Short term plan

Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson25

Teacher name: Murataliyeva

Date: 06.11.2023

Grade: 8 Number present: absent:

Lesson title Television

Learning objectives [Link] ask more complex questions to get information about a growing
range of general topics and some curricular topics
[Link] 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
[Link] use imagination to express thoughts, ideas, experiences and
feelings
Lesson objectives Learners will be able to:
• Learn vocabulary to do with television.
• Do a quiz on TV.
• Learn key phrases for comparing opinions.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• With books closed, ask students atmosphere Ss. «The
what they watched on TV last night.
What are their favourite
Efficiency: By telling the praise» method
programmes? wishes they show their is used to
appreciations . PPT
Lead - In evaluate Ss with
phrases like:
“Good job!
Well done!”

Formative
Television, sometimes shortened
Assessment
to TV, is a Students introduce
telecommunication medium for tra themselves Student’s
nsmitting moving images and book
sound. The term can refer to Students say different
a television set, or the medium words from the picture
of television transmission.
Television is a mass medium for
advertising, entertainment, news, Good job!
and sports.
Main Ex: 1 p:32 Assessment
part Focus students on the quiz across Students study the criteria
the bottom of pages 8 and 9. Look words in blue and put -Learn
at the title and the photos, and ask vocabulary to do
them in the correct list.
students what they think it will be with television.
about (the history of TV, facts about
ANSWERS :
1 camera
TV today) Descriptor:
2 remote control
3 character - study the
Differentiation: 4 participant words in blue
«Verbal support» method is used 5 viewer and put them in
to help Students use new words in 6 presenter
7 programme
the correct list Cards
the text. 8 show
9 channel \ Peer
Ex: 2 p:32 10 broadcast assessment:
• After students have done the quiz 11 advert answer key
in pairs, play the CD so they can 12 series
listen to two other students talking Assessment
about the quiz. This dialogue Students do the TV Quiz criteria:
introduces the key phrases in with a partner, listen
exercise 3. - Do a quiz on
and check the answers. TV.
• Provide students with the
answers to the quiz and ask what ANSWERS : -Learn key
fact they found most surprising. 1a2c3c4b5c6c7 phrases for Worksheets
Model and drill the pronunciation of a 8 c comparing
audience, broadcast and opinions.
participant
Students complete the Descriptor:
Differentiation: Modelling- key phrases with the -do the TV Quiz
teacher gives clear description of words in the box. with a partner,
the task with examples ANSWERS: listen and check
By task – more motivated learners 1 my the answers
2 with -complete the
can do task without support
3 don’t
Less motivated learners will be key phrases
4 think
given prompts to find the correct 5 sure with the words
location 6 so in the box.
Ex: 3 p:32
• Read the key phrases with the -Make CCQ
class. • Check answers by pausing questions
the CD after each phrase. When Yes / No
students have listened to the whole
recording, model and drill
pronunciation of the phrases
Home task: Poster
End Ex: 1 P: 24 WB KWL chart
 Short term plan
Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson26

Teacher name: Murataliyeva S

Date: 08.11.2023

Grade: 8 Number present: absent:

Lesson title Television Grammar: was, were, there was, there were
Learning objectives [Link] ask more complex questions to get information about a growing
range of general topics and some curricular topics
[Link] 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
[Link] use imagination to express thoughts, ideas, experiences and
feelings
Lesson objectives Learners will be able to:
• Practise comparing opinions.
• Revise was, were, there was, there were.

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• With books closed, ask students atmosphere Ss. «The
what they watched on TV last night.
What are their favourite
Efficiency: By telling the praise» method
programmes? wishes they show their is used to
appreciations . PPT
Lead - In evaluate Ss with
phrases like:
“Good job!
Well done!”

Formative
Assessment
Students introduce
themselves Student’s
book
Students say different
words from the picture

Good job!
Main Ex: 4 p:33 Assessment
part • In a weaker class, read the first Students work in pairs. criteria
opinion and ask a volunteer to read Use the key phrases in - Practise
the second speech bubble. Ask comparing
exercise 3
students to read through the topics opinions.
silently then check any they do not
ANSWERS :
Students’ own answers
understand with you.
• In a stronger class, model the
Descriptor:
activity by asking a confident
student about one of the topics 1–8. - work in pairs.
Use the key
Differentiation: phrases in Cards
Students complete the exercise 3
«Verbal support» method is used
sentences from the quiz.
to help Students use new words in
ANSWERS : Peer
the text. 1 was assessment:
2 wasn’t
answer key
Ex: 5 p:33 3 weren’t
Allow students time to find the 4Was
sentences in the quiz and complete 5 was Assessment
them. In a stronger class, you 6 were criteria:
could encourage them to cover the 7 was - Revise was,
quiz and try to write the correct were, there was,
answers without support. They can there were. Worksheets
check back in the text afterwards Students complete the
dialogue with was /
Differentiation: Modelling- wasn’t and were / Descriptor:
teacher gives clear description of weren’t - complete the
the task with examples ANSWERS: sentences from
By task – more motivated learners 1 was the quiz
can do task without support 2 was y
Less motivated learners will be 3 was
given prompts to find the correct 4 Was
5 wasn’t -Make CCQ
location questions
6 was
Ex: 3 p:32 7 Were Yes / No
• Encourage students to read 8 weren’t
through the whole dialogue quickly 9 were
to ensure they understand the 10 weren’t
context. 11 wasn’t
• Ask students to compare their
 ideas with a partner before you 12 was
check answers as a class. You
could ask students to read out
individual sentences and questions
with the gaps completed.
Home task: Poster
End Ex: 1 P: 24 WB KWL chart

Short term plan

Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson27

Teacher name: Murataliyeva S.

Date: 09.11.2023

Grade: 8 Number present: absent:

Lesson title Reality TV

Learning objectives [Link] use familiar and some unfamiliar paper and digital reference
[Link] understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
esources to check meaning and extend understanding
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
• Read about reality shows.
• Read for general meaning and specific information.
• Learn about regular and irregular verbs.
• Talk about reality TV.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• With books closed, write the word atmosphere Ss. «The
reality show on the board.
• Elicit the meaning, and ask
Efficiency: By telling the praise» method
 students what reality shows they wishes they show their is used to PPT
watch. appreciations . evaluate Ss with
• Ask if they know any reality shows
that are about teenagers. Ask if phrases like:
they would like to go on a reality “Good job!
show Well done!”
Lead - In
Formative
Assessment
Students introduce Student’s
themselves book

Students say different

words from the picture
From animation to survival epics to
superheroes, teen dramas are as
unique and varied as real Good job!
teenagers. To honor the
triumphant return of "Never Have I
Ever," IndieWire considers the top
of the TV class.

