers:
1) a detective story
2) a romance
3) a horror story
4) a fantasy
5) a comedy
6) a musical
7) an adventure story/film
Main 8) a science fiction story/film
Activities Ex.2 p.57. Sorting exercise.
Ex.3 p.57. Discussing questionnaire.
Ex.4 p.57. Table completion.
Answers: CD
to: decide, 'd prefer, need
-ing: prefer, love, finish
Ex.5 p.57. Classifying words.
Ex.6 p.57. Cued sentences.
Ex.7 p.57. Speaking in a form of discussion.
Extra task. Writing practice.
Ending Giving the hometask. WB p.40.
the lesson Self-reflection.
Students attach their boat in the appropriate
s
 Sad
area of the map that reflects their emotions and
mood after the lesson.
BERMUD T
A
Moo
TRIMEN

of
N AN GLE
TENCOURAGING
E
I GH

nd
EN
JOY ISLAND L ISLAND
ANXIETY
d
isla
THE ISLAND ISLAND
D
LANOF EXPECTATION
PERPLEXING ISLAND THE ISLAND OF
IS
Isla
the
PLEASURE UNCERTAINTY
ISLAND

nds
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences;
selection of learning materials 2. Differentiate between
and resources based on the usage of infinitive and gerund
individual abilities of learners. forms after a limited variety
of verbs, adjectives and
prepositions.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking.
 completes sentences using
the rules of gerunds and
infinitive.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 50

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:
Grade 8 __ Number present: Number absent:
Theme of the lesson: Movie technology.
Learning 8.S3 give an opinion at discourse level on a wide range of general and
objectives(s) curricular topics
that this lesson 8.R2 understand specific information and detail in texts on a growing
is contributing range of familiar general and curricular topics, including some extended
to texts
All learners will be able to:
Lesson  identify the meaning of the text about the history of cinema.
objectives  use suffixes -er and -or.
Most learners will be able to:
  discuss and give opinions about the use of technology in the
movies.
Some learners will be able to:
 express ideas about the history of cinema building extended
sentences.
Value links Technology literacy.
Cross curricular
Literature, Art.
links
Previous
Books and films: genres.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing Hollywood films,
awareness British films to Kazakh films.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk.
Beginnin  What do you know about the history of
g the cinema?
lesson  When did people make the first films?
 Have seen any very old films?
 What were the films like? (silent, in
black and white).
 How are films continuing to improve
now?
Main Ex.1 p.58. Predicting and guessing. CD
Activities Answers:
1) colour
2) sound
3) 3D
4) surround-sound
5) computer-generated images
6) digital projectors
Ex.2 p.58. Detailed reading. Answering
questions.
Answers:
1) In 1902.
2) There were more than 4.000.
3) They listened to a pianist.
4) Some actors lost their jobs because they
didn't have good voices or because they could
not act and speak at the same time.
5) Surround-sound became popular in the
1970s.
6) With future technology it is possible that we
will be able to feel a character's emotions by
connecting our bodies to special cinema seats.
Ex.3 p.58. Word formation activity.
 Answers:
1) viewer 2) producer 3) actor 4) projector
Ex.4 p.58. Word formation activity.
Answers:
1) director
2) speaker
3) conductor
4) inventor
5) painter
6) translator
Ex.6 p.58. Speaking in a form of discussion.
Giving the hometask. WB p.44
Self-reflection.
Ending
"Message". Pupils write 11 words of the
the lesson
greatest importance for the topic of the lesson.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Provide a point of view in exploring, developing,
of activities, identification of conversations and evaluating and making
learning outcomes for a certain discussions. choices about their own and
student, provision of 2.Identify particular others’ ideas
individual support to learners, information and details in
selection of learning materials reading passage.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 expresses his/her opinion
while answering the
questions..
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 51

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Could, can, will be able to

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.UE13 use a growing variety of modal forms for different functions:
is contributing obligation, necessity, possibility, permission, requests, suggestions,
to prohibition on a range of familiar general and curricular topics
All learners will be able to:
 recognize the present perfect with still, yet, just and already.
Lesson Most learners will be able to:
objectives  apply the present perfect with still, yet, just and already.
Some learners will be able to:
 use the present perfect with still, yet, just and already fluently.
Value links Appreciation the art of literature.
Cross curricular
Literature.
links
Previous
Movie technology.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Comparison of modal verbs in English, Russian and Kazakh languages.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk.
1) Can we create realistic special effects now?
Beginnin (Yes, we can).
g the 2) Can we feel the same emotions as the
lesson characters on the screen now? (No, we can't).
3) What was possible in the 1930s? (producers
could include songs, ...)
4) What is possible now? (film makers can now
create special effects, ...)
5) What will be possible in the future? (we'll be
able to connect our bodies ...)
Main Ex.1 p.59. Recognition exercise.
Activities Answers:
1) could
2) can
3) be able to
1. Ability and possibility.
2. Film producers couldn't include
songs. They can't create very realistic
special effects.
We won't be able to feel the character's
emotions.
3. Yes, they do.
Ex.2 p.59. Sentence completion task.
Answers:
1) can't
2) can
3) won't be able to
4) couldn't
5) could
 6) 'll be able to
Ex.3 p.59. Filling in gaps.
Answers:
1) could smell
2) couldn't hear
3) couldn't wear
4) can enjoy
5) 'll be able to feel
6) 'll be able to connect
Ex.4 p.59. Completion drill. Asking and
answering questions.
Extra task. Writing practice.
Giving the hometask. WB p.41
Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences.
selection of learning materials 2. Apply modal verbs for
and resources based on the different purposes.
individual abilities of learners.
Descriptor:
A learner:
 selects an appropriate
topical vocabulary.
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 52

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Books and films: features

Learning 8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s) 8.L2 understand with little or no support most specific information in
that this lesson extended talk on a wide range of general and curricular topics
is contributing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
to range of general topics, and some curricular topics
All learners will be able to:
 recognize and use vocabulary of the features of books and films.
Lesson Most learners will be able to:
objectives  identify major concepts and ideas from an interview about books.
Some learners will be able to:
 talk about films and books building extended sentences.
Value links Appreciation the art of literature.
Cross curricular
Literature, Art.
links
Previous
Could, can, will be able to
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature,
awareness cinema to Kazakh literature, cinema.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up. Free talk.
lesson  What is your favourite film?
 What do you like about the film?
 Which part of the film do you like best
and which character?
Main Ex.1 p.60. Conveying the meaning of new
Activities words. Classifying words.
Answers:
Books only: novelist, best-seller, publisher
Films only: special effects, film director,
subtitles, blockbuster, scene, cast, script
Both books and films: beginning, ending,
theme, plot, character, biography, setting
Ex.2 p.60. Word and meaning matching .
Answers:
1) cast
2) blockbuster
3) novelist
4) best-seller
5) biography
6) script
7) subtitles CD
8) setting
Ex.3 p.60. Gist listening. Matching task.
Answers:
1) plot, characters
2) characters, ending CD
3) plot
4) crime, setting, characters
Ex.4 p.60. Listening for specific information.
Blank-filling.
Answers:
1) school
2) theme
3) science fiction
4) author/writer
5) characters
6) fantasy fiction
7) Australian
 8) character
Ex.5 p.60. Speaking in a form of discussion.
Giving the hometask. WB p.42
Self-reflection.
Pair share
At the end of a lesson learners share with their
Ending partner:
the lesson Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the
future.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.
3.Identify facts and details in
extended talks with little
support.

Descriptor:
A learner:
 gives reasonable arguments.
 uses the topical vocabulary
while talking about a news
story.
 chooses the right answers.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 53

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Second conditional

Learning
8.C9 use imagination to express thoughts, ideas, experiences and feelings
objectives(s)
8.UE17 use if / unless/ if only in second conditional clauses and wish
that this lesson
[that] clauses [present reference]; use a growing variety of relative clauses
is contributing
including why clauses on a range of familiar general and curricular topics
to
All learners will be able to:
 recognize and understand the form and use of the second
conditional.
Lesson
Most learners will be able to:
objectives
 apply the second conditional to talk about imaginary situations.
Some learners will be able to:
 produce extended sentences using the second conditional.
Value links Appreciation the art of literature.
Cross curricular
Literature.
links
Previous
Books and films: features
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of conditional sentences in English, Russian and Kazakh
awareness languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.61. Recognition exercise.
Beginnin Answers:
g the 1) did
lesson 2) had
3) would
4) 'd
5) wouldn't
Rules
2. past simple
3. would, wouldn't
Ex.2 p.61. Opening the brackets.
Answers:
1) 'd enjoy; liked
2) had; wouldn't believe
3) wouldn't watch; hated
4) would be; changed
5) wouldn't be; didn't go
6) bought; 'd come
Ex.3 p.61. Asking and answering questions.
Answers:
Main
1) What would you do if you became invisible?
Activities
2) If you travel back in time and meet Abai
Qunanbaiuly, what would you ask him?
3) If you had a special power, what would it
be?
4) If you were a superhero, would you tell your
friends?
5) Would you love a person if you discovered
he or she was a vampire?
Ex.4 p.61. Speaking in a form of interview.
Extra task. Writing practice.
Giving the hometask. WB p.43.
Self-assessment.
How well do I understand?
Ending
4 - I can do this and explain it to someone else.
the lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Convey fantasy ideas. exploring, developing,
of activities, identification of 2. Differentiate between evaluating and making
learning outcomes for a certain if/unless in second conditional choices about their own and
student, provision of clauses. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  uses imagination to express
thoughts, ideas, experiences
and feelings.
 make up sentences with the
second conditional.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 54

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Expressing preferences and recommending.

8.C1 use speaking and listening skills to solve problems creatively and
Learning cooperatively in groups
objectives(s)
8.L5 recognise the opinion of the speaker(s) with little or no support in
that this lesson
is contributing extended talk on a wide range of general and curricular topics
to 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
All learners will be able to:
 Understand a dialogue in which people express preferences and
recommend.
 Recognize key phrases for expressing preferences and
Lesson recommending.
objectives
Most learners will be able to:
 Recommend films to a friend.
Some learners will be able to:
 Create and act out their own dialogues on the topic.
Value links Appreciation the art of literature.
Cross curricular
Literature, Art.
links
Previous
Second conditional.
learning
Use of ICT Smart board for showing a presentation, getting additional information,
 playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature,
awareness cinema to Kazakh literature, cinema.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the  Who has seen a good film recently?
lesson
 Would you recommend this film?
 Do you think ... would enjoy this film?
 What do you say to someone if you want to
recommend a film?
Ex.1 p.62. Picture description.
Answers:
Tom and Caitlin are in the library. They are
choosing a film. CD
Ex.2 p.62. Gist listening.
Answers:
Tom chooses a comedy.. CD
Ex.3 p.62. Classifying phrases. “Who said
what?” questions. Role-play.
Answers:
Respond to recommendations: I don't fancy
that. I'm not a big fan of ...
Tom: What about this one?, I don't fancy that.
Main
I'm not a big fan of ...
Activities
Caitlin: I'd only recommend that if ..., if they
had (Avatar), I'd recommend that. You might
like ..., Try this one.
Ex.4 p.62. Answering multiple-choice
questions.
Answers:
1) a
2) a
3) b
Ex.5 p.62. Table completion. Asking and
answering questions.
Ex.6 p.62. Creative exercise. Speaking in a
form of a dialogue.
Ending Giving the hometask. SB ex.6 p.62.
the lesson Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
Fluency 
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
 spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors.  grammar errors.  grammar errors.  grammar errors.
Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Presentation/ organized and well organized and confusing and to follow and
Memorization  flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or
errors are noted. in pronunciation. pronunciation more
Pronunciation/ Conversation is errors. Conversation pronunciation
Conversation is
Expression  recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression.  expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Discuss a problem in exploring, developing,
of activities, identification of groups and suggest a solution evaluating and making
learning outcomes for a certain to a problem. choices about their own and
student, provision of 2. Identify the position of others’ ideas
individual support to learners, speakers in an extended talk
selection of learning materials with some support.
and resources based on the 3. Apply topic related
individual abilities of learners. vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.

Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 identifies the author’s
point of view and circles the
correct answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 55

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A review of a book.

8.C10 use talk or writing as a means of reflecting on and exploring a range
Learning
of perspectives on the world
objectives(s)
that this lesson 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
is contributing a range of general topics, and some curricular topics
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Understand the general writing structure of a book review.
 Use key phrases to express facts and opinions for a review of a
Lesson book or film.
objectives Most learners will be able to:
 Write a book review using writing guide.
Some learners will be able to:
 Write a book review without support.
Value links Appreciation the art of literature.
Cross curricular
Literature.
links
Previous
Expressing preferences and recommending.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature
awareness to Kazakh literature.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
 The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
g the Warm up. Free talk.
lesson  How do you decide which films you
want to see or which books you want to read?
 What can you read to find information
about a book or film?
Ex.1 p.63. Reading for general understanding.
Comprehension questions.
Answers:
1) Paragraph 1
2) Paragraph 3, 4
3) Paragraph 2 describes the setting.
4) Paragraph 3 mentions the theme.
5) People who enjoy historical fiction, drama
and realism would enjoy this book.
Ex.2 p.63. Classifying phrases.
Answers:
Phrases which introduce an opinion: I'd like
to recommend ..., I particularly enjoyed ..., All
in all, I (really enjoyed) ..., I'd'/ wouldn't
change it.
Main Phrases which introduce a fact: I have
Activities recently read..., The main characters are ...,
The setting is ...
Ex.3 p.63. Paraphrasing.
Answers:
1) I particularly enjoyed the characters and the
theme. (§ 3)
2) I'd like to recommend this book to people
who like history, drama and realism. (§ 2)
3) All in all, I really enjoyed the novel and I
wouldn't change the plot or characters. (§ 4)
4) Not used.
5) I have recently read a novel called Ulpan is
Her Name. (§ 1).
6) lovely long red dress
Ex.4 p.63. Writing guide.

Ending Giving the hometask. WB p.45.

the lesson Peer-assessment. Rubric.

