Short term plan 1

 

Term 1 

Unit 1 «Our world»

School:
Date:______.09.2018 Teacher’s name:

 

Grade 8 __ Number present: Number absent:
Theme of the lesson: Vocabulary and language focus: Everyday objects
Learning objectives(s) that this lesson is contributing to 8.S7  use appropriate subject-specific vocabulary and syntax to talk about a  range of general  topics, and some curricular topics.

8.UE2  use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics.

Lesson objectives All learners will be able to:
·         Pronounce and name everyday objects, numbers.

·         Recognize and use expressions of quantity.

Most learners will be able to:
·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.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Previously learned vocabulary on the topic «Everyday objects».
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Start thinking p.8. Answering questions.

1. What items do you use every day?

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.)

 

Main Activities 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.

 

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

2) countable

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?

 

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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.

Ending the lesson Giving the hometask. WB p.8.

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.

   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

1.   Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;

2. Apply the correct quantifiers including much, 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

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

 

 

 

Short term plan 2

 

Term 1 

Unit 1 «Our world»

School:
Date:______.09.2018 Teacher’s name:

 

Grade 8 __ Number present: Number absent:
Theme of the lesson: Reading: The ‘no impact’ family.
Learning objectives(s) that this lesson is contributing to 8.C9 use imagination to express thoughts, ideas, experiences and feelings.

8.S3 give an opinion at discourse level on a wide range of general and curricular topics.

8.R2  understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

Lesson objectives All learners will be able to:
·        Identify the meaning of the text about a family that wants to reduce its impact on the environment.
Most learners will be able to:
·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.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Everyday objects vocabulary, numbers, expression of quantity.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Perception of different global problems, such as impact on the environment, in learners’ own country and around the world.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson 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.

True/false statements.

Answers:

1) True

2) False

3) True

4) True

5) False

6) True

Main Activities Ex.2 p.10. Text completion.

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.

CD

 

 

Ending the lesson Giving the hometask. WB p.12.

Peer-assessment.

Two stars and a wish.

  • You did a really good job on …
  • I really like how you …
  • Maybe you could …
   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

1.      Convey opinions, notion, experiences and feelings creatively.

2.      Provide a point of view in conversations and discussions.

3.      Identify particular 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

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short term plan 3

 

Term 1 

Unit 1 «Our world»

School:
Date:______.09.2018 Teacher’s name:

 

Grade 8 __ Number present: Number absent:
Theme of the lesson: Language focus: Relative pronouns.
Learning objectives(s) that this lesson is contributing to 8.C6 organise and present information clearly to others.

8.UE6  use a variety of pronouns including  indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics.

Lesson objectives All learners will be able to:
·        Identify the difference between the sentences with who, where, why and which.
Most learners will be able to:
·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.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Learning some subject-specific vocabulary and reading about an alternative lifestyle.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Be aware of global problems as global citizens.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson 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:

1) who

2) where

3) which

4) why

Rules

1) people

2) places

3) things

4) reasons

Main Activities 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.

Answers:

1) where

2) which

3) who

4) which

5) who

6) which

Ex.4 p.11. Creative exercise.

 

Extra task. Creative exercise.

Ending the lesson Giving the hometask. WB p.9.

Self-assessment.

Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb — something interesting, the index finger — something difficult, the middle one — something that was not enough, the ring finger — the mood, the little finger — the suggestions.

   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

1.    Demonstrate an ability to organize and express ideas clearly.

2.    Differentiate between relative pronouns including who, which, where, why.

Descriptor:

A learner:

·      presents information clearly.

·      completes sentences with reflexive pronouns.

 

·      Observation

·      Feedback on the work

·      Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short term plan 100

 

Term 4 

Unit 9 «The world of work»

School:
Date: ___. ___.2019 Teacher’s name:

 

Grade 8 __ Number present: Number absent:
Theme of the lesson: Review 9.
Learning objectives(s) that this lesson is contributing to 8.C5 use feedback to set personal learning objectives
Lesson objectives All learners will be able to:
  • revise taught material.
Most learners will be able to:
  • 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.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular links Social studies.
Previous learning CLIL: History: Child labour in Victorian Britain.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Health and Safety Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Main Activities Ex.1 p.114. Completion drill.

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? 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CD

 

Ending the lesson Giving the hometask. WB p.78

Peer-assessment.

Two stars and a wish.

  • You did a really good job on …
  • I really like how you …
  • Maybe you could …
   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

Consider classmates’ advice and set personal learning objectives based on their feedback.

 

Descriptor:

A learner:

·     makes evaluation of classmates’ answers.

 

·      Observation

·      Feedback on the work

·      Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short term plan 102

 

Term 4 

Unit 9 «The world of work»

School:
Date: ___. ___.2019 Teacher’s name:

 

Grade 8 __ Number present: Number absent:
Theme of the lesson: Project: A survey.
Learning objectives(s) that this lesson is contributing to 8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
Lesson objectives All learners will be able to:
  • Understand a survey about school life.
Most learners will be able to:
·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.
Value links Students will be able to understand that every work is important and worthy.
Cross curricular links Social studies.
Previous learning Review 9.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Students will be able to differentiate common jobs in Kazakhstan and other cultures.
Health and Safety Students will be able to understand that every work is important and worthy.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Main Activities Ex.1 p.115. Skimming. Comparison answers using Venn diagram.

 

Ex.2 p.115. Writing guide.

 

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

 

 

 

 

 

Ending the lesson Giving the hometask. WB p.79

Peer-assessment.

Two stars and a wish.

  • You did a really good job on …
  • I really like how you …
  • Maybe you could …
   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:

Consider different perspectives on the world orally or in a written form.

 

Descriptor:

A learner:

·        summaries the information on a global issue.

 

·      Observation

·      Feedback on the work

·      Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

 

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