Main Ex: 1 p:32 Assessment

part Focus students on the quiz across Students study the criteria
the bottom of pages 8 and 9. Look words in blue and put -Learn
at the title and the photos, and ask vocabulary to do
them in the correct list.
students what they think it will be with television.
about (the history of TV, facts about
ANSWERS :
1 camera
TV today) Descriptor:
2 remote control
3 character - study the
Differentiation: 4 participant words in blue
«Verbal support» method is used 5 viewer and put them in
to help Students use new words in 6 presenter
7 programme
the correct list Cards
the text. 8 show
9 channel \ Peer
Ex: 2 p:32 10 broadcast assessment:
• After students have done the quiz 11 advert answer key
in pairs, play the CD so they can 12 series
listen to two other students talking Assessment
about the quiz. This dialogue Students do the TV Quiz criteria:
introduces the key phrases in with a partner, listen
exercise 3. - Do a quiz on
and check the answers. TV.
• Provide students with the
answers to the quiz and ask what ANSWERS : -Learn key
fact they found most surprising. 1a2c3c4b5c6c7 phrases for Worksheets
Model and drill the pronunciation of a 8 c comparing
audience, broadcast and opinions.
participant
Students complete the Descriptor:
Differentiation: Modelling- key phrases with the -do the TV Quiz
teacher gives clear description of words in the box. with a partner,
the task with examples ANSWERS: listen and check
By task – more motivated learners 1 my the answers
2 with -complete the
can do task without support
3 don’t
Less motivated learners will be key phrases
4 think
given prompts to find the correct with the words
 location 5 sure in the box.
Ex: 3 p:32 6 so
• Read the key phrases with the -Make CCQ
class. • Check answers by pausing questions
the CD after each phrase. When Yes / No
students have listened to the whole
recording, model and drill
pronunciation of the phrases
Home task: Poster
End Ex: 1 P: 24 WB KWL chart

Short term plan

Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson28

Teacher name: Murataliyeva S

Date: 13.11.2023

Grade: 8 Number present: absent:

Lesson title Language focus: Past simple

Learning objectives [Link] write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics
[Link] link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class
[Link] use a variety of simple perfect forms to express recent, indefinite
and unfinished past on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn the negative and question forms of the past simple.
• Practise making negative sentences with the past simple.
• Practise asking and answering questions using the past simple.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
 Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• Refer students back to the text on atmosphere Ss. «The
pages 10–11 and ask them
questions to check comprehension.
Efficiency: By telling the praise» method
Ask: Were the first reality shows wishes they show their is used to
popular? (Yes, they were.) Were appreciations . evaluate Ss with PPT
there any adults in Kid Nation? (No, phrases like:
there weren’t.) Were some
participants unhappy in Kid Nation?
“Good job!
(Yes, they were.) Well done!”
• Write some regular and irregular
verbs on the board and elicit the Formative
past simple forms, for example Assessment
choose, leave, attract, follow. Students introduce
Check students know how to form themselves Student’s
the past simple correctly. book
Lead - In

Students say about past

events.
Good job!

Main Ex: 1 p:35 Assessment

part • In a weaker class, allow students Students complete the criteria
to complete the sentences in pairs. sentences from the text. - Learn the
• As a class discussion, ask negative and
ANSWERS :
students to identify the words used 1 followed question forms
to form the negative and question 2 attracted of the past
forms (didn’t, did). Ask what 3 didn’t make simple.
happens to the main verb in this 4 Did, enjoy
case (it stays in the infinitive form). Descriptor:
- complete the
Differentiation: sentences from Cards
«Verbal support» method is used the text
to help Students use new words in
the text. Students complete the Peer
sentences with the past assessment:
Ex: 2 p:35 simple form of the verbs answer key
• Explain that this exercise covers in brackets.
affirmative and negative sentences, ANSWERS: Assessment
and that students are given the 1 broadcast criteria:
verb to use in brackets. In a 2 didn’t see
- Practise
stronger class, tell students to write 3 won
making negative
each sentence in both the 4 didn’t like
sentences with
affirmative and negative form. 5 made
the past simple. Worksheets

Differentiation: Modelling- Students complete the

Descriptor:
teacher gives clear description of text with the past simple
- complete the
the task with examples form of the verbs in the
sentences with
By task – more motivated learners box.
the past simple
can do task without support ANSWERS :
form of the
Less motivated learners will be 1 put
 given prompts to find the correct 5 eliminated verbs in
location 2 recorded brackets.
Ex: 3 p:35 6 didn’t play
3 didn’t complain
Look at the photo and the title with
7 didn’t win -Make CCQ
the class, and ask students what questions
4 had
they think the text might be about. Yes / No
8 became
Ask them to scan the text quickly to
see if they can confirm or amend
their ideas. (The text is about a
reality TV show featuring cats.)
Home task: Poster
End Ex: 4 P: 25 WB KWL chart

Short term plan

Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson29

Teacher name: Murataliyeva S

Date: 15.11.2023

Grade: 8 Number present: absent:

Lesson title On TV; Past tenses

Learning objectives 8.C1 use speaking and listening skills to solve problems creatively
and cooperatively in groups
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.L2 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
• Learn vocabulary for television programmes.
• Listen to some extracts from TV programmes.
• Listen for general meaning and specific details.
• Prepare a news story and present it to a partner.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• With books closed, write the word atmosphere Ss. «The
reality show on the board and elicit
that it is a type of TV programme.
Efficiency: By telling the praise» method
• Put students into pairs and give wishes they show their is used to
appreciations . PPT
them one minute to write down as evaluate Ss with
many other types of TV programme phrases like:
as they can.
• When time is up, elicit other types “Good job!
of TV programme and write them Well done!”
on the board.
• Ask students what their favourite Formative
type of programme is Assessment
Lead - In Students introduce
themselves Student’s
book
Students say different
words from the picture

Good job!

Main Ex: 1 p:36 Assessment

part • Students copy and complete the Students complete the criteria
table individually, then compare table with the words in - Learn
their answers in pairs. Explain that
the box and your own vocabulary for
the words in the box are to be used television
in the first column, and they should
answers programmes
use their own ideas for columns two ANSWERS :
and three. They can use their Students own answers. Descriptor:
dictionaries to check the meaning - complete the
of new words if necessary.
table with the

Differentiation: Students listen what words in the Cards

«Verbal support» method is used types of television box
programme do you
to help Students use new words in Peer
hear?
the text. assessment:
ANSWERS :
medical drama, answer key
Ex: 2 p:36 chat show,
• Tell students that they are going the news, Assessment
to hear extracts from six TV talent show, criteria:
programmes. They should listen documentary, - Listen to some
and identify the programme types. sports programme extracts from TV
• Remind students to listen to the
programmes. Worksheets
whole recording to get an idea of Students look at the
context the first time they hear it.
The second time they hear it, ask photos. What do you Descriptor:
them to identify the words that think the news story are - listen what
 helped them choose their answers. about types of
Differentiation: Modelling- ANSWERS: television
teacher gives clear description of A The Queen has programme do
the task with examples opened a new hospital. you hear?
Ex: 3 p:36 B Snow has disrupted
traffic.
• Discuss the photos with the class.
C A lion has escaped
Explain that they are all from -Make CCQ
from a zoo and has been
different news stories. Ask students
what they can see and what they
returned. questions
D The woman stopped a Yes / No
think the stories might be about.
bank robber escaping
• Help with new vocabulary and
with some money
make a note of students’ ideas on
the board before they listen.
Home task: Poster
End Ex: 1 P: 26 WB KWL chart

Short term plan

Тексерілді: Қ. Байсеитов
Unit: 3 Entertainment and Media Lesson30

Teacher name: Murataliyeva S

Date: 16.11.2023

Grade: 8 Number present: absent:

Lesson title My news

Learning objectives [Link] understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
Lesson objectives Learners will be able to:
• Listen to a dialogue in which someone talks about their news.
• Learn key phrases for talking about your news.
• Practise talking about your news
Plan
Stages / Teachers’ actions Students’ actions Assessment Resources
Time criteria