  Excellent Acceptable Needs Work Poor

20 pts 15 pts 10 pts 5 pts
First sentence Title and author Title and author are Title and/or author
listing title and are both listed not immediately are not mentioned,
author is immediately, but mentioned but are or they are written
attention-getting no other eventually provided on a separate line
Title/Author and provides information is in a sentence or instead of in a
Sentence information in provided in that two.  sentence. 
addition to title sentence. 
and author.
Includes genre
and how it fits. 
Characters The most The most Characters are The review does
important important mentioned. not mention
characters are characters are Description of essential
mentioned in the mentioned and characters is characters to the
 review and described. minimal and/or story. No
described. Relationships confusing.  elaboration if a
Relationships between main character is
between characters may not mentioned. 
characters are be clear. 
clear. 
The plot The plot The plot The plot
description is description is brief description is description is very
brief, does not and easy to overly complicated, minimal, way too
seem to give follow. A bit more overly simple, or detailed, or
away too much, information overly boring. confusing due to
and is clear and should have been Events may also be disorganization.
Plot
easy to follow. given or too much disorganized. 
After reading the has been provided.
description, the The description
reader feels lacks interest. 
curious about the
plot. 
The review The review The review The review does
provides a clear provides a clear provides a not include a
recommendation recommendation recommendation recommendation
statement with statement but statement. statement. 
strong without sufficient However, it is
Recommendatio
reasons/support. rationale. It is general such as,
n
The book is assumed that "This is a good
recommended to every reader book." 
specific types of would feel the
readers.  same about the
book. 
No grammatical, Almost no A few grammatical Many
spelling or grammatical, spelling, or grammatical,
Mechanics
punctuation spelling or punctuation errors. spelling, or
errors. punctuation errors punctuation errors.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider different exploring, developing,
of activities, identification of perspectives on the world evaluating and making
learning outcomes for a certain orally or in a written form. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences;
3. Make a clear plan of
writing; Write a text; Check
the written draft

Descriptor:
A learner:
 gives evaluation to the
problem.
 uses appropriate subject-
specific vocabulary while
speaking.
  writes an appropriate
information.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 56

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Reading for pleasure. Word-building nouns.

8.R4 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.UE1 use some abstract nouns and complex noun phrases on a range of
familiar general and curricular topics
Learning 8.UE3 use a growing variety of compound adjectives and adjectives as
objectives(s)
participles and some comparative structures including not as…as, much
that this lesson
is contributing …than to indicate degree on a range of familiar general and curricular
to topics
8.UE12 use comparative degree adverb structures not as quickly as / far
less quickly with regular and irregular adverbs.
use an increased variety of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and curricular topics
All learners will be able to:
 Identify the meaning of a legend about a Kazakh hero.
 Recall how to use adjectives and adverbs, comparatives and
superlatives.
Lesson  Form nouns from verbs and adjectives.
objectives
Most learners will be able to:
 Discuss a Kazakh legend.
Some learners will be able to:
 Understand details in reading extracts.
Value links Appreciation the art of literature.
Cross curricular
Literature.
links
Previous
A review of a book.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature
awareness to Kazakh literature.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Ex.1 p.64. Brainstorming.
Main Ex.2 p.64. Detailed reading. Re-ordering of
Activities events according to their occurrence in the text.
Answers:
1) Bayburi's wife gave birth to a boy, Alpamys.
2) Bayburi invited Baysari to a big feast.
 3) Baysari and Bayburi played a game of
kokpar.
4) Baysari went to live in the Kalmyk country.
5) Alpamys ride the horse Baychobar.
6) Alpamys found a message from Gulbarshin.
Ex.3 p.64. Table completion.
Answers:
recently, gladly, well, unfairly, far, fearlessly,
fast, finally, clearly.
The adverbs well, far and fast are irregular
(they don't end in -ly).
Ex.4 p.64. Blank-filling.
Answers:
1) more CD
2) -est
3) far
4) as
5) less
Ex.5 p.64. Listening for global information.
Odd one out.
Ex.6 p.64. Writing practice.
Giving the hometask. SB p.65.
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Skim the extended fiction exploring, developing,
of activities, identification of or non-fiction texts to identify evaluating and making
learning outcomes for a certain the general information. choices about their own and
student, provision of 2. Apply some abstract nouns others’ ideas
individual support to learners, and complex noun phrases in
selection of learning materials the context.
and resources based on the 3. Apply the rule for different
individual abilities of learners. type of adjectives.
4. Apply regular and irregular
adverbs and comparative
degree structures accurately.

Descriptor:
A learner:
 reads the text.
 illustrates basic rules for
abstract nouns and completes
the task.
 chooses the right form of
adjectives.
 applies the rule for
comparative degree adverbs
 and their usage.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 58

Term 3
Unit 5 "Reading for School:
pleasure"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 5. Project: A film poster.
Learning
objectives(s)
8.C5 use feedback to set personal learning objectives
that this lesson
8.C9 use imagination to express thoughts, ideas, experiences and feelings
is contributing
to
All learners will be able to:
 Revise taught material.
 Analyze the film poster to find out information.
Lesson Most learners will be able to:
objectives  Demonstrate learned grammar and vocabulary with sure.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Produce a film poster.
Value links Appreciation the art of literature.
Cross curricular
Literature, Art.
links
Previous
My country: Reading for pleasure. Word-building nouns.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing the world literature,
awareness cinema to Kazakh literature, cinema.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Main Ex.1 p.66. Matching task.
Activities Answers:
1) comedy
2) fantasy
3) horror
4) adventure
5) science fiction
6) musical
Ex.2 p.66. Blank-filling.
Answers:
1) novelist
2) best-seller
3) character
4) setting
5) beginning
6) themes
 7) ending
8) reader
Ex.3 p.66. Sentence completion task.
Answers:
1) can't
2) couldn't
3) can
4) wouldn't be able to
5) could
6) will be able to
Ex.4 p.66. Opening the brackets.
Answers:
1) wouldn't go, had
2) was/were, would make
3) had, would choose
4) wouldn't like, had
5) met, wouldn't know
Ex.5 p.66. Putting questions.
Answers:
1) Would you go to see a film if it had bad
reviews? If a film had bad reviews, would
you go to see it?
2) If you were a film director, would you
make war films? Would you make war films
if you were a film director?
3) If the director had more money, would he
choose better actors? Would the director
choose better actors if he had more money?
4) Would you like the story if it had a happy CD
ending? If the story had a happy ending,
would you like it?
5) If you met Liam Hemsworth, would you
know what to say to him? Would you know
what to say to Liam Hemsworth if you met
him?
Ex.6 p.66. Matching task.
Answers:
1) f 2) b 3) d 4) e 5) c 6) g 7) a
Ex.7 p.66. Listening for global information.
Odd one out.
Answers:
1) detective
2) hates
3) has
4) didn't write
5) book
6) would
Giving the hometask. SB. p.67.
Peer-assessment.
Two stars and a wish.
Ending
 You did a really good job on ...
the lesson
 I really like how you ...
 Maybe you could ...

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider classmates' exploring, developing,
of activities, identification of advice and set personal evaluating and making
learning outcomes for a certain learning objectives based on choices about their own and
student, provision of their feedback. others’ ideas
individual support to learners, 2. Convey opinions, notion,
selection of learning materials experiences and feelings
and resources based on the creatively.
individual abilities of learners.
Descriptor:
A learner:
 makes evaluation of
classmates’ answers.
 uses imagination to express
thoughts, ideas, experiences
and feelings.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 59

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Nouns: art.

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.UE9 use appropriately a variety of active and passive simple present
is contributing and past forms and past perfect simple forms in narrative and reported
to speech on a range of familiar general and curricular topics
 All learners will be able to:
 Pronounce and name nouns related to art.
 Recognize and use the present passive affirmative and negative.
Lesson
objectives Most learners will be able to:
 Do a quiz on art.
Some learners will be able to:
 Speak fluently about nature in works of art.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Natural environment, Art.
links
Previous
Review 5. Project: A film poster.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh works of art.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Beginnin Start thinking p.68. Answering questions.
g the 1. Do you know any artists or paintings?
lesson 2. Are there any endangered species in your
country?
3. What are the most important museums in
your town or country?

Creating a cluster "Art".

 Ex.1 p.68. Classifying words.
Answers:
Places: gallery, museum
People: critic, collector
Works of art: painting, sculpture, landscape,
masterpiece, portrait
Events: auction, exhibition
Not in any list: art movement

Completing questionnaire.

Ex.2 p.68. Gist listening. Comparing answers. CD

Answers:
1) a 2) b 3) c 4) a 5) b 6) b

Ex.3 p.68. Guessing words through definitions.

Ex.4 p.68. Sentence completion task.

Answers:
1) are exhibited
2) aren't usually made
d) isn't found
4) shows
5) don't like

Main Ex.5 p.68. Recognition exercise.

Activities Answers:
1) is
2) are not, aren't past participle

Ex.6 p.68. Opening the brackets.

Answers:
1) is exhibited, is made
2) isn't shown, is kept
3) aren't owned, are sold
4) is painted, are included
5) is visited, is located

Ex.7 p.68. Blank filling. Answering questions.

Answers:
1) is spoken
2) is made
3) are mixed
4) is sung
5) are bought, sold (auctions)
6) are used (glasses)

Ex.8 p.68. Putting the words into context.

Guessing game.
Answers:

Extra task. Writing practice.

Giving the hometask. WB p.48
Peer-assessment.
Two stars and a wish.
Ending
 You did a really good job on ...
the lesson
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences;
selection of learning materials 2. Apply correctly active and
and resources based on the passive simple present and
individual abilities of learners. past forms and past perfect
simple forms in the context

Descriptor:
A learner:
 uses the topical vocabulary
while talking about quantities
of things people use;
 writes a short paragraph
using correctly grammar
structure.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 60

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reading: The lost world.

 8.C7 develop and sustain a consistent argument when speaking or writing
Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
a range of general topics, and some curricular topics
that this lesson
is contributing 8.R2 understand specific information and detail in texts on a growing
to range of familiar general and curricular topics, including some extended
texts
All learners will be able to:
 Identify the meaning of the text about endangered and extinct
species.
Lesson Most learners will be able to:
objectives  Discuss and give opinions about endangered species.
Some learners will be able to:
 Discuss and give their opinions about endangered species building
extended sentences.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Natural environment.
links
Previous
Nouns: art.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Perception of different global problems in learners' own country and
awareness around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Ex.1 p.70. Conveying the meaning of new
lesson
words. Prediction based on the title, pictures.
Answers:
Wolly mammoths, they became extinct because
they were hunted.
Main Ex.2 p.70. Reading for general understanding. CD
Activities Ex.3 p.70. Detailed reading. True/false
statements.
Answers:
1) False. They are already extinct.
2) True.
3) False. They study the fossils of animals that
lived a long time ago.
4) True.
5) False.
6) True.
Ex.4 p.70. Showing lexical relations
(synonyms).
Answers:
1) wandered
2) evidence
 3) very large
4) roughly
5) pictures
6) started
7) discovered
8) numerous
Ex.5 p.70. Showing lexical relations.
create = make
danger = peril
weapon = arm
intelligent = clever
global = worldwide
exist = live
paint = decorate
Ex.6 p.70. Speaking in a form of discussion.
Giving the hometask. WB p.44
Self-reflection.
Ending
"Message". Pupils write 11 words of the
the lesson
greatest importance for the topic of the lesson.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging
and resources based on the words and phrases into well-
individual abilities of learners. formed sentences.
3. Identify particular
information and details in
reading passage.

Descriptor:
A learner:
 concludes ideas and
arguments based on own
experience.
 uses appropriate subject-
specific vocabulary while
speaking.
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 61

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Past passive: affirmative and negative.

Learning
8.C6 organise and present information clearly to others
objectives(s)
8.UE9 use appropriately a variety of active and passive simple present
that this lesson
and past forms and past perfect simple forms in narrative and reported
is contributing
speech on a range of familiar general and curricular topics
to
Lesson All learners will be able to:
  recognize how to change sentences from active to passive.
Most learners will be able to:
objectives  understand forming affirmative and negative passive sentences.
Some learners will be able to:
 use past passive: affirmative and negative fluently.
Being environmentally conscious/friendly, actively providing solutions to
Value links
global problems.
Cross curricular
Natural environment.
links
Previous
The lost world.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Comparison of past passive in English, Russian and Kazakh languages.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson Ex.1 p.71. Recognition exercise.
Answers:
Rules
1) subject 2) agent 3) active 4) by
Ex.2 p.71. Opening the brackets.
Answers:
1) was found
2) were discovered
3) was built
Main
4) were domesticated
Activities
5) weren't painted
6) were decorated
Ex.3 p.71. Putting the words into context
(writing sentences).
Extra task. Writing practice.
Giving the hometask. WB p.49
Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly; choices about their own and
student, provision of 2. Apply correctly active and others’ ideas
individual support to learners, passive simple present and
selection of learning materials past forms and past perfect
and resources based on the simple forms in the context
individual abilities of learners.
Descriptor:
A learner:
 selects useful information
and plans the answer;
 writes a short paragraph
using correctly grammar
structure.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 62

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Adjectives: describing art.

8.C6 organise and present information clearly to others
Learning 8.L2 understand with little or no support most specific information in
objectives(s) extended talk on a wide range of general and curricular topics
that this lesson
8.UE13 use a growing variety of modal forms for different functions:
is contributing
to obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
Lesson All learners will be able to:
objectives
 recognize and use adjectives for describing art.
Most learners will be able to:
 identify major concepts and ideas from a podcast about a
photography exhibition.
 Some learners will be able to:
 talk about art building extended sentences.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Natural environment, Art.
links
Previous
Past passive: affirmative and negative.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh exhibitions.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin students know what to anticipate from the
g the lesson. CD
lesson Warm up.
Ex.1 p.72. Conveying the meaning of new
words.
Ex.2 p.72. Putting the words into context
(writing sentences).
Ex.3 p.72. Gist listening. Re-ordering of CD
photos. Checking comprehension.
Answers:
1) Sunrise, Sunset
2) Who has seen the wind?
3) Game Over
4) Underwater Forest CD
Tamsin's favourite image is 'Underwater
Main
Forest'.
Activities
Ex.4 p.72. Listening for specific information.
Answering multiple-choice questions.
Answers:
1) b
2) a
3) b
4) a
5) c
Ex.5 p.72. Putting the words into context
(writing sentences).
Giving the hometask. WB p.50
Self-reflection.

My My My Valuable
Ending participatio feelings difficulties thoughts
the lesson n in the and for me
lesson emotions from the
during the lesson
lesson

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.
3.Apply modal verbs for
different purposes.

Descriptor:
A learner:
 selects useful information
and plans the answer.
 uses the topical vocabulary
while talking about a news
story.
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 63

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Present and Past passive: affirmative, negative and

Theme of the lesson:
questions.
8.C6 organise and present information clearly to others
Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
that this lesson a range of general topics, and some curricular topics
is contributing 8.UE9 use appropriately a variety of active and passive simple present
to and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
Lesson All learners will be able to:
objectives
 recognize the form of present and past passive questions.
Most learners will be able to:
 apply asking and answering quiz questions using the present and
past passive.
Some learners will be able to:
 use present and past passive: affirmative, negative and questions
 fluently.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Art.
links
Previous
Adjectives: describing art.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh galleries.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.73. Recognition exercise.
Answers:
Beginnin a) are b) created c) is d) What e) Were f)
g the was
lesson 1) Sentences a, c and d are in the past.
2) Sentences b, e and f are in the present.
3) the past participle.
4) Questions are formed by putting the correct
form of be in front of the subject of the passive
sentence. A question word (What, Why, etc.)
can also be used in from of be.

Main Ex.2 p.73. Opening the brackets.

Activities Answers:
1) was named
2) was shown
3) was criticized
4) are called
5) were painted
6) were kept
7) were bought
8) were damaged
9) was sold
10) are owned
11) are seen
Ex.3 p.73. Asking and answering questions.
Answers:
1) What was the building used as in the past?
2) Where are bigger works of art exhibited?
3) How much are visitors charged to go into
the gallery?
4) Who was the Guggenheim Museum built?
5) When was the Guggenheim Museum built?
6) What is the Guggenheim Museum used for?
Ex.4 p.73. Putting the words into context
(writing questions).
 Ex.4 p.73. Speaking in a form of role-play.
Extra task. Writing practice.
Giving the hometask. WB p.51
Self-assessment.

Plus Minus Interesting

Ending If children liked something at the lesson they

the lesson put it into the column “plus”, if they
didn’t like or were bored during some part of
the lesson, they can use the column “minus”,
the
section “interesting” is for those activities
which were interesting during the lesson.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly; choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences;
3. Apply correctly active and
passive simple present and
past forms and past perfect
simple forms in the context

Descriptor:
A learner:
 selects useful information
and plans the answer;
 uses appropriate subject-
specific vocabulary while
speaking;
 writes a short paragraph
using correctly grammar
structure.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 64

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Expressing doubt.

Learning 8.L5 recognise the opinion of the speaker(s) with little or no support in
objectives(s)
extended talk on a wide range of general and curricular topics
that this lesson
is contributing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
to a range of general topics, and some curricular topics
All learners will be able to:
 Understand a dialogue in which people express preferences and
recommend.
 Recognize key phrases for expressing preferences and
Lesson recommending.
objectives
Most learners will be able to:
 Recommend films to a friend.
Some learners will be able to:
 Create and act out their own dialogues on the topic.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Art.
links
Previous
Present and Past passive: affirmative, negative and questions.
learning
 Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh works of art.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin
lesson.
g the
Warm up.
lesson
Ex.1 p.74. Picture description.
Answers:
The painting is an example of abstract art.
Ex.2 p.74. Gist listening. Checking CD
comprehension.
Answers:
Lucy dislikes the picture because she things the
CD
face is a bit strange, as of a child painted it.
Ex.3 p.74. Classifying phrases. “Who said
what?” questions. Role-play.
Answers:
Lucy says all the phrases.
Ex.4 p.74. Conveying the meaning of new
items. Blank-filling.
Answers:
Look = see here
Look like = resemble
Main Looks = appears to be
Activities Looks as if = seems as though
1) look
2) looks
3) looks like
4) looks like
5) look
Ex.5 p.74. Odd one out.
Answers:
1) look as if
2) like
3) looks
4) looks like
5) like
Ex.6 p.74. Creative exercise. Speaking in a
form of a dialogue.
Ending Giving the hometask. SB ex.6 p.74
the lesson Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Fluency  Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
 slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors.  grammar errors.  grammar errors.  grammar errors.
Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Presentation/ organized and well organized and confusing and to follow and
Memorization  flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or
errors are noted. in pronunciation. pronunciation more
Pronunciation/ Conversation is errors. Conversation pronunciation
Conversation is
Expression  recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression.  expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Identify the position of exploring, developing,
of activities, identification of speakers in an extended talk evaluating and making
learning outcomes for a certain with some support. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.

Descriptor:
A learner:
 identifies the author’s
point of view and circles the
correct answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 65

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A description of a piece of art.

8.C10 use talk or writing as a means of reflecting on and exploring a range
Learning
of perspectives on the world
objectives(s)
that this lesson 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
is contributing a range of general topics, and some curricular topics
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Understand the general writing structure of a model text about a
piece of art.
Lesson  Use key phrases for describing a painting.
objectives Most learners will be able to:
 Write about a piece of art using writing guide.
Some learners will be able to:
 Write about a piece of art without support.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Art.
links
Previous
Expressing doubt.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh works of art.
Health and
Breaks and physical activities used.
Safety
Plan
Planned Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up.
Picture description p. 68-69.
Ex.1 p.75. Reading for general understanding.
Matching headings with paragraphs.
Answers:
1) d
2) a
3) b
Ex.2 p.75. Discussion questions.
Answers:
1) In 1891.
2) simple, vivid, exotic, unconventional
3) In the National Gallery, London.
Ex.3 p.75. Classifying phrases.
Answers:
... in the foreground/background...,
Main (Surprised!) was first exhibited ... This type of
Activities work is typical of ... / Their work often shows ...
.
Ex.4 p.75. Showing lexical relations
(synonyms).
Answers:
a) fierce
b) distant
c) unconventional
d) vivid
1) original
2) amusing
3) sombre
4) symbolize
Ex.5 p.75. Writing guide.

Ending Giving the hometask. WB p.53

the lesson Peer-assessment.

Your text is
interesting to
read
Your text is
well structured
Your English
sounds fluent.
You vary your
sentences in
length and
structure
You know a lot
of words
You spell the
 words right
Your text is
grammatically
correct and
your sentences
make sense

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider different exploring, developing,
of activities, identification of perspectives on the world evaluating and making
learning outcomes for a certain orally or in a written form. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences;
3. Make a clear plan of
writing; Write a text; Check
the written draft

Descriptor:
A learner:
 gives evaluation to the
problem.
 uses appropriate subject-
specific vocabulary while
speaking.
 writes an appropriate
information.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 66

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Tamgaly petroglyphs.

Learning 8.C5 use feedback to set personal learning objectives
objectives(s)
8.C8 develop intercultural awareness through reading and discussion
that this lesson
8.W1 plan, write, edit and proofread work at text level with little support
is contributing
to on a range of general and curricular topics
All learners will be able to:
 Understand the history of rock art in Kazakhstan.
 Use much, many, most, a little , a few, less, fewer, none.
Lesson
objectives Most learners will be able to:
 Identify the main idea in the text.
Some learners will be able to:
 Discuss and give their opinions about rock art.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Natural environment, Art.
links
Previous
A description of a piece of art.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural It is promoted by raising awareness when comparing world-wide and
awareness Kazakh works of art.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up.
g the Using pictures related to the text for discussion.
lesson
 Look at the photo and guess where it is.
 What can you see on the rock on the left
side of the photo?
 Guess who carved or panted these images?
Main Ex.1 p.76. Conveying the meaning of new
Activities words. Use of dictionaries.
Answers: CD
 Petroglyphs, bull, gorge, slope
Ex.2 p.76. Detailed reading. Comprehension
questions.
Answers:
1) In the south-east of Kazakhstan.
2) They were discovered in 1957.
3) There are more than 5000 petroglyphs.
4) They used tools made of stone and metal.
5) Because for the people who lived in the
Bronze Age, the bull was a symbol of power.

Ex.3 p.76. Table completion. Odd one out.

Answers:
1) much-many-more-(the most)
2) (a) little-less-(the)least
3) (a)few-fewer-(the)fewest

1) quantity
2) before, after
3) uncomfortable, countable
4) than
5) not any

Ex.4 p.76. Paraphrasing.

Answers:
1) The train ticket to Almaty costs less.
2) I've got three cameras, and none of them
work.
3) There are fewer tourists than in Ulytau.
4) Most (of the) scientists support the idea.
5) Three isn't much traffic on a Sunday.

Ex.5 p.76. Writing practice.

Giving the hometask. SB ex.5p.76
Self-assessment.
“Five”. Children draw a picture of their hand
and write the most important things
Ending about the lesson on each finger. The
the lesson thumb - something interesting, the
index finger - something difficult, the
middle one - something that was not
enough, the ring finger - the mood, the little
finger - the suggestions.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Consider classmates' exploring, developing,
of activities, identification of advice and set personal evaluating and making
learning outcomes for a certain learning objectives based on choices about their own and
student, provision of their feedback. others’ ideas
individual support to learners, 2. Raise awareness about
selection of learning materials cultural diversity through
and resources based on the reading and discussion.
individual abilities of learners. 3. Make a clear plan of
writing; Create a description;
Check the written draft.
Descriptor:
A learner:
 makes evaluation of
classmates’ answers
 recalls some events
based on his/her own
experience.
 writes an appropriate
information;
 writes and edits the
work.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 68

Term 3
School:
Unit 6 "The natural world"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Geography. Natural environments.

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
Learning range of general topics, and some curricular topics
objectives(s) that 8.R1 understand the main points in texts on a growing range of unfamiliar
this lesson is general and curricular topics, including some extended texts
contributing to 8.W1 plan, write, edit and proofread work at text level with little support on a
range of general and curricular topics
All learners will be able to:
 Recognize and use vocabulary of natural environments.
 Identify the meaning of the text about tropical rainforests..
Lesson objectives Most learners will be able to:
 Write about coral reefs in accordance with the structure.
Some learners will be able to:
 Write about coral reefs without support.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Natural environment.
links
Previous learning My country: Tamgaly petroglyphs.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Perception of different global problems in learners' own country and around the
awareness world.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Brainstorming "Rainforest".
Beginning  What do you know about tropical
the lesson rainforests?
 What do you know about the conditions in a
rainforest?
 What types of animals and plants are there
and where do they live in the forest?
Main Ex.1 p.77. Conveying the meaning of new words.
Activities Use of dictionaries. Skimming. Blank-filling.
Answers:
1) vegetation
2) wildlife
3) layers
4) mammals
5) shrubs
6) natural CD
 Ex.2 p.77. Listening for global information.
Checking comprehension.
Text completion.
3) recycles
4) community
5) facilities
6) save

Ex.3 p.77. Reading for specific understanding.

Filling out diagram.
Answers:
1) emergent layer https://www.youtube.com/watch?
2) canopy v=ZiULxLLP32s
3) understorey
4) forest floor https://
www.teacherspayteachers.com/
Ex.4 p.77. Writing practice. Product/REEFSGeography-
Worksheets-and-Activities-637593
Giving the hometask. WB p.54-55
Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning in
different subjects?
Ending the  Red: How do you feel about your work today?
lesson  White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made in
this lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Apply topic related exploring, developing,
identification of learning vocabulary in speech evaluating and making choices
outcomes for a certain student, appropriately arranging words about their own and others’
provision of individual support to and phrases into well-formed ideas
learners, selection of learning sentences.
materials and resources based on 2. Identify the main idea of text
the individual abilities of learners. on unfamiliar and curricular
topics
3. Make a clear plan of
writing; Create a description.
Check the written draft.

Descriptor:
A learner:
 chooses the right answer.
  writes a letter with
introduction, main body and
conclusion.
 writes an appropriate
information;
 writes and edits the work.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 69

Term 3
Unit 7 "Travel and School:
transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Transport: nouns.

Learning 8.C8 develop intercultural awareness through reading and discussion
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics
is contributing 8.UE7 use a variety of simple perfect forms to express recent, indefinite
to and unfinished past on a range of familiar general and curricular topics
All learners will be able to:
Lesson  Pronounce and name verbs to do with travelling and transport.
objectives  Recognize and use the form of the past perfect.
Most learners will be able to:
  Do a questionnaire about famous explorers.
Some learners will be able to:
 Speak fluently about past event using the past perfect.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
CLIL: Geography. Natural environments.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learning about other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson Start thinking p.81. Answering questions.
1. Who is the most famous explorer from your
country?
2. Do you like to travel? Why/ Why not?
3. How do you usually get to school?
 Ex.1 p.80. Classifying words. Matching task.
Answers:
Land: bus, camel, car, bicycle, train, horse,
lorry, tram
Water: boat, ship, submarine
Air: plane, helicopter, spacecraft, airship
Marco Polo photo - camels; Amelia Earhart
photo - plane; Roald Amundsen photo - ship
Ex.2 p.80. Completing questionnaire. Gist CD
listening. Comparing answers.
Answers:
1) a 2) b 3) c 4) b 5) c
Ex.3 p.80. Matching extracts with photos.
Expressing opinion (reacting to a text).
Answers:
1) a 2) b 3) d 4) e 5) c
Ex.4 p.80. Recognition exercise.
Answers:
a) had
b) never
c) before
Ex.5 p.80. Paraphrasing.
Answers:
1) hadn't seen/ had never seen
2) had made
3) had tried
4) hadn't eaten
Main 5) had sailed
Activities Ex.6 p.80. Odd one out.
Answers:
1) had seen
2) got
3) arrived
4) hadn't flown
5) had taken
6) moved
Ex.7 p.80. Putting the words into context.

Extra task. Writing practice.

Fact finder table

Name of explorer
Dates and length of expedition
Purpose of expedition
Food
Shelter
Transport
Clothing
Other equipment
Difficulties faced
 Giving the hometask. WB p.56
Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning
in different subjects?
Ending  Red: How do you feel about your work
the lesson today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to work
on, I've improved in, Today I learnt... )
Yellow: What did you like about today's
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Raise awareness about exploring, developing,
of activities, identification of cultural diversity through evaluating and making
learning outcomes for a certain reading and discussion. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences;
3. Form simple perfect forms
for recent, indefinite and
unfinished past actions

Descriptor:
A learner:
 recalls some events based
on his/her own experience.
 uses the topical vocabulary
while talking about quantities
of things people use;
 uses the simple perfect
forms accurately.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 70

Term 3 School:
Unit 7 "Travel and
transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reading: Youth travel.

8.S3 give an opinion at discourse level on a wide range of general and
curricular topics
Learning 8.R2 understand specific information and detail in texts on a growing
objectives(s) range of familiar general and curricular topics, including some extended
that this lesson texts
is contributing 8.UE14 use some prepositions before nouns and adjectives
to use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar
general and curricular topics
All learners will be able to:
 Identify the meaning of the text about why young people travel,
where they go, what they do.
 Apply vocabulary with preposition by, off, in and on.
Lesson
objectives Most learners will be able to:
 Discuss your own ideas about travel and transport.
Some learners will be able to:
 Discuss and give their opinions about travel and transport building
extended sentences.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
Transport: nouns.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learning about other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the  What does the word "nomad " mean?
lesson
 What is the difference between a
traditional nomad and a modern nomad?
 Would you like to be modern nomads?
 What would you enjoy?
Main Ex.1 p.82. Prediction based on the title,
Activities pictures. Reading for general understanding.
Comparing answers.
Answers:
2, 4, 6.
 Ex.2 p.82. Detailed reading. “Who said what?”
questions.
Answers:
1) more than 50% of the participants in the
survey
2) Peter Jones
3) Peter Jones
4) Peter Jones
5) Maral Akhmadieva
6) Maral Akhmadieva
7) 25% of the participants in the survey

Ex.3 p.82. Completion drill.

Answers:
1) on
2) on
3) in
4) in
5) off
6) by

Ex.4 p.82. Odd one out.