Organization moment At the

Start [Link]. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• With books closed, ask students atmosphere Ss. «The
to imagine that they meet a friend
that they haven’t seen for a few
Efficiency: By telling the praise» method
weeks. Ask: What would you say? wishes they show their is used to
appreciations . PPT
What would you talk about? evaluate Ss with
• Elicit that they would talk about phrases like:
things they have done recently, or
things that have happened to them. “Good job!
• Write your news on the board and Well done!”
explain that this means things that
have happened to you recentl Formative
Lead - In Assessment
Students introduce
themselves Student’s
book
Students say different
words from the picture

Good job!
Main Ex: 1 p:38
part • Look at the photo and elicit ideas Students look at the Descriptor:
about Caitlin’s news. Tell students photo. Answer the -answer the
to look for clues in the photo about question
question
her hobby (She’s carrying a guitar,
so it is probably about music.).
ANSWERS :
Students own answer
Ex: 2 p:38
• Students follow the dialogue in
their books as they listen the first
time. Students listen to the Descriptor:
• Ask students why Caitlin is happy. dialogue. Answer the - listen to the
• In a weaker class, ask students if question dialogue. Cards
they want to hear the recording ANSWERS : - answer the
again. Caitlin is happy because question
Ex: 3 p:38 she sent a CD of her
• Ask students to try to complete songs to a TV channel
the key phrases and identify the and they asked her in to
speaker from memory, before audition Descriptor:
checking their answers in the - complete the
dialogue. Students complete the key phrases
• Check answers, then allow time key phrases from the
for students to practise the
from the
dialogue in pairs. dialogue. dialogue.
ANSWERS:
Ex: 4 p:38 Worksheets
1 look (Tom)
• Explain that students are going to
2 ’ve got (Caitlin)
hear a statement, and they should
3 all about (Tom) Descriptor:
choose the best response to it from - listen and
4 kidding (Tom)
the options. Remind them to read choose the
5 go (Tom)
through all the options first and try
6 news (Tom) correct answer.
to predict the kind of thing they
 might hear for each one. In a 7 your (Caitlin)
weaker class, go through item 1 as
an example: a would be for bad Students listen and -Make CCQ
news, b would be if someone is choose the correct
going to do something, and c would questions
answer. Yes / No
be for good news.
ANSWERS:
• Allow students time to read the
1c
options before they listen.
2b
• Play the CD twice. Students can
3a
make notes the first time they
4a
listen, then confirm their answers
5a
the second time
Home task: Poster
End Ex: P: WB KWL chart

Short term plan: term 2

Unit 3: Entertainment and media

Lesson 31
Teacher name:
Murataliyeva S

Date: 20.11.2023

Grade: 8 Number present: absent:

Lesson title A news article

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
[Link] link independently, sentences into coherent paragraphs using a
variety of basic connectors on a range of familiar general topics and some
curricular topics
[Link] use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
Lesson objectives Learners will be able to:
- use lexis/syntax norms in appropriate situations or context
- write a coherent paragraph/short text stating and explaining an
idea/argument
- identify and understand a wider range of written information
 Value links Integrity – Integrity is the quality of having strong moral principles. So, a
person with integrity will always act with honesty and adhere to their own
moral code regardless of what others do.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills and assess learners for
lesson Ask about the weather.
Warming-
create friendly their ability.
The teacher sets the lesson atmosphere “Good job! Pictures
up
objectives, letting students know Efficiency: By wishing Well done!”
what to anticipate from the lesson. each other they feel Formative
Warming up better and feel the Assessment
Where are you from? support of others
3 min How old are you? Students of the class are
What color is it? listed.
How many students are Students' attention is
there in class? Good job!
drawn to the lesson.
What day of the week Descriptor:
today? -know key phrases worksheet
- can make sentence
Pre- Revise the language of the • Learners write the
learning - know vocabulary of
previous lesson. numbers from previous
«Brainstor previous lesson
ming» Lead – In lesson Total: 1 point
method
7 min.
Assessment criteria
Determines the topic - Learners have met
and purpose of the the learning
lesson objectives if they Student’s
Students say different can: To talk about book
words from the picture phrasal verbs
(keep)

Middle of Pupils read the model

the Ex:1 P:39
• Look at the title and the photo with
text and answer the Descriptor:
lesson
Presentat the class. Ask if students can guess question - read the model
ANSWERS text Card
ion part. what the text might be about.
Prompt them with questions such 1c - answer the Worksheet
30 min 2 The incident happened late
as Do the people look happy or yesterday afternoon / last question
bored? night on a train in the Channel Total: 2 point
• Encourage students to read the Tunnel between France and
model text quickly and identify the England.
3 The conditions on the train Students
topic of the news story. (A train was
were bad. There was no food
Descriptor: book
stuck in the Channel Tunnel or water and there weren’t
between England and France.) enough toilets. - study the key
• Then allow time for them to read 4 The rescue services phrases.
the text again more closely and transferred people onto
another train as soon as they - Put them in the
answer the questions. could. order of the text
Ex: 2 P: 39 5 At first, the passengers
Total: 3 point
• Read through the key phrases reacted calmly, but after
with the class. several hours the situation
became difficult. People were
• Students can work individually or sleeping on the floor and
Descriptor:
in pairs to order the phrases. children were crying. - find these words
Encourage them to check their in the model text
answers carefully in the text and
 correct any mistakes. Pupils study the key
Ex: 3 P: 39 phrases. Put them in the Total: 2 point
• Read the task with the class, then order of the text.
look at the words in the box. In a ANSWERS
stronger class, ask students to find
a2b5c3d1e4
the words and say what they are
used for. In a weaker class, explain
that these kinds of words and Pupils find these words
pupils are
phrases are used to join events in a in the model text
evaluated by
narrative, and ask students to find ANSWERS
each word or phrase in the text. 1 later collecting fish
• When students have chosen the 2 as soon as
correct words, they can compare 3 finally
answers in pairs. 4 then
• Check answers by asking 5 When
students to read out the completed 6 After
sentences.
Conclusion during the lesson some -Make CCQ
tasks differentiated by outcomes of questions Yes / No
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 3: Entertainment and media Lesson 32

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title My country: Entertainment and media