Answers:
1) on
2) by
3) on
4) in
5) off
6) in

Ex.5 p.82. Speaking in a form of discussion.

s
nes

Giving the hometask. WB p.60

Self-reflection.
Students attach their boat in the appropriate
Sad

area of the map that reflects their emotions and

mood after the lesson.
BERMUD T
A
Moo
TRIMEN
of

AN GLE
HT EN
ENCOURAGING
IG ANXIETY
nd

JOY ISLAND NL ISLAND

E
d
isla

Ending
the lesson THE ISLAND ISLAND
D
PERPLEXING
LANOF EXPECTATION
ISLANDTHE ISLAND OF
IS
Isla
the

PLEASURE UNCERTAINTY
ISLAND

nds

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Provide a point of view in exploring, developing,
of activities, identification of conversations and evaluating and making
learning outcomes for a certain discussions. choices about their own and
student, provision of 2. Identify particular others’ ideas
individual support to learners, information and details in
selection of learning materials reading passage.
and resources based on the 3. Employ the rule for nouns
individual abilities of learners. and adjectives in common
prepositional phrases in
practice.

Descriptor:
A learner:
 expresses his/her opinion
while answering the
questions.
 completes sentences with
right phrases.
 underlines adjectives in
common prepositional
phrases.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 71

Term 3
Unit 7 "Travel and School:
transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reported speech: tense changes.

Learning
8.C6 organise and present information clearly to others
objectives(s)
8.UE11 use some reported speech forms for statements, questions and
that this lesson
commands: say, ask, tell including reported requests on a range of familiar
is contributing
general and curricular topics
to
All learners will be able to:
 identify direct speech and reported speech.
Lesson Most learners will be able to:
objectives  understand the tense changes used in reported speech.
Some learners will be able to:
 change direct speech into reported speech fluently.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
Youth travel.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of Reported speech in English, Russian and Kazakh
awareness languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.83. Recognition exercise.
Answers:
Beginnin
g the present simple past simple
lesson present continuous past continuous
present perfect past perfect
past simple past perfect
will would

Answers:
1) past 2) pronouns 3) say

Main Ex.2 p.83. Sentence completion task.

 Answers:
1) told
2) said
3) told
4) said
5) said

Ex.3 p.83. Transformation exercise.

Answers:
1) Assel told us that she was writing a book
about the travels of the Moroccan explorer
Ibn Battuta.
2) Ilyas and Maxim said that they always
read online reviews before they booked a
holiday.
3) Jake said that he had never tried koumiss
before.
4) The reporter said that about five million
people had travelled to Kazakhstan in 2017.
Activities 5) The tourists said that they would buy some
souvenirs from the bazaar.
6) Yerzhan told his sister that he had lost the
guidebook that she had given to him.

Ex.4 p.83. Speaking in a form of interview.

Summarizing.

Extra task. Writing practice.

Answers:
2) 'We will book the train tickets online,' they
said.
3) 'I don't want to go on a backpacking
holiday", Mukhtar told me.
4) 'I'd visited ten different countries by the age
of 16,'said Elmira.
5) 'Adventure is just bad planning,' the famous
explorer Roald Amundsen once said / said the
famous explorer Roald Amundsen.

Giving the hometask. WB p.57

Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly; choices about their own and
student, provision of 2. Apply the rule for reported others’ ideas
individual support to learners, speech forms for statements
selection of learning materials in the context
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 selects useful information
and plans the answer;
 chooses the correct
answers.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 72

Term 3
Unit 7 "Travel and School:
transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: The future of transport.

Learning 8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s) 8.L2 understand with little or no support most specific information in
that this lesson extended talk on a wide range of general and curricular topics
is contributing 8.L6 deduce meaning from context with little or no support in extended
to talk on a growing range of general and curricular topics
All learners will be able to:
 recognize and use verbs describing movement.
 identify forms of transport discussed in a radio programme.
Lesson Most learners will be able to:
objectives  discuss various forms of transport and their benefits and
drawbacks.
Some learners will be able to:
 talk about the future of transport building extended sentences.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
Reported speech: tense changes.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learning about other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin
lesson.
g the
Warm up. Brainstorming "New forms of
lesson
transport" (electric cars, drones, etc).
What are the advantages and disadvantages of
new forms of transport might be?
Main Ex.1 p.84. Conveying the meaning of new
Activities words. Sentence completion task.
Answers:
1) stopped off
2) takes off / will take off / is going to take off
3) turn back
4) set off
5) pull off
CD
6) went up
Ex.2 p.84. Gist listening. Checking
comprehension.
Answers:
electric cars, solar-powered cars, driverless
cars and space elevators
 Ex.3 p.84. Listening for specific information.
Answering multiple-choice questions.
Answers:
1) a
2) b
3) a
4) b
5) b
6) b

Ex.4 p.84. Speaking in a form of discussion.

Giving the hometask. WB p.58
Self-assessment.
Ending Most ……. thing
the lesson Ask learners what was the most, e.g. useful,
interesting, surprising, etc. thing they learned
today. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2. Identify facts and details in others’ ideas
individual support to learners, extended talks with little
selection of learning materials support.
and resources based on the 3. Figure out the content of a
individual abilities of learners. conversation with some
support in extended talk.

Descriptor:
A learner:
 concludes ideas and
arguments based on own
experience
 chooses the correct answer.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 73

Term 3
Unit 7 "Travel and School:
transport"
Date: ___. ___.2019 Teacher’s name:
Grade 8 __ Number present: Number absent:

Theme of the lesson: Reported questions, commands and requests.

Learning
8.C6 organise and present information clearly to others
objectives(s)
8.UE11 use some reported speech forms for statements, questions and
that this lesson
commands: say, ask, tell including reported requests on a range of familiar
is contributing
general and curricular topics
to
All learners will be able to:
 identify the difference between reported questions, commands and
requests.
Lesson Most learners will be able to:
objectives  identify the appropriate verbs and phrases to report questions,
commands and requests.
Some learners will be able to:
 apply reported questions, commands and requests fluently.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
Youth travel.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Comparison of Reported speech in English, Russian and Kazakh
awareness languages.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up. Brainstorming.
g the
Look at the photo p.85 and say where it is and
lesson
what it is (It's the Astana Museum of the
Future).
Would you like to visit the museum and what
would you do there?
Main Ex.1 p.85. Recognition exercise. Table
Activities completion.
Answers:
Reported questions:
The reporter asked Samat whether the red car
was his.
She asked him what the main differences
between electric and petrol cars were.
She asked him if he had been in a driverless
car.
Reported commands and requests:
She asked him to show her how to drive the
car. (request)
Samat told the reporter not to press that CD
 button. (command)
He told her to turn left after the traffic lights.
(command)

Ex.2 p.85. Listening for global information.

Blank-filling.
Answers:
1) Is that red car yours?
2) What are the main differences between
electric and petrol cars?
3) Can you show me how to drive it?
4) Don't press that button.
5) Have you been in one (a driverless car)?
6) Turn left after the traffic lights.
Answers:
1) ask 2) do 3) if 4) to 5) not

Ex.3 p.85. Odd one out.

Answers:
1) whether 2) she wanted 3) told 4) not to 5)
to turn

Ex.4 p.85. Making questions.

Answers:

Ex.5 p.85. Transformation exercise.

Answers:
1) The teacher asked us if / whether we had
seen a solar-powered car before.
2) The teacher told us not to touch the cars.
3) The teacher told us to go to the Moon Hall
on the seventh floor.
4) The teacher asked us what hydroelectric
power was.
5) The teacher told us to look at the model of a
submarine.
6) The teacher asked us to close the door.
7) The teacher asked us which of the cars we
liked the most.
8) The teacher told us not to make so much
noise. He / She told us to be quiet.

Extra task. Writing practice.

Giving the hometask. WB p.59

Self-assessment.
How well do I understand?
Ending 4 - I can do this and explain it to someone else.
the lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly; choices about their own and
student, provision of 2. Apply the rule for reported others’ ideas
individual support to learners, speech forms for statements
selection of learning materials in the context
and resources based on the
individual abilities of learners. Descriptor:
A learner:
 selects useful information
and plans the answer;
 chooses the correct
answers.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 74

Term 3
Unit 7 "Travel and School:
transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Apologizing and explaining.

Learning 8.L1 understand with little or no support the main points in extended talk
objectives(s) on a wide range of general and curricular topics
that this lesson
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
is contributing
to a range of general topics, and some curricular topics
All learners will be able to:
 Understand a dialogue in which people express preferences and
recommend.
 Recognize key phrases for expressing preferences and
Lesson recommending.
objectives
Most learners will be able to:
 Recommend films to a friend.
Some learners will be able to:
 Create and act out their own dialogues on the topic.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous
Reported questions, commands and requests.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural
Learning about other cultures.
awareness
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the  What is the difference between the words
lesson 'apology' (noun) and 'apologize' (verb)?
 Think of last time you apologized.
 Who did you apologize to?
 What did you apologize for?
Main Ex.1 p.86. Picture description.
Activities Answers:
Jane is not looking at Mark and her facial
expression suggests she is not happy. Mark is
looking sympathetic or apologetic with his
hand on Jane's arm.
CD
Ex.2 p.86. Gist listening. Checking
comprehension.
Answers:
Mark couldn't call Jane because he hadn't
charged his phone.

Ex.3 p.86. Classifying phrases. “Who said

what?” questions. Role-play.
Answers:
1) mean (Mark)
2) don't (Mark)
3) sorry (Mark)
 4) worry (Mark)
5) happen (Mark)

Ex.4 p.86. Matching task.

Answers:
A 1, 3
B 7, 8
C 2, 4, 6
D5

Ex.5 p.86. Speaking in a form of dialogue.

Ex.6 p.86. Creative exercise. Speaking in a

form of dialogue.

Giving the hometask. SB ex.6 p.86

Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
Fluency 
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
Ending grammar errors.  grammar errors.  grammar errors.  grammar errors.
the lesson Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Presentation/ organized and well organized and confusing and to follow and
Memorization  flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or
errors are noted. in pronunciation. pronunciation more
Pronunciation/ Conversation is errors. Conversation pronunciation
Conversation is
Expression  recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression.  expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Identify the main idea in exploring, developing,
of activities, identification of extended talks with little evaluating and making
learning outcomes for a certain support. choices about their own and
student, provision of 2. Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.

Descriptor:
 A learner:
 selects an appropriate
answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 75

Term 3
School:
Unit 7 "Travel and transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A memorable journey. Project: A travel brochure.

8.C8 develop intercultural awareness through reading and discussion
8.W1 plan, write, edit and proofread work at text level with little support on a
Learning
objectives(s) that range of general and curricular topics
this lesson is 8.UE14 use some prepositions before nouns and adjectives
contributing to use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
 Understand a text that tells a story.
 Use time phrases with prepositions.
 Most learners will be able to:
 Consolidate the language of the units in a personalized context.
Some learners will be able to:
 Write an original text.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous learning Apologizing and explaining.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Learning about other cultures.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk. https://www.youtube.com/watch?
 What do you know about such places as v=etlvDOAj0as
Bayanaul and Lake Zhasybay?

Beginning
the lesson

 What is there to see and do there?

 Where is it?
 Are these good places to go to on a school
trip?
Ex.1 p.87. Discussion questions.
Ex.2 p.87. Reading for general understanding.
Checking comprehension.
Answers:
Yes, the writer enjoyed the trip. Key sentences and
phrases: I was very excited, amazing, beautiful, I
was tired but really happy, I learnt a lot, made
some new friends.
Ex.3 p.87. Sentence completion task.
Main Answers:
Activities 1) from 2) to 3) by 4) on 5) By 6) At
Ex.4 p.87. Table completion.
Answers:
1) that day
2) last
3) the following year
4) two years before
5) there
Ex.5 p.87. Transformation exercise.
Ex 6 p.87. Writing guide.
 Giving the hometask. SB p.91
Peer-assessment.

Your text is
interesting to
read
Your text is well
structured
Your English
Ending the sounds fluent.
lesson You vary your
sentences in
length and
structure
You know a lot
of words
You spell the
words right
Your text is
grammatically
correct and your
sentences make
sense
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Raise awareness about cultural exploring, developing,
identification of learning diversity through reading and evaluating and making choices
outcomes for a certain student, discussion; about their own and others’
provision of individual support to 2.Make a clear plan of writing; ideas
learners, selection of learning Create a description. Check the
materials and resources based on written draft.
the individual abilities of learners. 3. Employ the rule for nouns and
adjectives in common
prepositional phrases in practice.

Descriptor:
A learner:
 recalls some events based on
his/her own experience;
 writes an appropriate
information.
 underlines adjectives in
common prepositional phrases.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 76

Term 3
School:
Unit 7 "Travel and transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Almaty Metro.

8.C8 develop intercultural awareness through reading and discussion
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
Learning range of general topics, and some curricular topics
objectives(s) that 8.UE14 use some prepositions before nouns and adjectives
this lesson is
use prepositions as, like to indicate manner
contributing to
use dependent prepositions following adjectives on a range of familiar general
and curricular topics
All learners will be able to:
 Understand a text about the metro system in Almaty.
 Use adjectives to describe a transport system.
Lesson objectives Most learners will be able to:
 Use the present simple to talk about timetables and schedules.
Some learners will be able to:
 Discuss and give their opinions about a metropolitan railway.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous learning A memorable journey.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Learning about other cultures.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Using pictures related to the text for
Beginning
discussion.
the lesson
 Look at the photo p.85 and say where do https://www.youtube.com/watch?
you think it is. v=-QchmRGNNlk
 What do you like or dislike about it?

Main Ex.1 p.88. Matching task. Expressing opinion.

Activities Answers:
1) convenient
2) safe
3) comfortable
4) cheap
5) fast
6) reliable
7) clean
8) modern CD

Ex.2 p.88. Detailed reading. True/false statements.

Answers:
1) true.
2) false - In future, the Almaty Metro will have 45
kilometres of track.
3) false - Yeldos said that the trains were always on
time.
4) true
5) false - Tolkyn said she liked all the stations.

Ex.3 p.88. Recognition exercise.

Answers:
1) present
2) time

Ex.4 p.88. Blank-filling.

Answers:
1) takes off
2) closes
3) starts
4) finishes
5) set off
6) is

Ex.5 p.88. Speaking in a form of discussion.

Cross discussion.

Arguments for Argument against

1.
2.
3.
Conclusion
 Yes, because … No, because

Giving the hometask. WB p.61

Ending the Self-reflection.
lesson "Message". Pupils write 11 words of the greatest
importance for the topic of the lesson.

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Raise awareness about cultural exploring, developing,
identification of learning diversity through reading and evaluating and making choices
outcomes for a certain student, discussion; about their own and others’
provision of individual support to 2.Apply topic related vocabulary ideas
learners, selection of learning in speech appropriately
materials and resources based on arranging words and phrases into
the individual abilities of learners. well-formed sentences.
3. Employ the rule for nouns and
adjectives in common
prepositional phrases in practice.

Descriptor:
A learner:
 recalls some events based on
his/her own experience;
 uses appropriate subject-
specific vocabulary while
speaking.
 underlines adjectives in
common prepositional phrases.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 78

Term 3
School:
Unit 7 "Travel and transport"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

CLIL: Language and literature: Adventure stories. Review

Theme of the lesson:
Unit 7.
8.S8 recount some extended stories and events on a range of general and
curricular topics
Learning 8.R4 read a growing range of extended fiction and non-fiction texts on familiar
objectives(s) that and some unfamiliar general and curricular topics
this lesson is 8.UE14 use some prepositions before nouns and adjectives
contributing to use prepositions as, like to indicate manner
use dependent prepositions following adjectives on a range of familiar general
and curricular topics
All learners will be able to:
 Understand an extract from a classic work of literature.
 Use prepositions with sure.
Lesson objectives Most learners will be able to:
 Discuss an adventure story.
Some learners will be able to:
 Analyse the style and content of the story.
Value links Travelling to broaden the mind.
Cross curricular
Geography, History.
links
Previous learning My country: Almaty Metro.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Learning about other cultures.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning Warm up. Free talk.
the lesson
 What books have you read recently?
 Give details of the author, the characters,
and the story.
Main Ex.1 p.89. Using picture related to the text for
Activities discussion (prediction).
  What can you see in the photo?
 Guess where and when the story is set.
 What are the characters?
Reading for general understanding. Checking
comprehension.
Answers:
Huckleberry is running away from his father and Jim is
a runaway slave that people are looking for.
CD
Ex.2 p.89. Blank-filling.
1) on 2) On 3) to 4) in 5) of 6) at 7) off 8) out 9) to
10) out 11) of 12) at 13) off 14) in

Ex.3 p.89. Reading for specific understanding.

True/false statements.
Answers:
1) false
2) true
3) false
4) don't know
5) don't know
6) true
7) false
8) false

Ex.4 p.89. Speaking in a form of discussion.

Ex.1 p.90. Word and meaning matching.

Answers:
1) submarine 2) lorry 3) bicycle 4) boat 5) camel
6) bus

Ex.2 p.90. Gap-filling.

Answers:
1) down 2) off 3) up/back 4) back 5) off/ up 6) off

Ex.3 p.90. Opening the brackets.

Answers:
1) Sarah had never tried beshbarmak before she
travelled to Kazakhstan.
2) I didn't remember his name, but I was sure I
had met him before.
3) Galymzhan was hungry because he hadn't had
breakfast.
4) After we had packed our suitcases, we went to
the airport.
5) Before they travelled to Japan, Inzhu and
Bibugul had visited Mongolia and Kyrgyzstan.
6) Kamilla knew Petropavl so well because she
had grown up there.

Ex.4 p.90. Blank-filling.

Answers:
1) said 2) asked/told 3) asked/told 4) asked 5)
said 6) told

Ex.5 p.90. Transformation exercise.

Answers:
 1) He said (that) he was writing a book about
space travel.
2) Irina asked Nurgaly what time the programme
started.
3) Daulet told them to call him the next / following
day.
4) The teacher told the students not to be late. CD
5) Akbota said (that) she had learnt to drive two
years before.
6) Kuanysh asked us where we had bought the
skateboard

Ex.6 p.90. Completion drill.

Answers:
1) I couldn't 2) You see 3) really sorry 4) it
happened 5) Don't 6) won't happen

Ex.7 p.90. Listening for specific information. Odd

one out.
Answers:
1) 1492 2) Atlantic 3) Vikings 4) 500 5) East Asia
6) Spain 7) tomatoes

Giving the hometask. WB p.62-63

Peer-assessment.
Ending the Two stars and a wish.
lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Skim the extended fiction or exploring, developing,
identification of learning non-fiction texts to identify the evaluating and making choices
outcomes for a certain student, general information; about their own and others’
provision of individual support to 2. Retell extended stories and ideas
learners, selection of learning episodes on a given topic;
materials and resources based on 3. Employ the rule for nouns and
the individual abilities of learners. adjectives in common
prepositional phrases in practice.

Descriptor:
A learner:
 reads the text;
 retells the story in the order
of sequences;
 underlines adjectives in
common prepositional phrases.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 79

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Action and protest.
Learning 8.C9 use imagination to express thoughts, ideas, experiences and feelings
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics
 8.UE8 use a growing variety of future forms including present continuous
and present simple with future meaning on a range of familiar general and
is contributing curricular topics
to 8.UE13 use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
All learners will be able to:
 Pronounce and name words to do with action and protest.
 Recognize and use will, won't, might and might not to make
Lesson predictions.
objectives Most learners will be able to:
 Do a questionnaire on attitudes to taking action.
Some learners will be able to:
 Express certainty and possibility fluently.
Value links Having healthy eating habits.
Cross curricular
Biology, Geography.
links
Previous
CLIL: Language and literature: Adventure stories. Review Unit 7.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from
awareness around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up.
lesson Start thinking p.92. Answering questions.
1. Is there a problem with food waste in your
country?
2. What is a food bank?
3. What problem does farming cause?
 Ex.1 p.92. Table completion. Completing
questionnaire.
Answers:
1) meeting
2) organize
3) march
4) donate
5) collection
6) protest
7) volunteer
8) supporter
9) sponsor
10) petition
11) ban
12) boycott
13) campaign
Ex.2 p.92. Gist listening. Matching task. CD
Answers:
1) e 2) a 3) c 4) d 5) b
Sentences which express certainty: b, d and e
Ex.3 p.93. Completion drill. Classifying
phrases.
Answers:
1) idea
2) help
3) about
4) think
5) don't
Main 6) work
Activities 7) thing
8) could
Make suggestions:

Let's (organize a meeting).

How about (starting an email campaign)?
I think we should try ...
Why don't we (boycott the shops)?
I think the best thing to do is...
We could write to the council.
Comment on suggestions:
That's not a bad idea.
That should / could / might help a bit.
That will definitely work better.
Ex.4 p.93. Putting the words into context
(writing sentences).
Ex.5 p.93. Recognition exercise.
Answers:
1) c, d 2) a, b 3) 'II, won't 4) don't
Ex.6 p.93. Putting the words into context
(writing sentences).
Answers:
1) Ilyas will donate some money.
2) Nastya might become a vegetarian.
3) People might not listen to us.
4) I won't live here in 2030.
5) The government will help farmers.
6) The world might be a better place one day.

Ex.7 p.93. Putting the words into context.

Extra task. Writing practice.
 Giving the hometask. WB p.64
Self-assessment.
Pair share
At the end of a lesson learners share with their
Ending partner:
the lesson Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the
future.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Convey opinions, notion, exploring, developing,
of activities, identification of experiences and feelings evaluating and making
learning outcomes for a certain creatively; choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.
3. Demonstrate the ability to
use future forms including
present continuous with future
meaning in the context.
4. Apply modal verbs for
different purposes.

Descriptor:
A learner:
 uses imagination to
express thoughts, ideas,
experiences and feelings;
 uses appropriate subject-
specific vocabulary while
speaking.
 develops his/her personal
objectives using appropriate
future forms.
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 80

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:
Grade 8 __ Number present: Number absent:

Theme of the lesson: Reading: The food waste scandal.

8.S3 give an opinion at discourse level on a wide range of general and
Learning curricular topics
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics
is contributing 8.R2 understand specific information and detail in texts on a growing
to range of familiar general and curricular topics, including some extended
texts
All learners will be able to:
 Identify the meaning of the text about freegans and food waste.
Lesson Most learners will be able to:
objectives  Synthesize information from the reading passage and use it as the
basis for discussion.
Some learners will be able to:
 Express opinion about a campaign against food waste.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous
Action and protest.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from
awareness around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
Beginnin lesson.
g the Warm up. Free talk.
lesson  What do you understand by the expression
"food waste"?
 What are food waste issues? (food
mountains, sell by dates on food).
Main Ex.1 p.94. Prediction based on the title, CD
Activities pictures. Reading for general understanding.
Comparing answers.
Answers:
1) The photos show:
a person with a bag of food that has been
thrown away, to show the quantity of food
that is wasted, people who work on a food-
sharing campaign, volunteers organizing
food boxes so food can be redistributed.
2) Supermarkets throw food away if it is
imperfect, for example, not all the same size,
or if it doesn't look nice.
 3) Freegans are people who believe it is
wrong to throw food away and who get most
of their food from supermarket waste.
Ex.2 p.94. Detailed reading. Multiple choice
questions.
Answers:
1) c 2) a 3) c 4) c 5) c 6) a
Ex.3 p.94. Blank-filling.
Answers:
1) pot
2) slice
Ex.4 p.94. Matching task.
Answers:
1) a slice of cake
2) a pot of cream
3) a bunch of bananas
4) a fillet offish
5) a slice of cheese
6) a pinch of salt
7) a bunch of grapes
8) a fillet of steak
Ex.5 p.94. Speaking in a form of discussion.
Giving the hometask. WB p.68
Self-reflection.

My My My Valuable
participatio feelings difficulties thoughts
Ending n in the and for me
lesson emotions from the
the lesson during the lesson
lesson

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Provide a point of view in exploring, developing,
of activities, identification of conversations and evaluating and making
learning outcomes for a certain discussions. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences
3. Identify particular
information and details in
reading passage.

Descriptor:
A learner:
 expresses his/her opinion
 while answering the
questions.
 uses appropriate subject-
specific vocabulary while
speaking
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 81

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: First conditional review.

Learning 8.C6 organise and present information clearly to others
objectives(s) that 8.UE17 use if / unless/ if only in second conditional clauses and wish [that]
this lesson is clauses [present reference]; use a growing variety of relative clauses including
contributing to why clauses on a range of familiar general and curricular topics
All learners will be able to:
 identify the form and use of the first conditional.
Lesson objectives Most learners will be able to:
 reproduce the sentences with the first conditional.
Some learners will be able to:
 apply the first conditional in speech fluently.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous learning The food waste scandal.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Comparison of Conditional sentences in English, Russian and Kazakh languages.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning Warm up. https://www.youtube.com/watch?
the lesson Do you like to sing songs? Let's listen to Bruno v=o8pAIO3CPBY
Mars’s song “Count on me”.
Students listen to Bruno Mars’s song. Complete the
missing words, then sing.
Ex.1 p.95. Recognition exercise.
Answers:
1) boycott 2) 'll listen 3) won't change 4) protest
Ex.2 p.95. Blank-filling.
Answers:
2) the present simple
3) will, won't
Ex.3 p.95. Opening the brackets.
Main Answers:
Activities 1) supports, will win
2) ask, will volunteer
3) will boycott, sells
4) won't know, don't organize
5) ban, won't be
6) won't sponsor, don't finish
Ex.4 p.95. Sentence completion.
Ex.5 p.95. Speaking in a form of interview.
Extra task. Writing practice.

Ending the Giving the hometask. WB p.65

lesson Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
 1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Demonstrate an ability to exploring, developing,
identification of learning organize and express ideas evaluating and making choices
outcomes for a certain student, clearly; about their own and others’
provision of individual support to 2. Differentiate between if/unless ideas
learners, selection of learning in first conditional clauses.
materials and resources based on
the individual abilities of learners. Descriptor:
A learner:
 selects useful information and
plans the answer;
 make up sentences with the
first conditional.

 Observation
 Feedback on the work
 Self-assessment

Appendix
Let’s sing!!
1. Complete with the missing words.
Count on me by Bruno Mars

If you ever find yourself stuck on the middle of the _________

I’ll sail the __________ to find you
if you ever find yourself lost in the dark and you can’t see
I’ll be the________ to guide you
light – sea
Chorus - world
Find out what were made of
when we are called to help our friends in _________
123
you can ________ on me like
I’ll be there friends - count –
and i know when I need it need-
432
I can count on you like
and you’ll be there
cause that’s what _________ are supposed to do
 ooh yeah! oooooooh!...

If you’re tossing and your turning and you just can’t fall _________
I’ll sing a _______ beside you
and if you ever forget how much you really mean to me song - asleep – every
_________ I will remind you day

Chorus
Find out what were made of
when we are called to _______ our friends in need
123
you can count on me _______
I’ll be there
and I know when I need it
432
like – goodbye –
I can count on you like
help – cause – cry-
and you’ll be there
_________ that’s what friends are supposed to do
ooooh yeah..! ooooooh oooooh..

You’ll always have my shoulder when you _______

I’ll never let go, never say _________

123
you can count on me like
I’ll be there
and I know when I need it
432
I can count on you like
and you’ll be there
cause that’s what friends are supposed to do
oooh yeah! ooooooh, ooooooh

You count on me cause I can count on youu...

Short term plan 82

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Phrasal verbs: a campaign.

8.C1 use speaking and listening skills to solve problems creatively and
Learning cooperatively in groups
objectives(s) that 8.L2 understand with little or no support most specific information in extended
this lesson is talk on a wide range of general and curricular topics
contributing to 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
 recognize and use phrasal verbs relating to campaigning.
 understand how to make their own examples.
 identify the meaning of an interview with a campaigner who wants to
save a rainforest.
Most learners will be able to:
 synthesize information from the interview about rainforests and use it as
the basis for discussion.
 Some learners will be able to:
 talk about organizing a campaign building extended sentences.
Value links Appreciating the magnificence of the world around you.
Cross curricular
Biology.
links
Previous learning First conditional review.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Perception of different global problems in learners' own country and around the
awareness world.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning
Warm up. Free talk. https://www.youtube.com/watch?
the lesson
 Where can you find rainforests in the world? time_continue=106&v=OS2VrgRF
 What do you know about rainforests? Czc
Ex.1 p.96. Conveying the meaning of new words. CD
Matching task. Gist listening.
Answers:
1) end up
2) set up
3) carry on
4) look after
5) find out
6) wipe out
7) join in
8) sign up for CD
Ex.2 p.96. Sentence completion.
Ex.3 p.96. Prediction. Listening for general
information.
Main
Answers:
Activities
Questions 3 and 7 are not in the interview.
Ex.4 p.96. Listening for specific information.
Comprehension questions.
1. Molly's campaign is about saving rainforests.
2. She is hoping to make about £3,000 from
sponsors.
3. She thinks the biggest problem will be illness.
4. She thinks she'll carry on if there are piranhas in
the river.
5. Molly's dad is going to be with her to look after
her while she's there.
6. The documentary is going to be on TV in
October.
Ex.5 p.96. Speaking in a form of discussion.
Ending the Giving the hometask. WB p.66
lesson Self-assessment.
At or Below At or Above Exemplary
Low Performance
Average Average Performance
Scoring 1 point 2 points 3 points 4 points
 Student
Student meets some Student follows all
demonstrates no Student follows all
of the requirements directions and
Requirements/ understanding of directions and meets
but fails to follow exceeds the
Directions the requirements; all requirements for
many of the requirements for this
fails to follow this assignment
directions assignment
directions
None of the
One to two Three to four
identified All propaganda tech-
propaganda propaganda
Propaganda propaganda niques are
techniques are techniques are incor-
Techniques techniques are incorporated into the
incorporated into the porated into the
used in the campaign
campaign campaign
campaign
The message is ex-
The message is The message is The message is ex- plained and several
merely stated with explained, but no plained and reasons specific, valid
Explanation of
no explanation; no reasons are given to are given to support reasons are given for
purpose
identification of support the the propaganda each of the
propaganda used propaganda choices choices propaganda
techniques used
More than four Three to four
One to two grammar
grammar or grammar or spelling No grammar or
Spelling/Grammar or spelling errors
spelling errors that errors that affect spelling errors
that affect meaning
affect meaning meaning

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Discuss a problem in groups exploring, developing,
identification of learning and suggest a solution to a evaluating and making choices
outcomes for a certain student, problem. about their own and others’
provision of individual support to 2. Identify facts and details in ideas
learners, selection of learning extended talks with little support.
materials and resources based on 3. Apply topic related
the individual abilities of learners. vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.