Learning objectives [Link] understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
[Link] recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
[Link] use some prepositions before nouns and adjectives use
prepositions as, like to indicate manner use dependent prepositions
following adjectives on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
-jot down some key words and phrases
- identify and interpret the author’s tone/opinion at basic level
 Value links Perseverance – People who value perseverance will work through adversity
and be determined to get a result. This is a great treat for employees and
entrepreneurs alike.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop pupils The teacher to

g of the [Link]. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere
Warming-
their ability.
The teacher sets the lesson objectives, Efficiency: By wishing each “Good job! Pictures
up letting students know what to other they feel better and Well done!”
3 min anticipate from the lesson. feel the support of others Formative
Warming up Students of the class are Assessment
Hot Potato listed.
Students stand in a circle and
pass an object around. When Students' attention is
the timer goes off, or the music drawn to the lesson.
Pre-
learning stops, the student holding the Good job!
«Brainstor hot potato has to do something. Descriptor:
ming» Lead – In • Learners talk about
method -know key phrases worksheet
7 min. favourite day previous - can make sentence
lesson vocabulary - know vocabulary of
previous lesson
Total: 1 point
Determines the topic
and purpose of the Assessment criteria
lesson - Learners have met
the learning Student’s
objectives if they can book
Students say different
talk about opinions
words from the picture
Middle of Ex:1 P:40 Pupils choose the Descriptor:
the • Ask students to read the texts and correct words to - choose the
lesson choose the correct preposition to
Presentat
complete the text. correct words
complete the sentences. This is a ANSWERS - complete the Card
ion part. good opportunity to practise using a
1 off text. Worksheet
30 min bilingual dictionary to check verb
2 off Total: 2 point
phrases.
3 on
• In weaker classes, ask students to
4 across
work in pairs to do this exercise. In
5 up Students
stronger classes, students can work
6 over
individually.
7 up book
• Play the CD so that students can
check their answers
Pupils listen again.
Ex: 2 P: 40
• Ask students to read the Match the people with
statements which are direct quotes the statements. Descriptor:
of what Gulnara, Kuanysh and ANSWERS - listen again.
Dunmukhamed say. Students can 1D2G3K4D5G - match the people
try to remember or guess who said with the
what. Pupils study the statements
• Play the CD again so that sentences from the text. Total: 3 point
students can check their answers Then complete the rules
ANSWERS Descriptor:
Ex: 3 P: 40 1 past 2 didn’t
• Ask students to find the sentences - study the
in texts 1 and 3. sentences
Pupils complete the
• Ask students to complete the rules - complete the
sentences with the
using the example sentences and rules
checking the meaning in the correct form of used to
Total: 3 point
complete text and the verbs in
brackets.
Ex: 4 P: 40 ANSWERS
• Point out to students that the 1 didn’t use to have
sentences may be positive, 2 Did you use to watch
negative or questions and the form 3 used to play pupils are
of used to must match the meaning 4 didn’t use to like evaluated by
of the sentence in each case. 5 used to be collecting colour
• Get students to check in pairs pencils
before checking with the whole Descriptor:
class
- complete the
sentences
-Make CCQ
Conclusion during the lesson some
questions Yes / No
tasks differentiated by outcomes of
the students and by their abilities.
Total: 10 point
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 3 Entertainment and media Lesson 33

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title CLIL Technology: Television

Learning objectives [Link] use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
Lesson objectives Learners will be able to:y
- demonstrate reflection and deep thinking on acquired
information/knowledge
- explain the topical word by giving definition/synonym
-- identify the central idea, the intended audience and the author’s purpose
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
7 min. Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
words from the picture objectives if they book
can: Talk about
television
Middle of Ex:1 P:41 • Pupils check the Descriptor:
the • After students have checked the meaning of the words in - check the
lesson meaning of the words in their
Presentat
the box. Then match meaning of the
dictionaries and matched them with them with photos words Card
ion part. the photos, check answers by Worksheet
30 min reading out the letters of the photos ANSWERS - match them with
randomly and asking for the words. A satellite dish photos
B interference Total: 2 point
C aerial
Ex: 2 P: 41 D decoder Students
• Allow students time to read the E radio waves book
words and phrases before you play F binary code
the CD.
• In a weaker class, remind
students to refer back to exercise 1 • Pupils read and listen
for help with difficult vocabulary. to the text. Answer the Self Assessment
question
Ex: 3 P: 41 ANSWERS Descriptor:
• After students have answered the 1A2D3D4A5A6D - read and listen to
questions, they can compare their the text
answers in pairs before you check • Pupils read the text - answer the
with the class. again and answer the question
question Total: 2 point
Ex: 4 P: 41 ANSWERS
• Allow time for students to prepare 1 Analogue broadcasting uses
their ideas individually. In a weaker radio waves.
Descriptor:
class, you could brainstorm some 2 The problems with this - read the text
system were that it could not again and answer
ideas first. transmit many channels and
• Put students into pairs to discuss the picture quality was the question
past and present technology. sometimes poor because of Total: 2 point
• Ask some students to report back interference.
on their discussions. In a stronger 3 Binary code is a computer
language which only consists
class, encourage students to of zeros and ones and
comment on these technologies. broadcasters can use it to
pupils are
Ask them if technological send a lot of information very evaluated by
developments are always positive. quickly. 4 TVs can receive collecting places
digital information via an
Are there any disadvantages? aerial, a cable, a satellite dish where they live
or broadband.
5 No, a decoder can either be
inside a TV or computer, or in
Descriptor:
a separate box which is - read the
connected to it. activities.
6 A high definition TV (HDTV)
has better picture quality than - compare the
a standard TV. technology.
Conclusion during the lesson some • Pupils read the
tasks differentiated by outcomes of activities. Compare the -Make CCQ
the students and by their abilities. technology. questions Yes / No
ANSWERS Total: 10 point
Students own answer
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 3 Entertainment and media Lesson 34

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Unit Review 3

Summative Assessment “Entertainment and media”
Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] write with minimal support about real and imaginary past events,
activities and experiences on a growing range of familiar general topics
and some curricular topics
Lesson objectives Learners will be able to:
- explain the topical word by giving definition/synonym
- write a narrative text (e.g. a short story (horror story, love story, sci-fi story,
western), an email to a friend) about past events, activities and experiences
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
7 min. Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
words from the picture objectives if they book
can: Talk about
television
Middle of Ex:1 P:42 • Pupils complete the Descriptor:
the • Encourage students to read dialogue with the words - complete the
lesson through the text quickly and pick in the box dialogue with the
Presentat Card
out the words. They can complete ANSWERS words in the box
ion part. the table individually, then compare Worksheet
1 channels Total: 2 point
30 min with a partner 2 adverts
• After students have completed the 3 programme
dialogue with the words in the box, 4 show
check answers. Then put students 5 participants Students
into pairs to ask and answer the 6 episode book
questions. 7 remote control
• Ask some students to report back • Pupils reorder the Self Assessment
on what they learnt about their letters to make TV
partner. programme Descriptor:
ANSWERS
Ex: 2 P: 42 - reorder the letters
1 documentary
• Allow students time to complete to make TV
2 talent show
the words and reorder the letters to programme
3 cartoon
make TV programme 4 drama series Total: 2 point
• In a weaker class, remind 5 the news
students to refer back to exercise 1 6 sitcom Descriptor:
for help with difficult vocabulary. 7 film - complete the
8 sports programme sentences using
Ex: 3 P: 42 • Pupils complete the the past simple
• Students can complete the sentences using the past Total: 2 point
sentences using the past simple simple form of the verbs
form of the verbs in brackets, then in brackets.
compare with a partner before you
check with the whole class ANSWERS Descriptor:
• After students have answered the 1 was - write questions
questions, they can compare their 2 weren’t and short answers
answers in pairs before you check 3 didn’t watch for the sentences
with the class. 4 met
5 took
Total: 2 point
6 didn’t complain,
Ex: 4 P: 42 changed -Make CCQ
• Allow time for students to write questions Yes / No
questions and short answers for the • Pupils write questions Total: 10 point
sentences. In a weaker class, you and short answers for
could brainstorm some ideas first. the sentences.
• Put students into pairs to discuss ANSWERS
past and present technology. 2 In the 1980s, were TV
programmes in black and
white? No, they weren’t.
Conclusion during the lesson some 3 Did we watch TV
tasks differentiated by outcomes of yesterday? No, we didn’t.
4 Did I meet my friends
the students and by their abilities. 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.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 3 Entertainment and media Lesson 35