Descriptor:
A learner:
 brainstorms ideas while
speaking in a group.
 identifies sentences as True
and False.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 83

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Be going to and will.

Learning 8.C6 organise and present information clearly to others
objectives(s) that 8.UE8 use a growing variety of future forms including present continuous and
this lesson is present simple with future meaning on a range of familiar general and curricular
contributing to topics
All learners will be able to:
 identify difference between be going to and will.
Lesson objectives Most learners will be able to:
 use the sentences with going to and will with some support.
Some learners will be able to:
 apply be going to and will to talk about the future fluently.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous learning Phrasal verbs: a campaign.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Comparison of Conditional sentences in English, Russian and Kazakh languages.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Ex.1 p.97. Completion drill. Matching task.
Answers:
 a) will b) won't c) 'm going to d)is, going to e) 'll
f) will
Ex.2 p.97. Blank-filling.
Answers:
1) are going to run
2) will sponsor
3) 'll make
4) will be
5) 're going to start
6) 's going to run
7) 'll train
Ex.3 p.97. Asking and answering questions.
Answers:
1) are, going to
2) are, going to
3) will
4) are, going to
Main 5) 'll
Activities 6) will
Ex.4 p.97. Recognition exercise.
Answers: CD
1) be going to
2) will
Ex.5 p.97. Odd one out.
Answers:
1) 'm going to
2) Will you
3) I'll
4) I'll
5) Are you going to
6) I'll
Ex.6 p.97. Creative exercise.
Extra task. Writing practice.

Giving the hometask. WB p.67

Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Demonstrate an ability to exploring, developing,
identification of learning organize and express ideas evaluating and making choices
outcomes for a certain student, clearly; about their own and others’
provision of individual support to 2. Demonstrate the ability to use ideas
learners, selection of learning future forms including present
materials and resources based on continuous with future meaning
the individual abilities of learners. in the context.
Descriptor:
A learner:
 selects useful information and
plans the answer;
 illustrates knowledge of the
future tense with will for
predictions.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 84

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Plans and arrangements.

8.C6 organise and present information clearly to others
8.L5 recognise the opinion of the speaker(s) with little or no support in
Learning extended talk on a wide range of general and curricular topics
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a range of general topics, and some curricular topics
is contributing
8.UE8 use a growing variety of future forms including present continuous
to
and present simple with future meaning on a range of familiar general and
curricular topics
All learners will be able to:
 Understand a dialogue in which someone talks about their plan to
do a sponsored event.
Lesson  Recognize key phrases for talking about donating money.
objectives Most learners will be able to:
 Apply the use of the present continuous for future arrangements.
Some learners will be able to:
 Talk about their plans and arrangements fluently.
Value links Initiative and Responsibility.
Cross curricular
Social studies.
links
Previous
Be going to and will.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up. Free talk.
 What are your plans for the weekend?
Main Ex.1 p.96. Picture description. CD
Activities Ex.2 p.96. Gist listening. Checking
comprehension.
Answers:
Adam thinks he'll raise 150 pounds.
Ex.3 p.96. Blank-filling. “Who said what?”
questions. Role-play.
Answers:
 1) minute (Adam)
2) do (Mr Johnson)
3) for (Mr Johnson)
4) for (Adam)
5) to raise (Adam)
6) like (Mr Johnson)
Ex.4 p.96. Classifying structures.
Answers:
a) present continuous
b) be going to
Ex.5 p.96. Table completion. Asking and
answering questions.
Ex.6 p.96. Creative exercise. Speaking in a
form of dialogue.

Giving the hometask. SB ex.6 p.98

Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
Fluency 
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
Ending grammar errors.  grammar errors.  grammar errors.  grammar errors.
the lesson Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Presentation/ organized and well organized and confusing and to follow and
Memorization  flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
conversation.
No pronunciation There are 1-2 errors There are 3-4 There are 5 or
errors are noted. in pronunciation. pronunciation more
Pronunciation/ Conversation is errors. Conversation pronunciation
Conversation is
Expression  recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression.  expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2.Identify the position of others’ ideas
individual support to learners, speakers in an extended talk
selection of learning materials with some support.
and resources based on the 3.Apply topic related
individual abilities of learners. vocabulary in speech
appropriately arranging words
 and phrases into well-formed
sentences.
4. Demonstrate the ability to
use future forms including
present continuous with future
meaning in the context..

Descriptor:
A learner:
 selects useful information
and plans the answer.
 identifies the author’s point
of view and circles the
correct answer.
 uses appropriate subject-
specific vocabulary while
speaking.
 illustrates knowledge of
the future tense with will for
predictions.

 Observation
 Feedback on the work
 Peer-assessment

Short term plan 85

Term 4
Unit 8 "Food and School:
drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: A formal letter.

Learning 8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s) 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range
that this lesson of general topics, and some curricular topics
is contributing 8.W1 plan, write, edit and proofread work at text level with little support on a range
to of general and curricular topics
All learners will be able to:
 Understand a model formal letter.
 Use key phrases for writing a formal letter.
Lesson Most learners will be able to:
objectives  Understand how to explain things.
 Write a formal letter with support.
Some learners will be able to:
 Write a formal letter without support.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous
Plans and arrangements.
learning
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from around
awareness the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
Beginning know what to anticipate from the lesson.
the lesson Warm up. https://www.youtube.com/
Start a class with a song which promote interest among watch?v=IUQj0bcSKiQ
students.
Main Ex.1 p.99. Reading for general understanding. Matching
Activities headings with paragraphs.
Answers:
1) d 2) a 3) c
Ex.2 p.99. Comprehension questions.
Answers:
1) James West, Studets Against Fast Food, 8 Dene
Gardens, Halford HA3 8H8
2) Morrisey's Supermarket, High Street, Halford HA3
7RD
3) Dear Sir or Madam; Yours faithfully.
4) The plans to build a new fast food restaurant in the
area.
Ex.3 p.99. Matching task.
Answers:
1) a 2) d 3) c 4) a 5) c
 Ex.4 p.99. Sentence completion.
Ex 5 p.99. Writing guide.
Giving the hometask. WB p.69
Peer-assessment.

Excellent Good Fair Poor

Criteria
4 pts 3 pts 2 pts 1 pts
 Accurately uses  Mostly uses  Some noticeable  Several
correct letter correct letter format errors in use of noticeable errors in
format (heading, (heading, greeting, correct letter format use of correct letter
greeting, introduction, body, (heading, greeting, format (heading,
Organization introduction, body, closure, signature, introduction, body, greeting,
closure, signature, enclosure, and closure, signature, introduction, body,
enclosure, and copy) enclosure, and closure, signature,
copy) copy) enclosure, and
copy)
 Letter clearly  Letter clearly  Purpose of letter  Purpose of letter
states the purpose states the purpose is unclear is unclear
 Appropriate  Some  More  Main idea is not
Ending the explanations or explanations or explanations or supported by
lesson facts used to facts used to facts need to be explanations or facts
support the main support the main used to support the  Letter rambles;
Content
idea idea main idea hard to follow or
 Easy to follow  Somewhat hard  Hard to follow understand
 Tone is to follow  Tone is too  Tone is
appropriate for  Tone is generally formal or too inappropriate for
intended audience appropriate for informal for intended audience
intended audience intended audience
 Accurate use of  One or two  More than two  Incorrect use
punctuation and mistakes with mistakes in throughout the letter
grammar punctuation or punctuation or of punctuation or
Language
 No spelling grammar grammar grammar
Usage
errors  One or two  More than two  Frequent spelling
spelling errors spelling errors errors distract from
letter

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do how are you planning to
you plan to challenge the check learners’ learning?
more able learners?
Differentiation can be Assessment criteria: Students think critically, exploring,
achieved through the 1. Make an argument and developing, evaluating and making choices
selection of activities, evolve reasoning while about their own and others’ ideas
identification of learning speaking.
outcomes for a certain 2.Apply topic related
student, provision of vocabulary in speech
individual support to appropriately arranging
learners, selection of words and phrases into
learning materials and well-formed sentences.
resources based on the 3.Make a clear plan of
individual abilities of writing; Create a
learners. description. Check the
written draft..

Descriptor:
A learner:
 concludes ideas and
arguments based on own
 experience
 uses appropriate
subject-specific
vocabulary while
speaking.
 writes an appropriate
information.

 Observation
 Feedback on the
work
 Peer-assessment

Short term plan 86

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: Food and drink.

8.C8 develop intercultural awareness through reading and discussion
Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that range of general topics, and some curricular topics
this lesson is 8.UE3 use a growing variety of compound adjectives and adjectives as
contributing to participles and some comparative structures including not as…as, much …than
to indicate degree on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
  Apply vocabulary related to cooking and food.
 Use as, like, such, so, because.
Most learners will be able to:
 Synthesize information from the text about Kazakh food records and use
it as the basis for discussion.
Some learners will be able to:
 Discuss and give their opinions about Kazakh food.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous learning A formal letter.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from around
awareness the world.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginning students know what to anticipate from the lesson.
the lesson Warm up. Free talk.
 What traditional food do you like or don't like?
 Describe how the food is prepared and eaten.
Main Ex.1 p.100. Conveying the meaning of new words. CD
Activities Reading for general understanding. True/false
statements.
Answers:
1) false -The world's largest serving of beshbarmak
weighed 736.5 kilograms.
2) false - The nomads didn't use cutlery-they ate
beshbarmak with their hands.
3) true
4) false - The meat, vegetables and spices are
boiled together, but the nooodles are cooked
separately.
5) false - Baursaks are also popular in other
countries in Central Asia and in the Middle East.
6) true
Ex.2 p.100. Recognition exercise.
Answers:
1) as.
2) like.
3) so, such a.
4) because, since as
Ex.3 p.100. Odd one out.
Answers:
1) as
2) because
3) so
4) like
5) Since
6) such
 Ex.4 p.100. Writing practice.

Giving the hometask. SB ex.4 p.100

Self-reflection.
“Cinquain” is a five-line poem based on the
Ending the content of the material under the study.
Line 1 – One-word title.
lesson
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Raise awareness about cultural exploring, developing,
identification of learning diversity through reading and evaluating and making choices
outcomes for a certain student, discussion; about their own and others’
provision of individual support to 2.Apply topic related vocabulary ideas
learners, selection of learning in speech appropriately
materials and resources based on arranging words and phrases into
the individual abilities of learners. well-formed sentences.
3. Apply the rule for compound
adjectives and adjectives as
participles in practice.

Descriptor:
A learner:
 recalls some events based on
his/her own experience;
 uses appropriate subject-
specific vocabulary while
speaking.
 uses the learned rule and
divides adjectives into the right
columns.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 87

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: Science: The future of food.

8.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Learning 8.S5 interact with peers to negotiate, agree and organise priorities and plans for
objectives(s) that completing classroom tasks
this lesson is 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
contributing to range of general topics, and some curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
All learners will be able to:
 Understand vocabulary connected to food production.
Lesson objectives Most learners will be able to:
 Understand a text about food production in the future.
Some learners will be able to:
 Discuss the pros and cons of food production, and food culture.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous learning My country: Food and drink.
 Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from around
awareness the world.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
 How has the way we produce food changed
over time? (e.g. the change from horses to tractors,
Beginning the spreading of food types - potatoes form the
the lesson Americas to Europe), the use of hybrids and
fertilizers).
 What types of food are produced in
Kazakhstan and what is imported from other
countries?
 What will happen in the future to Kazakhstan's climate,
population and food production?
Ex.1 p.101. Conveying the meaning of new words.
Reading for general understanding. Text
completion.
CD
Ex.2 p.101. Listening for global information
Checking comprehension.
Answers:
1) pastures
2) Agriculture
3) crops
4) greenhouses
5) soil
6) fertiliser
7) seeds
Main 8) protein
Activities
Ex.3 p.101. Reading for specific understanding.
Answering multiple-choice questions.
Answers:
1) false
2) true
3) false
4) don't know
5) don't know
6) true
7) false
8) false

Ex.4 p.101. Speaking in a form of discussion.

Ending the Giving the hometask. SB ex.4 p.101

lesson Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
  Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made in
this lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1.Consider different perspectives exploring, developing,
identification of learning on the world orally or in a evaluating and making choices
outcomes for a certain student, written form; about their own and others’
provision of individual support to 2. Demonstrate the ability to ideas
learners, selection of learning participate in a conversation;
materials and resources based on 3. Apply topic related
the individual abilities of learners. vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.
4. Identify the meaning and
details of the reading texts.

Descriptor:
A learner:
 summaries the information on
a global issue;
 gives evaluation to the
problem;
 uses appropriate subject-
specific vocabulary while
speaking.
 corrects sentences according
to the information in the text.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 88

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 8.

Learning
objectives(s)
that this lesson 8.C5 use feedback to set personal learning objectives
is contributing
to
All learners will be able to:
 revise taught material.
Most learners will be able to:
Lesson
objectives  demonstrate learned vocabulary about food and drink with sure.
 apply taught grammar in writing.
Some learners will be able to:
 use taught vocabulary and grammar with accuracy.
Value links Initiative and Responsibility.
Cross curricular
Social studies.
links
Previous
CLIL: Science: The future of food.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up.
Then to create a positive learning environment
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
 also practice accepting compliments.
Main Ex.1 p.102. Word formation activity.
Activities Answers:
1) meeting
2) donation
3) campaign
4) organization
5) collection
6) ban
7) publicity
8) supporter
Ex.2 p.102. Blank-filling.
Answers:
1) look after
2) carry on
3) wipe out
4) sign up
5) join in
6) find out
Ex.3 p.102. Word formation activity.
Answers:
1) un 2) in 3) un 4) im 5) un 6) un 7) im
8) un
Ex.4 p.102. Sentence completion.
Answers:
1) 'll
2) might
3) 're going to
4) might
5) will
6) will
7) are going to
8) will
Ex.5 p.102. Filling in gaps.
Answers:
1) are going to
2) 'm going to
3) 'll
4) 'll
5) are going to
6) is going to
7) 'll
8) 'll
Ex.6 p.102. Gap-filling.
1) Why don't CD
2) could
3) might help
4) Let's
5) will have to
6) much effect
7) how about
8) won't help
Ex.7 p.102. Listening for global information.
True/false statements.
Answers:
1) False. Ted is making posters for a public
 meeting.
2) True.
3) True.
4) False. a lot of young people are against
the power station.
5) False. Ann does want to join the
campaign committee.
6) True.