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Unit review 3

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] 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
Lesson objectives Learners will be able to:
- use lexis/syntax norms in appropriate situations or context
- use adverbs of focus in a sentence appropriately while speaking and
writing
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
7 min. Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
words from the picture objectives if they book
can: Talk about
television
Middle of Ex:5 P:42 • Pupils complete the Descriptor:
the • Look at the example with the sentences using the past - complete the
lesson class. In a weaker class, remind
Presentat
simple or past sentences using
students that when is used before continuous form of the the past simple or Card
ion part. the past simple and while is used Worksheet
30 min before the past continuous. In a verbs in brackets. past continuous
stronger class, elicit this rule from ANSWERS form
the students. 1 was watching, arrived Total: 2 point
• Ask some students to report back 2 wasn’t wearing, met
Students
on what they learnt about their 3 didn’t go
4 Did you see book
partner.
5 broke, were arguing
6 changed, was
watching
Self Assessment
Ex:6 P: 42 • Pupils work in pairs
• Students work in pairs choose the choose the correct
correct answers, and check Descriptor:
answers
answers. - work in pairs
ANSWERS
• Ask one or two students to read - choose the
1b2c3b4a5c6b
one of their answers to the class correct answers
Total: 2 point
• Pupils listen to four
Ex: 7 P: 42
people talking about
• Allow students to listen to four Descriptor:
television
people talking about television. and - listen to four
phrases before you play the CD. ANSWERS
Speaker 1 c people talking
• In a weaker class, remind
Speaker 2 b about television
students to refer back to exercise 1
for help with difficult vocabulary. Speaker 3 a Total: 2 point
Speaker 4 d
Conclusion during the lesson some
tasks differentiated by outcomes of -Make CCQ
the students and by their abilities. questions Yes / No
Total: 10 point
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 3 Entertainment and media Lesson 36

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Project: A TV programme

Learning objectives [Link] understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
[Link] understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a growing range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
- identify the central idea, the intended audience and the author’s purpose
- identify specific information in a variety of situations and contexts

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

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
7 min. Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
words from the picture objectives if they book
can: Talk about
television
Middle of Ex:1 P:43 • Pupils read the scripts Descriptor:
the • Read the task with the class and of three TV programmes - read the scripts
lesson check understanding. Ask students
Presentat
and match them with - match them with
to look at the photos and try to the types of programme the types of Card
ion part. predict what kinds of TV Worksheet
30 min programme they show. in the box. programme
• Discuss their ideas, but don’t ANSWERS Total: 2 point
confirm or deny anything at this A cooking show
stage. B chat show
Students
• Students read through the scripts C weather forecast
book
individually, then look at the words
in the box. They can discuss their
ideas with a partner before you
check answers with the class Self Assessment

Descriptor:
Ex:2 P: 43 - work in groups
• Pupils work in groups.
• Put students into groups and ask - write the script
them to read through the project Write the script for the
for the TV
checklist. TV programme. Follow
programme
• In a stronger class, encourage the steps in the project
Total: 2 point
students to think of a different type ANSWERS
of programme from those shown in Students own answer
exercise 1, so that they think of new
ideas.
• Go round and help as students
are working. If they find it hard to
agree on a name for the
Descriptor:
programme, tell them to write all
their ideas down and explain what - present your TV
they like and dislike about each one programme
• Remind students that sound - ask and answer
effects are a good way to bring their • Pupils present your TV the question
script to life. Encourage them to programme to the rest Total: 2 point
think about this as a live
performance, and to make it as
of the class. Answer the
interesting as possible question
Ex: 3 P: 43 ANSWERS -Make CCQ
• Set aside time in class for all the Students own answer questions Yes / No
groups to perform their TV Total: 10 point
programmes.
• Encourage students to evaluate
their work. See page 32 in this
Teacher’s Book for ideas on how
students can assess their work.
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 37

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Adjectives: personality

Learning objectives [Link] use speaking and listening skills to provide sensitive feedback to
peers
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
- identify the central idea, the intended audience and the author’s purpose
- identify specific information in a variety of situations and contexts
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
7 min. Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
words from the picture objectives if they book
can: Talk about sport
Middle of Ex:1 P:44 • Pupils check the Descriptor:
the • After students have checked the meaning of the words in - check the
lesson words, model and drill
Presentat
blue. Then complete the meaning of the
pronunciation of any words which sentences with words Card
ion part. are unfamiliar. Worksheet
30 min adjectives. - complete the
ANSWERS sentences with
Ex:2 P: 44
• Ask students to identify any words
1 curious adjectives.
2 active Total: 2 point
in their language which are similar. Students
3 shy
Ask them to translate the words book
4 ambitious
and say whether the meanings are
5 innocent
similar or different.
6 mean
• Encourage students to write
7 intolerant
these words in their own sentences
8 sensitive
and to record them and other
examples of cognates and false Self Assessment
friends in their note books.
• Pupils study the words
Ex: 3 P: 44 in the box and answer
Descriptor:
• Focus on the face reading charts. the question
- study the words
Make sure that students ANSWERS
1 Students’ own - answer the
understand the adjectives used to
describe shape, e.g. triangular, answers. question
wide, oval. 2 Students’ own Total: 2 point
• Ask some students to report back answers.
to the class on their answers. If
there are disagreements, ask
students to justify their answers. • Pupils look at the Descriptor:
description - look at the
Ex: 4 P: 45 ANSWERS
• Read the first sentence with the description
1 friendly
class and elicit where the adverb is 2 curious
Total: 2 point
in the sentence. (The adverbs are 3 intelligent
positioned in front of the 4 generous
adjectives.) 5 determined
• Before students choose the 6 confident
correct adverbs, remind them to 7 serious
read the sentence carefully to make Descriptor:
8 active
sure they understand the context. - choose the
9 intelligent
In a weaker class, allow them to correct adverbs
work in pairs. • Pupils choose the Total: 2 point
• In a stronger class, you could ask
students to think of alternative
correct adverbs
ANSWERS -Make CCQ
sentences using the alternative
adjectives 1 incredibly questions Yes / No
Conclusion during the lesson some 2 not very Total: 10 point
3 was really
tasks differentiated by outcomes of 4 very
the students and by their abilities. 5 is a bit
6 is incredibly
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 38

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Sports superstars

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
[Link] understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
- identify the central idea, the intended audience and the author’s purpose
- formulate a simple summary or character outline
- identify specific information in a variety of situations and contexts
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
Determines the topic and Assessment criteria
7 min.
purpose of the lesson - Learners have met
the learning
Students say different objectives if they Student’s
words from the picture can: Talk about sport book
superstars
Middle of Ex:1 P:46 • Pupils check the Descriptor:
the • After students have checked the meaning of the words in - check the
lesson words, model and drill
Presentat
blue. Answer the meaning of the
pronunciation of any words which question words Card
ion part. are unfamiliar. Worksheet
30 min ANSWERS - answer the
Students own answer question
Total: 2 point
Ex:2 P: 46 • Pupils read and listen
• After students read and listen of Students
of the words in the box
the words in the box in pairs, play in pairs book
the CD This dialogue introduces the ANSWERS
key phrases in exercise 1.
Students own answer
Self Assessment
• Pupils read the again
Ex: 3 P: 46 Descriptor:
and choose the correct
• Ask some students to read the - read and listen of
again and choose the correct answer. the words
answer back to the class on their ANSWERS Total: 2 point
answers. If there are 1c
disagreements, ask students to 2c
justify their answers. 3b Descriptor:
4a - read the again
5c and choose the
Ex: 4 P: 46 correct answer.
• Allow students to study the Total: 2 point
prefixes and suffixes in blue..
• In a weaker class, remind • Pupils study the
Descriptor:
students to refer back to exercise 1 prefixes and suffixes in
for help with difficult vocabulary.
- study the prefixes
blue.
and suffixes in
ANSWERS
blue.
Students own answer
Total: 2 point
Conclusion during the lesson some
tasks differentiated by outcomes of -Make CCQ
the students and by their abilities. questions Yes / No
Total: 10 point
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 39

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Language focus: Present perfect + still, yet, just and already
Language focus: Present perfect and past simple
Learning objectives [Link] use a variety of simple perfect forms to express recent, indefinite
and unfinished past on a range of familiar general and curricular topics
[Link] write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
[Link] understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
- identify the central idea, the intended audience and the author’s purpose
- formulate a simple summary or character outline
- identify specific information in a variety of situations and contexts
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
Determines the topic and Assessment criteria
7 min.
purpose of the lesson - Learners have met
the learning
Students say different objectives if they Student’s
words from the picture can: Talk about sport book
superstars
Middle of Ex:1 P:47 • Pupils complete the Descriptor:
the • In pairs, students complete the sentences from the text. - complete the
lesson sentences then match them with
Presentat
Then match sentences sentences from the
explanations a or b. with a or b text Card
ion part. • Students check their answers in Worksheet
30 min the text. ANSWERS - match sentences
1 just, b with a or b
2 still, a Total: 2 point
3 already, b
Ex:2 P: 47 4 yet, a Students
• Students read through the rules book
and complete them with reference • Pupils complete the
to the sentences in exercise 1. In a rules with still, just, yet
weaker class, ask students to do
this in pairs. and already. Self Assessment
ANSWERS
2 just, already
Descriptor:
Ex: 3 P: 47 3 yet
- complete the
• Tell students to use the rules and rules with still, just,
the examples in exercise 1 to help • Pupils order the words
them order the words. to make sentences. yet and already.
ANSWERS Total: 2 point
Ex: 4 P: 47 1 They still haven’t made
• Read the example with the class the video. Descriptor:
and explain that students should 2 We have already seen - order the words
use their own ideas to answer each the talent show. to make sentences
question. 3 They’ve already had Total: 2 point
• In a stronger class, students write two hits.
their answers individually. In a 4 She has just won a
weaker class, ask them to write in talent show. Descriptor:
pairs. 5 Have you signed a - write answers for
• Ask all students to compare their contract yet? the questions with
answers in pairs and correct any 6 I’ve just seen a really still, yet, just and
mistakes. Tell them to pay good film. already
particular attention to the meaning 7 The actor still hasn’t
found a job.
Total: 2 point
and position of still, yet, just and
already
• Pupils write answers -Make CCQ
for the questions with questions Yes / No
still, yet, just and already Total: 10 point
Conclusion during the lesson some ANSWERS
tasks differentiated by outcomes of Students’ own answers.
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 40

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Nouns and adjectives: personal qualities

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
[Link] recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
Lesson objectives Learners will be able to:
- identify the central idea, the intended audience and the author’s purpose
- formulate a simple summary or character outline
- identify specific information in a variety of situations and contexts
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
vocabulary
ming» Total: 1 point
method
Determines the topic and Assessment criteria
7 min.
purpose of the lesson - Learners have met
the learning
Students say different objectives if they Student’s
words from the picture can: Talk about sport book
superstars
Middle of Ex:1 P:48 • Pupils read the text Descriptor:
the • Students use their dictionaries to and choose the correct - read the text and
lesson check the meaning of the words.
Presentat
answer. choose the correct
Model and drill pronunciation of any ANSWERS answer. Card
ion part. words that you think students will Worksheet
30 min find difficult.
1 creative Total: 2 point
2 talent
3 fame
4 skilful
Ex:2 P: 48 5 independent Students
• Once students have completed 6 egos book
the table, they listen and check 7 lucky
their answers. • Pupils complete the Self Assessment
• Check answers with the class. In table with words in ex 1
a weaker class, check students ANSWERS Descriptor:
understand the words by asking for
1 talent - complete the
translations. In a stronger class, table with words in
2 style
ask students to define the new ex 1
3 creative
words
4 good looks Total: 2 point
5 intelligent
6 fame Descriptor:
Ex: 3 P: 48 7 lucky
• Allow students time to read the 8 egotistical - listen to an
sentences before they listen again. 9 skilful interview
• Remind them to correct false 10 independent - answer the
statements. 11 strength question.
12 courageous Total: 2 point
Ex: 4 P: 48
• Read the example with the class • Pupils listen to an
and explain that students should Descriptor:
interview. Answer the - write answers for
use their own ideas to answer each
question. question. the questions with
• In a stronger class, students write ANSWERS still, yet, just and
their answers individually. In a Students own answer
already
weaker class, ask them to write in
• Pupils write answers Total: 2 point
pairs.
• Ask all students to compare their for the questions with
answers in pairs and correct any still, yet, just and already -Make CCQ
mistakes. Tell them to pay ANSWERS questions Yes / No
particular attention to the meaning 1 True. Total: 10 point
and position of still, yet, just and 2 True.
already 3 False.
4 False. Emma has
been at the school for a
year.
Conclusion during the lesson some 5 True.
tasks differentiated by outcomes of 6 True.
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 41

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title For and since. Present perfect and past simple
Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
[Link] use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a ... that in giving explanations
on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
-recount and interpret the main points of the listening
- explain the topical word by giving definition/synonym
- conjunctions since and as to explain reasons (e.g. I’ve been very busy
since I started my new job. He decided to go to the conference in Barcelona
as he was in Spain anyway.)
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
 Write some of the words from the drawn to the lesson. -know key phrases worksheet
Pre- previous lesson • Learners talk about - can make sentence
learning
Lead – In rooms previous lesson - know vocabulary of
«Brainstor
ming» vocabulary previous lesson
method Total: 1 point
7 min. Determines the topic and Assessment criteria
purpose of the lesson - Learners have met
the learning
Students say different objectives if they Student’s
words from the picture can: Talk about the book
time