Giving the hometask. WB p.70

Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider classmates' advice exploring, developing,
of activities, identification of and set personal learning evaluating and making
learning outcomes for a certain objectives based on their choices about their own and
student, provision of feedback. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  makes evaluation of
classmates’ answers.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 90

Term 4
School:
Unit 8 "Food and drink"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Skills round-up 8.

Learning 8.C1 use speaking and listening skills to solve problems creatively and
objectives(s) cooperatively in groups
that this lesson 8.W5 develop with support coherent arguments supported when
is contributing necessary by examples and reasons for a growing range of written genres
to in familiar general and curricular topics
All learners will be able to:
 Understand details in listening extract.
 Use topic related vocabulary in their dialogues.
Most learners will be able to:
Lesson  Create their own dialogues based on the given situations using
objectives some support and act.
 Express their ideas in writing a formal letter with some support.
Some learners will be able to:
 Create their own dialogues on the topic without support and act.
 Express their ideas in writing a formal letter without support.
Value links Having healthy eating habits.
Cross curricular
Biology.
links
Previous
Review 8.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Viewing personal peculiarities through Kazakh culture and customs from
awareness around the world.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up.
g the Ex.1 p.103. Using pictures related to the text
lesson for discussion.
Answers:
1) The photos show students eating in a school
canteen, a class with a lot of students, and
bullying.
Main Ex.2 p.103. Listening for global information. CD
 Checking comprehension.
Answers:
Jenny, Steve and Joe talk about their school
CD
canteen serving unhealthy food.
Ex.3 p.31. Listening for specific information.
Sentence completion.
Answers:
1) canteen
2) fresh
Activities
3) petition
4) meeting
5) sandwiches
6) Joe
7) Jenny
8) lunchtime
Ex.4-5 p.103. Speaking in a form of role-
play.
Ex.6 p.103. Writing practice.
Giving the hometask. WB p.71
Self-assessment.
How true are these? Circle the best number (3
= true, 2 = partly true, 1 = not true)

I enjoyed the writing task.    3       

Why/Why not? 2 1
I answered all parts of the question           
3 2 1
I used paragraphs         
Ending 3 2 1
the lesson I used linking words         
3 2 1
I used a range of vocabulary and         
phrases 3 2 1
I checked my spelling and         
punctuation 3 2 1
I used the correct verb tenses         
3 2 1
What I did well: 
Something I think I need to work on next
time: 
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection  Discuss a problem in exploring, developing,
of activities, identification of groups and suggest a solution evaluating and making
learning outcomes for a certain to a problem. choices about their own and
student, provision of  Evolve arguments, reasons, others’ ideas
individual support to learners, and evidence for a limited
selection of learning materials range of written genres.
and resources based on the
individual abilities of learners. Descriptor:
A learner:
  brainstorms ideas while
speaking in a group.
 writes a comment
including examples and
reasons where necessary.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 91

Term 4 School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: School life: verbs.
8.C6 organise and present information clearly to others
Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s)
that this lesson a range of general topics, and some curricular topics
is contributing 8.UE13 use a growing variety of modal forms for different functions:
to obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
All learners will be able to:
 Pronounce and name words to do with school life.
 Recognize the form and use of should and must.
Lesson
objectives Most learners will be able to:
 Do a questionnaire on attitudes to school.
Some learners will be able to:
 Apply should and must to talk about obligation fluently.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
Skills round-up 8.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up.
g the Start thinking p.104. Answering questions.
lesson 1. What job do you want to do when you grow
up?
2. What qualifications do you need to have in
order to find a good job?
3. At what age do people usually begin to work
in your country?
 Ex.1 p.104. Conveying the meaning of new
words. Table completion.
Answers:
Positive: make friends, get good marks, pass
exams, get a qualification
Neutral: revise for a test, do your homework,
take the exam, leave school.
Negative: play truant, cheat in exams, fail an
exam, copy a friend's work. get a bad mark,
bully, suspend, expel.
Ex.2 p.104. Completing questionnaire.
Ex.3 p.104. Asking and answering questions.
Ex.4 p.104. Recognition exercise.
Answers:
1) must
2) should
Main 3) mustn't
Activities 4) shouldn't
a) must
b) should
c) mustn't
d) No
e) No
Ex.5 p.104. Odd one out.
Answers:
1) must
2) should
3) mustn't
4) shouldn't
5) must
6) should
Ex.7 p.104. Putting the words into context.
Extra task. Writing practice.
Giving the hometask. WB p.72
Self-assessment.
Pair share
At the end of a lesson learners share with their
Ending partner:
the lesson Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the
future.
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly; choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging words
and resources based on the and phrases into well-formed
individual abilities of learners. sentences.
3.Apply modal verbs for
 different purposes.

Descriptor:
A learner:
 Demonstrate an ability to
organize and express ideas
clearly;
 uses appropriate subject-
specific vocabulary while
speaking.
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 92

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Reading: Cheating.

Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.R2 understand specific information and detail in texts on a growing
is contributing range of familiar general and curricular topics, including some extended
to texts
All learners will be able to:
 Identify the meaning of the text about cheating in exams.
 Understand some American English vocabulary.
 Use key phrases for agreeing and disagreeing.
Lesson
objectives Most learners will be able to:
 Synthesize information from the reading passage and use it as the
basis for discussion.
Some learners will be able to:
 Express opinions about cheating at school.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
School life: verbs.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin Warm up. Free talk.
g the
 What does the word "cheat" mean?
lesson
 What are the different ways in which
people can cheat?
 Try to guess what percentage of school
students cheat in tests and exams.
Main Ex.1 p.106. Reading for general understanding.
Activities Ticking off items.
Answers:
1, 2, 4, 5 and 7 are cheating.
1, 2, 4 and 5 are mentioned in the text. CD
Ex.2 p.106. Detailed reading. Text completion.
Answers:
1) b 2) a 3) e 4) f 5) c
Ex.3 p.106. Building word family tables.
Answers:
1) grades
2) cell phone
3) principal
Ex.4 p.106. Matching task.
Answers:
1) petrol
2) film
3) rubbish
4) motorway
 5) shop
6) trousers
7) biscuit
8) pavement
9) lorry
10) sweet
Ex.5 p.106. Classifying phrases.
Answers:
I don't think that...
I disagree with that/you.
I don't think so.
I'm not sure about that.
That's true, but ...
Ex.6 p.106. Speaking in a form of discussion.
Giving the hometask. WB p.76
Self-assessment.
“Five”. Children draw a picture of their hand
and write the most important things
about the lesson on each finger. The
Ending
thumb - something interesting, the
the lesson
index finger - something difficult, the
middle one - something that was not
enough, the ring finger - the mood, the little
finger - the suggestions.

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1.Apply topic related exploring, developing,
of activities, identification of vocabulary in speech evaluating and making
learning outcomes for a certain appropriately arranging words choices about their own and
student, provision of and phrases into well-formed others’ ideas
individual support to learners, sentences
selection of learning materials 2. Identify particular
and resources based on the information and details in
individual abilities of learners. reading passage.

Descriptor:
A learner:
 uses appropriate subject-
specific vocabulary while
speaking
 completes sentences with
right phrases.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 93

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Have to and don't have to.

Learning 8.C6 organise and present information clearly to others
objectives(s) that 8.UE13 use a growing variety of modal forms for different functions: obligation,
this lesson is necessity, possibility, permission, requests, suggestions, prohibition on a range of
contributing to familiar general and curricular topics
Lesson objectives All learners will be able to:
 identify the form and use of have to and don't have to to talk about things
that are necessary or nor necessary.
Most learners will be able to:
 produce the sentences with have to and don't have to.
 Some learners will be able to:
 apply have to and don't have to in speech fluently.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular
Social studies.
links
Previous learning Cheating.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Comparison of modal verbs in English, Russian and Kazakh languages.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Ex.1 p.107. Recognition exercise.
Beginning Answers:
the lesson 1) have to
2) have to
3) don't have to
Rules
1) have to
2) don't have to
Ex.2 p.107. Putting the words in order.
Answers:
1) Do we have to walk to school?
2) Does the teacher have to prepare lessons?
3) Don't they have to wear a uniform?
4) Doesn't Zhomart have to study?
5) Does he have to see the head teacher?
6) Do you have to go home? CD
Ex.3 p.107. Listening for specific information.
Ticking off items. Putting the words into context
(writing sentences).
Main Answers:
Activities 1)٧ Laura has to walk to school/
2) ٧ Laura has to wear a uniform.
3) Laura doesn't have to eat at the canteen.
4) ٧ Laura has to do her homework before she
goes out.
5) Laura doesn't have to help make dinner every
evening.
6) Laura doesn't have to stay at home on school
days.
Ex.4 p.107. Putting the words into context (writing
sentences). Speaking in a form of interview.
Extra task. Writing practice.

Ending the Giving the hometask. WB p.73

lesson Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
 2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Demonstrate an ability to exploring, developing,
identification of learning organize and express ideas evaluating and making choices
outcomes for a certain student, clearly; about their own and others’
provision of individual support to 2. Apply modal verbs for ideas
learners, selection of learning different purposes.
materials and resources based on
the individual abilities of learners. Descriptor:
A learner:
 selects useful information and
plans the answer;
 completes sentences using
modal verbs.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 94

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Vocabulary and listening: School life: nouns.

8.L2 understand with little or no support most specific information in extended
talk on a wide range of general and curricular topics
Learning 8.L5 recognise the opinion of the speaker(s) with little or no support in extended
objectives(s) that talk on a wide range of general and curricular topics
this lesson is 8.S3 give an opinion at discourse level on a wide range of general and curricular
contributing to topics
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
All learners will be able to:
 recognize and use nouns relating to school life.
 identify the meaning of an interview with three teenagers talking about
their schools.
Lesson objectives Most learners will be able to:
 synthesize information from the interview and use it as the basis for
discussion.
Some learners will be able to:
 discuss opinions about different kinds of school.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular
Social studies.
links
Previous learning Have to and don't have to.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and other
awareness cultures.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
Beginning
 What kind of school do you go to?
the lesson
 Are there other kinds of school in your
country?
 What are the advantages of the school you
go to, and also what are the disadvantages?
Ex.1 p.108. Table completion. Answering CD
questions.
Answers:
Types of school: mixed school, single-sex school.
state school. private school. primary school,
secondary school. boarding school.
Other collocations: school-leaving age, school
uniform, school rules, school holidays, school
subjects, school-leaving exams. CD
Ex.2 p.108. Listening for global information.
Checking comprehension.
Answers:
Main 1) boarding school
2) secondary school CD
Activities 3) single-sex school
4) state school
Ex.3 p.108. Listening for specific information.
True/false statements.
Answers: CD
1) True
2) False
3) True
Ex.4 p.108. Listening for specific information.
Answering multiple-choice questions.
Answers:
1) c 2) a 3) b 4) b 5) c
Ex.5 p.108. Speaking in a form of discussion.
Ending the Giving the hometask. WB p.66
lesson Self-assessment.
Students attach their boat in the appropriate area of
the map that reflects their emotions and mood after
the lesson.
s
nes
 fS
BERMUD T
A TRIAMEN
NG LE Moo

d o
EN
TENCOURAGING
L IGH
JOY ISLANDEN ISLAND
ANXIETY
d

n
isla
THE ISLAND ISLAND
D
L ANOF EXPECTATION
PERPLEXING ISLAND THE ISLAND OF
I S
the
PLEASURE UNCERTAINTY
ISLAND Isla
nds

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Identify facts and details in exploring, developing,
identification of learning extended talks with little support. evaluating and making choices
outcomes for a certain student, 2. Provide a point of view in about their own and others’
provision of individual support to conversations and discussions. ideas
learners, selection of learning 3. Identify the position of
materials and resources based on speakers in an extended talk with
the individual abilities of learners. some support.
4. Apply topic related
vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.

Descriptor:
A learner:
 identifies sentences as True
and False.
 presents his/her information
to the class.
 identifies the author’s point
of view and circles the correct
answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 95

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Should, must and have to.

Learning 8.C7 develop and sustain a consistent argument when speaking or writing
objectives(s) that 8.UE13 use a growing variety of modal forms for different functions: obligation,
this lesson is necessity, possibility, permission, requests, suggestions, prohibition on a range of
contributing to familiar general and curricular topics
All learners will be able to:
 differentiate should, must and have to.
Most learners will be able to:
Lesson objectives  produce the sentences with should, must and have to to make
recommendations and talk about school.
Some learners will be able to:
 apply should, must and have to in speech fluently.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular
Social studies.
links
Previous learning School life: nouns.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural
Comparison of modal verbs in English, Russian and Kazakh languages.
awareness
Health and Safety Breaks and physical activities used.
Plan
Planned Planned activities Resources
 timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Beginning Ex.1 p.109 Recognition exercise.
the lesson 1) should
2) has to
3) have to
4) must study
5) mustn't
6) don't have to
Ex.2 p.109. Odd one out.
Answers:
1) have to
2) mustn't
3) have to
4) don't have to
5) mustn't
6) have to
7) don't have to
Main 8) have to
Activities 9) must
10) shouldn't
Ex.3 p.109. Putting the words into context (writing
sentences).
Ex.4 p.109. Sentence completion.
Ex.5 p.109. Creative exercise.
Ex.6 p.109. Putting the words into context (writing
sentences). Comparison schools using Venn
diagram.
Extra task. Writing practice.

Giving the hometask. WB p.75

Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1. Make an argument and evolve exploring, developing,
identification of learning reasoning while speaking; evaluating and making choices
outcomes for a certain student, 2. Apply modal verbs for about their own and others’
provision of individual support to different purposes. ideas
learners, selection of learning
materials and resources based on Descriptor:
the individual abilities of learners. A learner:
 concludes ideas and arguments
based on own experience;
 completes sentences using
 modal verbs.

 Observation
 Feedback on the work
 Self-assessment

Short term plan 96

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Speaking: Asking for and giving advice.