Middle of Ex:1 P:49 • Pupils choose the Descriptor:

the • After students have chosen the correct words in - choose the
lesson correct words in the sentences,
Presentat
sentences. Then march correct words
check answers. Then read through the sentences with - march the Card
ion part. the rules and check understanding. Worksheet
30 min • Students match the examples with descriptions a and b in sentences with
the descriptions. the rules descriptions
• Ask students to translate the ANSWERS Total: 2 point
sentences into their own language, 1 since, a 2 since, a 3 Students
and ask what they notice about the for, b
book
tense that is used in English and • Pupils work in pairs
their own language. decide which time
Ex:2 P: 49 expressions go with for
• Students work in pairs and apply and which do with since. Self Assessment
what they have covered in the rules
to match the time expressions to for
ANSWERS
or since for: two years, an hour, Descriptor:
a long time, a month, - work in pairs
Ex: 3 P: 49 two days - identify the time
• Tell students to read the since: last Saturday,
sentences all the way through and Total: 2 point
March, Christmas, I met
identify the time expression in each him, 2009
one, before choosing which word to
complete it with. In a weaker class,
• Pupils complete the
do the first item as an example. sentences using the
• Ask students to compare their present perfect form of Descriptor:
answers in pairs and correct any the verbs in brackets for - complete the
mistakes before you check with the or since. sentences using
class. ANSWERS the present perfect
Ex: 4 P: 49 1 haven’t seen, for Total: 2 point
• After students have completed the 4 haven’t heard, for
sentences, ask individual students 2 has been, since
to read some of their sentences to 5 haven’t released, for
the class. Correct any mistakes 3 has had, since
before they ask and answer. Descriptor:
6 ’ve had, for
• Go round the class monitoring for - complete the
• Pupils complete the
accuracy sentences with or
sentences with or since
Ex: 5 P: 49 since and your own
and your own ideas.
• To introduce this language point, ideas
refer students back to exercise 4 on ANSWERS Total: 2 point
page 42. Ask students to find verbs Students own answer.
in the past simple and present • Pupils study the
perfect. examples and answer
• Ask students why they think the the questions
past simple is used in some ANSWERS -Make CCQ
questions and the present perfect in 1 Sentences a, c and e questions Yes / No
others. Elicit ideas, but do not are in the present Total: 10 point
accept or reject any at this stage. perfect. Sentences b, d
 Conclusion during the lesson some and f are in the past
tasks differentiated by outcomes of simple.
the students and by their abilities. 2 Sentences b, d and f.
3 Sentences a, c and e
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 42

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Identifying and describing people

Learning objectives [Link] use speaking and listening skills to solve problems creatively and
cooperatively in groups
[Link] understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
-recount and interpret the main points of the listening
- explain the topical word by giving definition/synonym
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : “The wish lamp” method The teacher to

g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are
stops, the student holding the listed.
Good job!
hot potato has to do something. Descriptor:
Students' attention is
drawn to the lesson. -know key phrases worksheet
Write some of the words from the - can make sentence
Pre- • Learners talk about
learning
previous lesson - know vocabulary of
rooms previous lesson
«Brainstor Lead – In previous lesson
ming» vocabulary Total: 1 point
method
Assessment criteria
7 min.
Determines the topic and - Learners have met
purpose of the lesson the learning
objectives if they
Students say different can: Talk about Student’s
words from the picture describing people book

Middle of Ex:1 P:50 • Pupils describe the Descriptor:

the • Look at the photo with the class people in the photo. - describe the
lesson and encourage students to give
Presentat
Answer the question. people in the
descriptions. If they find this ANSWERS photo Card
ion part. difficult, give them sentences to Worksheet
30 min start with, such as The girl at the
Students own answer , Total: 2 point
front has got long blonde hair.
She’s wearing a pink top and black • Pupils listen to the
trousers dialogue. Answer the
Students
question.
book
Ex:2 P: 50 ANSWERS
• Read the task with the class and Adam is looking at Self Assessment
clarify that at this stage, the Joanna Mills.
students only need to identify who Descriptor:
Adam is looking at. • Pupils complete the - listen to the
• When students have listened to key phrases from the dialogue
the CD, ask them for their ideas dialogue. The practise - answer the
Ex: 3 P: 50 the dialogue with a
•In a weaker class, encourage question.
partner. Total: 2 point
students to work in pairs to discuss
the answers.
ANSWERS
1 over (Adam)
• In a stronger class, encourage Descriptor:
students to try to complete the 2 before (Adam)
3 long hair (Lucy) - complete the key
phrases and identify the speaker phrases from the
from memory. 4 about (Lucy)
• Play the CD for students to check 5 know (Adam) dialogue.
their answers. 6 like (Adam) Total: 2 point
• Go round and listen as students 7 an interesting face
practise the dialogue in pairs (Adam)
.
Ex: 4 P: 50 • Pupils imagine that
Descriptor:
• Focus students on the photo of you and a friend are
- imagine that you
Jess, Nick, Millie and Dan. Ask looking at the people in
and a friend are
students to read through the words the photo. Complete the
in the box and complete each looking at the
sentences with the
sentence with the word or words people in the
words in the box.
that fit. photo.
ANSWERS
• Students complete the sentences
1 blue T-shirt Total: 2 point
individually, then compare their
2 fair
answers in pairs.
3 smiling
Conclusion during the lesson some 4 interesting
tasks differentiated by outcomes of 5 seen -Make CCQ
the students and by their abilities. 6 hair questions Yes / No
7 shy
Total: 10 point
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 43

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title A biography

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
[Link] use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much …
than to indicate degree on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
-recount and interpret the main points of the listening
- explain the topical word by giving definition/synonym
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : “The wish lamp” method The teacher to
g of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are Good job!
stops, the student holding the listed. Descriptor:
hot potato has to do something. -know key phrases
Students' attention is - can make sentence
Write some of the words from the drawn to the lesson. - know vocabulary of worksheet
Pre- • Learners talk about previous lesson
learning
previous lesson
rooms previous lesson Total: 1 point
«Brainstor Lead – In
vocabulary Assessment criteria
ming»
method - Learners have met
7 min. Determines the topic and the learning
purpose of the lesson objectives if they
can: Talk about
Students say different describing people Student’s
words from the picture book

Middle of Ex:1 P:51 • Pupils read the text Descriptor:

the • Look at the photo and ask and answer the question - read the text
lesson students if they know this person.
Presentat
ANSWERS - answer the
Elicit information that they already 1 Paragraph 1 describes question Card
ion part. know about her. Worksheet
Elizabet’s family. Total: 2 point
30 min • After students have read the 2 She studied in
model text and answered the Moscow and Canada.
questions, ask them whether the 3 Her big break was
information they gave before they when she won a silver Students
read the text was correct. medal in 2013. book
4 She didn’t have a
coach. Self Assessment
5 In 2017, she came
third in the Asian Winter Descriptor:
Games - study the key
Ex:2 P: 51 phrases
• Pupils study the key
• Read through the key phrases Total: 2 point
with the class. phrases
• Ask students to try to order them ANSWERS
Descriptor:
from memory, then check their 1 … was born in …
2 She’s got … and … - complete the
answers in the text.
3 She’s been involved in table with
… since … adjectives
4 Her big break came in Total: 2 point
Ex: 3 P: 51 …
• Look at the table with the class. 5 In the years that
Explain that the headings give the followed, …
correct order for adjectives. 6 Since then, she has …
• Students complete the green
sections with the correct • Pupils complete the
information, then use the table as a table with adjectives
reference to help them order the from the model text. -Make CCQ
adjectives. questions Yes / No
 • In a stronger class, ask students ANSWERS Total: 10 point
to write five sentences describing 1 long
people they know. Encourage them 2 dark
to use adjectives introduced 3 lovely
throughout the unit. 4 big
5 brown
1 shy little child 4
Conclusion during the lesson some beautiful big blue eyes
tasks differentiated by outcomes of 2 big new flat 5 warm-
the students and by their abilities. hearted young girl
3 long blonde hair 6
lovely long red dress
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 44

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title My country: Sport, health and exercise