Learning 8.C6 organise and present information clearly to others

objectives(s) 8.L1 understand with little or no support the main points in extended talk
that this lesson on a wide range of general and curricular topics
is contributing 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
to a range of general topics, and some curricular topics
All learners will be able to:
 Understand a dialogue in which people ask for and give advice.
 Recognize key phrases for asking for and giving advice.
Lesson
objectives Most learners will be able to:
 Ask for and give advice with some support.
Some learners will be able to:
 Create and act out their own dialogues on the topic.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
Should, must and have to.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
Beginnin The lesson greeting.
g the The teacher sets the lesson objectives, letting
lesson students know what to anticipate from the
lesson.
Warm up.
Ex.1 p.110. Picture description.
 Answers:
Adam is reading a text message on his mobile.
Ex.2 p.110. Gist listening. Checking CD
comprehension.
Answers:
Lucy advises Adam to not get angry, talk to his
parents and to explain why he thinks coding
would be more useful. CD
Ex.3 p.110. Completion drill. Role-play.
Answers:
1) matter
2) should
3) do
4) for
5) you
6) sure
Ex.4 p.110. Matching task.
Main
Answers:
Activities
1) d
2) b
3) g
4) c
5) e
6) a
Ex.5 p.110. Listening for global understanding.
Answers:
1) matter
2) don't, talk
3) do
4) Whatever, don't
5) I, show, teacher
Ex.6 p.110. Creative exercise (Extension).
Ex.7 p.110. Speaking in a form of a dialogue.
Ending Giving the hometask. SB ex.7 p.110
the lesson Peer-assessment.
Rubric

Category Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Author Author demonstrates Author Author
demonstrates adequate normal demonstrates some demonstrates little
Fluency 
normal pace, not pace, not too fast, normal pace, not too normal pace, not
too fast, not to not to slow.  fast, not to slow.  too fast, not to
slow.  slow. 
Spelling and There are no There are 1-2 There are 3-4 There are more
spelling, spelling, spelling, than 4 spelling,
Grammar 
punctuation, or punctuation, or punctuation, or punctuation, or
grammar errors.  grammar errors.  grammar errors.  grammar errors.
Dialogue is well Dialogue is fairly Dialogue is slightly Dialogue is hard
Presentation/ organized and well organized and confusing and to follow and
Memorization  flows like a mostly flows like a somewhat flows like doesn't flow like a
natural a natural natural
natural
conversation.  conversation.  conversation.
conversation.
Pronunciation/ No pronunciation There are 1-2 errors There are 3-4 There are 5 or
Expression  errors are noted. in pronunciation. pronunciation more
Conversation is Conversation is errors. Conversation pronunciation
recited with is recited with errors.
recited with mostly
appropriate somewhat Appropriate
expression.  appropriate appropriate expression not
expression. 
 expression.  used. 

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Demonstrate an ability to exploring, developing,
of activities, identification of organize and express ideas evaluating and making
learning outcomes for a certain clearly. choices about their own and
student, provision of 2. Identify the main idea in others’ ideas
individual support to learners, extended talks with little
selection of learning materials support.
and resources based on the 3.Apply topic related
individual abilities of learners. vocabulary in speech
appropriately arranging words
and phrases into well-formed
sentences.

Descriptor:
A learner:
 selects useful information
and plans the answer.
 selects an appropriate
answer.
 uses appropriate subject-
specific vocabulary while
speaking.

 Observation
 Feedback on the work
 Peer-assessment
 Short term plan 97

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Writing: An opinion essay.

8.C7 develop and sustain a consistent argument when speaking or writing
Learning 8.S7 use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) a range of general topics, and some curricular topics
that this lesson 8.R1 understand the main points in texts on a growing range of unfamiliar
is contributing general and curricular topics, including some extended texts
to 8.W1 plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics
All learners will be able to:
 Understand the general writing structure of a model opinion essay.
 Use key phrases for an opinion essay.
Lesson
objectives Most learners will be able to:
 Write an opinion essay with some support.
Some learners will be able to:
 Write an opinion essay building extensive sentences.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
Asking for and giving advice.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and
awareness other cultures.
Health and
Breaks and physical activities used.
Safety
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Beginnin
students know what to anticipate from the
g the
lesson.
lesson
Warm up. Free talk.
 Are you in favour of school uniforms?
Main Ex.1 p.111. Reading for general understanding.
Activities Answering questions.
Answers:
1) The writer gives four arguments in favour of
school uniforms.
2) § 3
3) School uniforms are compulsory at the
 writer's school, but at most schools in the same
area they are not.
4) They like to choose their own clothes.
Ex.2 p.111. Classifying phrases.
Answers:
All in all, ... / In conclusion, ...
Ex.3 p.111. Writing practice.
Ex.4 p.111. Writing guide.

Giving the hometask. WB p.77

Peer-assessment.

Your text is
interesting to
read
Your text is
well structured
Your English
sounds fluent.
You vary your
Ending
sentences in
the lesson
length and
structure
You know a lot
of words
You spell the
words right
Your text is
grammatically
correct and
your sentences
make sense

Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection 1. Make an argument and exploring, developing,
of activities, identification of evolve reasoning while evaluating and making
learning outcomes for a certain speaking. choices about their own and
student, provision of 2.Apply topic related others’ ideas
individual support to learners, vocabulary in speech
selection of learning materials appropriately arranging
and resources based on the words and phrases into well-
individual abilities of learners. formed sentences;
3. Identify the main idea of
text on unfamiliar and
curricular topics.
4.Make a clear plan of
writing; Write a text; Check
 the written draft

Descriptor:
A learner:
 concludes ideas and
arguments based on own
experience.
 uses appropriate subject-
specific vocabulary while
speaking.
 writes a letter with
introduction, main body and
conclusion
 includes examples and
reasons where necessary.

Observation
Feedback on the work
Peer-assessment

Short term plan 98

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:
Grade 8 __ Number present: Number absent:

Theme of the lesson: My country: The world of work.

8.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that
range of general topics, and some curricular topics
this lesson is
contributing to 8.UE17 use if / unless/ if only in second conditional clauses and wish [that]
clauses [present reference]; use a growing variety of relative clauses including
why clauses on a range of familiar general and curricular topics
All learners will be able to:
 Apply vocabulary related to jobs.
 Use I wish and Of only to take about wishes and regrets.
Most learners will be able to:
Lesson objectives
 Synthesize information from the text about "The world of work" and use
it as the basis for discussion.
Some learners will be able to:
 Discuss and give their opinions about the advantages of different jobs.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular
Social studies.
links
Previous learning An opinion essay.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and other
awareness cultures.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
Beginning  Which jobs in Kazakhstan are the most
the lesson popular, the best paid, the most interesting, and the
most common.
 Which job do you think you would do?
 Which jobs do members of your families
do?
Main Ex.1 p.112. Matching task. Listening for general CD
Activities understanding.
Answers:
Arslan - waiter, Zhibek - artist, Nursultan - doctor. CD
Ex.2 p.112. Listening for specific information.
Matching people and opinions.
Answers:
1) Zhibek
2) Arslan
3) Arslan
4) Nursultan
5) Zhibek
 Ex.3 p.112. Recognition exercise.
Answers:
1) present, were
2) present or future, if not
Ex.4 p.112. Filling in blanks.
Answers:
1) could
2) had
3) didn't
4) unless
5) was/were
6) if
Ex.5 p.112. Speaking in form of discussion.

Giving the hometask. SB ex.5 p.112

Self-reflection.
“Cinquain” is a five-line poem based on the
Ending the content of the material under the study.
Line 1 – One-word title.
lesson
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1.Consider different perspectives exploring, developing,
identification of learning on the world orally or in a evaluating and making choices
outcomes for a certain student, written form; about their own and others’
provision of individual support to 2.Apply topic related vocabulary ideas
learners, selection of learning in speech appropriately
materials and resources based on arranging words and phrases into
the individual abilities of learners. well-formed sentences.
3.Differentiate between if/unless
in first conditional clauses.

Descriptor:
A learner:
 summaries the information on
a global issue;
 uses appropriate subject-
specific vocabulary while
speaking.
 make up sentences with the
first conditional.

 Observation
 Feedback on the work
 Self-assessment
 Short term plan 99

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: CLIL: History: Child labour in Victorian Britain.

8.C8 develop intercultural awareness through reading and discussion
Learning
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range
objectives(s) that
this lesson is of general topics, and some curricular topics
contributing to 8.R1 understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
  Understand world building using verbs and nouns.
Most learners will be able to:
 Understand a text about child labour.
Some learners will be able to:
 Discuss child labour laws in Kazakhstan.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular
Social studies.
links
Previous learning The world of work.
Smart board for showing a presentation, getting additional information, playing
Use of ICT
the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and other
awareness cultures.
Health and Safety Breaks and physical activities used.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
 Have you ever done or want to do a part-
Beginning time job after school or at the weekend?
the lesson  What the favourite types of part-time jobs
are popular with young people in Kazakhstan?
 What sort of job do you want to do when
you are adults?
 What jobs wouldn't you definitely want to
do?
Ex.1 p.113. Conveying the meaning of new words.
Text completion.
Ex.2 p.113. Listening for global information CD
Checking comprehension.
Answers:
1) restrict - restriction
2) exploit - exploitation
3) prohibit - prohibition
4) require - requirement
5) treat - treatment
Main 6) employ - employment
Activities Ex.3 p.113. Reading for specific understanding.
True/false statements.
Answers:
1) true
2) false
3) true
4) don't know
5) false
6) true
Ex.4 p.113. Answering questions.
Ending the Giving the hometask. SB ex.4 p.101
lesson Self-assessment.
Students express their attitude to the lesson and
give self-assessment using the method: “Six
 thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made in
this lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Assessment criteria: Students think critically,
through the selection of activities, 1.Raise awareness about cultural exploring, developing,
identification of learning diversity through reading and evaluating and making choices
outcomes for a certain student, discussion. about their own and others’
provision of individual support to 2.Apply topic related ideas
learners, selection of learning vocabulary in speech
materials and resources based on appropriately arranging words
the individual abilities of learners. and phrases into well-formed
sentences;
3. Identify the main idea of text
on unfamiliar and curricular
topics.

Descriptor:
A learner:
 recalls some events based on
his/her own experience.
 uses appropriate subject-
specific vocabulary while
speaking.
 writes a letter with
introduction, main body and
conclusion

Observation
Feedback on the work
Peer-assessment
 Short term plan 100

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Review 9.

Learning
objectives(s)
that this lesson 8.C5 use feedback to set personal learning objectives
is contributing
to
All learners will be able to:
 revise taught material.
Most learners will be able to:
Lesson
objectives  demonstrate learned vocabulary about the world of work with sure.
 apply taught grammar in writing.
Some learners will be able to:
 use taught vocabulary and grammar with accuracy.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
CLIL: History: Child labour in Victorian Britain.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Health and Students will be able to differentiate common jobs in Kazakhstan and
Safety other cultures.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Main Ex.1 p.114. Completion drill.
Activities Answers:
1) bully
2) cheat
3) pass
4) copy
5) leave
6) make
7) get
8) suspend
Ex.2 p.114. Word and meaning matching.
Answers:
1) school uniform
2) primary school
3) secondary school
4) boarding school
5) mixed school
6) single-sex school
7) school rules
8) state school
Ex.3 p.114. Putting the words into context.
Answers:
1) I have to/don't have to make dinner.
2) My parents have to / don't have to get up at
7 a.m.
3) My best friend has to / doesn't have to leave
home early.
4) My dad has to / doesn't have to drive to
work.
5) I have to / don't have to learn Russian?
6) My friends and I have to / don't have to help
at home.
7) I have to / don't have to wear a school
uniform.
8) Our teacher has to / doesn't have to correct
our tests.
Ex.4 p.114. Asking and answering questions.
Answers:
1) Do you have to make dinner? Yes, I do. /
No, I don't.
2) Do your parents have to get up at 7 a.m.?
Yes, they do. / No, they don't.
3) Does your best friend have to leave home
 early? Yes, he / she does. / No, he / she doesn't.
4) Does your dad have to drive to work? Yes,
he does. / No, he doesn't.
5) Do you have to learn Russian? Yes, I
do./No, I don't.
6) Do you and your friends have to help at
home? Yes, we do. / No, we don't.
7) Do you have to wear a school uniform? Yes,
I do. / No, I don't.
8) Does our teacher have to correct our tests? CD
Yes, he / she does. / No, he/she doesn't.
Ex.5 p.114. Odd one out.
Answers:
1) shouldn't
2) doesn't have to
3) mustn't
4) have to
5) must
6) mustn't
Ex.6 p.114. Answering multiple-choice
questions.
Answers:
1c 2c 3b 4a 5b 6c
Ex.7 p.114. Listening for global information.
Matching speakers.
Answers:
Speaker 1 с
Speaker 2 a
Speaker 3 e
Speaker 4d

Giving the hometask. WB p.78

Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider classmates' advice exploring, developing,
of activities, identification of and set personal learning evaluating and making
learning outcomes for a certain objectives based on their choices about their own and
student, provision of feedback. others’ ideas
individual support to learners,
selection of learning materials Descriptor:
and resources based on the A learner:
individual abilities of learners.  makes evaluation of
classmates’ answers.

 Observation
 Feedback on the work
  Peer-assessment

Short term plan 102

Term 4
School:
Unit 9 "The world of work"
Date: ___. ___.2019 Teacher’s name:

Grade 8 __ Number present: Number absent:

Theme of the lesson: Project: A survey.

Learning
objectives(s)
8.C10 use talk or writing as a means of reflecting on and exploring a range
that this lesson
of perspectives on the world
is contributing
to
All learners will be able to:
 Understand a survey about school life.
Lesson Most learners will be able to:
objectives  Plan, write and edit a survey about school life with minimal
support.
Some learners will be able to:
 Plan, write and edit a survey about school life without support.
Students will be able to understand that every work is important and
Value links
worthy.
Cross curricular
Social studies.
links
Previous
Review 9.
learning
Smart board for showing a presentation, getting additional information,
Use of ICT
playing the audio files.
Intercultural Students will be able to differentiate common jobs in Kazakhstan and
awareness other cultures.
Health and Students will be able to understand that every work is important and
Safety worthy.
Plan
Planned
Planned activities Resources
timings
 The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Beginnin
Warm up.
g the
Then to create a positive learning environment
lesson
the teachers asks students to start the lesson
giving each other compliments about
appearance, job performance, talent, etc. and
also practice accepting compliments.
Ex.1 p.115. Skimming. Comparison answers
using Venn diagram.
Main
Activities Ex.2 p.115. Writing guide.

Ex.3 p.115. Feedback on the project.

Giving the hometask. WB p.79
Peer-assessment.
Ending Two stars and a wish.
the lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
how do you plan to give Assessment –
Critical thinking
more support? How do you how are you planning to
plan to challenge the more check learners’ learning?
able learners?
Differentiation can be Assessment criteria: Students think critically,
achieved through the selection Consider different exploring, developing,
of activities, identification of perspectives on the world evaluating and making
learning outcomes for a certain orally or in a written form. choices about their own and
student, provision of others’ ideas
individual support to learners, Descriptor:
selection of learning materials A learner:
and resources based on the  summaries the information
individual abilities of learners. on a global issue.

 Observation
 Feedback on the work
 Self-assessment