Summative Assessment “Sport, health and exercise”
Learning objectives [Link] develop intercultural awareness through reading and discussion
[Link] use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much …
than to indicate degree on a range of familiar general and curricular topics
[Link] use with minimal support appropriate layout at text level for a range
of written genres on familiar general and curricular topics
Lesson objectives Learners will be able to:
-recount and interpret the main points of the listening
- explain the topical word by giving definition/synonym
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginning Organization moment : “The wish lamp” method The teacher to
of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are Good job!
stops, the student holding the listed. Descriptor:
hot potato has to do something. -know key phrases
Students' attention is - can make sentence
Write some of the words from the drawn to the lesson. - know vocabulary of worksheet
Pre- • Learners talk about previous lesson
learning
previous lesson
rooms previous lesson Total: 1 point
«Brainstor Lead – In
vocabulary Assessment criteria
ming»
method - Learners have met
7 min. Determines the topic and the learning
purpose of the lesson objectives if they
can: Talk about
Students say different describing people Student’s
words from the picture book

Middle of Ex:1 P:52 • Pupils work in pairs. Descriptor:

the lesson • Put students into pairs to do the Write the name of a - work in pairs
Presentati exercise. If students are struggling,
on part.
famous Kazakh - write the name
write some sportspeople’s names sportsmen. Total: 2 point Card
30 min on the board for them to match with Worksheet
the sports. ANSWERS
Students own answer

Ex:2 P: 52 • Pupils read and listen Students

• Read through the questions with book
to the text. Answer the Self Assessment
students. Check they understand
the meaning of domesticate. questions
• Ask students to listen and follow ANSWERS Descriptor:
the text at the same time. 1 The people from the - read and listen to
• Play the CD. In a weaker class, Botai settlements in the the text
pause regularly so that the students Akmola Province of
- answer the
can check the questions and find Kazakhstan.
2 Because they helped questions
the answers. In a stronger class,
play the recording without pausing. to train people for war Total: 2 point
• Give students a few minutes to and hunting.
answer the questions and check in 3 You have to be Descriptor:
pairs. between seven and - read the rule and
fourteen years old. the examples
Ex: 3 P: 52 4 Both men and women
can take part in kyz kuu. Total: 2 point
• Write old-fashioned on the board
and ask students to say what type 5 It was in Astana in
of word old and fashioned are 2017.
(adjective and past participle).
• Ask students to find all the words • Pupils read the rule
highlighted in blue in the text. and the examples
• Give them a few minutes to find ANSWERS
the compound adjective that fits 1 deep-rooted, well- -Make CCQ
each category. known, well-trained
 • Go through the answers, making 2 fast-running questions Yes / No
sure that students can pronounce 3 high-speed, long- Total: 10 point
the words correctly using the distance
appropriate stress, for example, 4 world-famous
deep-rooted (compound adjectives
tend to have equal stress on each
word).

Summative Assessment “Sport,

health and exercise”

Conclusion during the lesson some

tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 45

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title CLIL Language and literature: Newspapers

Learning objectives [Link] use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
[Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
Lesson objectives Learners will be able to:
- integrate information on different issues from a wide range of
perspectives
- explain the topical word by giving definition/synonym
- identify the central idea, the intended audience and the author’s purpose
Value links Self-Discipline – If you value self-discipline, you might be a person who
wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginning Organization moment : “The wish lamp” method The teacher to
of the [Link]. helps to start the lesson assess learners for
lesson Ask about the weather. with good wishes to each
Warming-
their ability.
The teacher sets the lesson objectives, other. “Good job! Pictures
up letting students know what to The aim: To develop pupils Well done!”
anticipate from the lesson. speaking skills and create Formative
Warming up friendly atmosphere Assessment
Hot Potato Efficiency: By wishing each
3 min Students stand in a circle and other they feel better and
pass an object around. When feel the support of others
the timer goes off, or the music Students of the class are Good job!
stops, the student holding the listed. Descriptor:
hot potato has to do something. -know key phrases
Students' attention is - can make sentence
Write some of the words from the drawn to the lesson. - know vocabulary of worksheet
Pre- • Learners talk about previous lesson
learning
previous lesson
rooms previous lesson Total: 1 point
«Brainstor Lead – In
vocabulary Assessment criteria
ming»
method - Learners have met
7 min. Determines the topic and the learning
purpose of the lesson objectives if they
can: Talk about
Students say different newspapers Student’s
words from the picture book

Middle of Ex:1 P:53 • Pupils check the Descriptor:

the lesson • After students have checked the meaning of the words in - check the mean
Presentati meaning of the words, focus on the
on part.
blue. Then look at the - look at the
photos and ask students what they newspapers in the newspapers in the Card
30 min think is in each newspaper. Elicit a Worksheet
few ideas. photos. photos.
• In pairs, students match the ANSWERS Total: 2 point
words to the photos. Students own answer
• Do not check answers at this Students
stage book
• Pupils read and listen
to the text.
Ex:2 P: 53 ANSWERS Self Assessment
• Students read and listen, and Photo A: 2, 5, 6, 7, 9
check their answers to exercise 1. Photo B: 1, 3, 4, 8, 9, 10 Descriptor:
9 appears in both types
- read and listen to
of newspaper
the text.
• Pupils read the text - answer the
again and write true, questions
Ex: 3 P: 53 false and don’t 2 Total: 2 point
• Students read the text again and ANSWERS
decide if the sentences are true or 1 False. A lot of people Descriptor:
false. Tell them they should write a still prefer to get the - read the text
question mark if the point is not news in a more again
mentioned. traditional way, by
• Ask students to compare answers
- write true, false
reading a newspaper. and don’t
in pairs, then check answers with 2 Don’t know.
the class. 3 True. Total: 2 point
4 False. Quality
newspapers use a
formal style of language
with longer sentences
and technical
 vocabulary.
Sensationalist -Make CCQ
newspapers use shorter questions Yes / No
words and sentences,
with colloquial words Total: 10 point
and expressions.
Conclusion during the lesson some 5 True.
tasks differentiated by outcomes of 6 False. Both types of
the students and by their abilities. newspaper contain
articles about sport
End of FEEDBACK Poster
the lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 46

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Summative assessment term 2

Learning objectives [Link] plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
[Link] give an opinion at discourse level on a wide range of general and
curricular topics
[Link] understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
- check their own and others’ writing to ensure that it communicates what
they intended and improve the writing if needed
- identify the central idea, the intended audience and the author’s purpose
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of view
if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginning Organization moment : The aim: To develop pupils The teacher to
of the [Link]. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson objectives, Efficiency: By wishing each Pictures
-up letting students know what to other they feel better and “Good job!
3 min anticipate from the lesson. feel the support of others Well done!”
Warming up Students of the class are Formative
Hot Potato listed. Assessment
Students stand in a circle and
pass an object around. When Students' attention is
the timer goes off, or the music drawn to the lesson.
Pre- stops, the student holding the
learning hot potato has to do something.
«Brainstor
ming» worksheet
method Lead – In Good job!
7 min.
Determines the topic and
Assessment criteria
purpose of the lesson
- Learners have
Student’s
met the learning
Students say different book
objectives if they
words from the picture
can: Talk about the

Middle of Listening Pupils listen to the Descriptor:

the Task. Listen to the recording about recording about - listen to the
lesson Schumacher’s career. Write to what Schumacher’s career recording about
people and events these numbers ANSWERS Schumacher’s Card
Presenta
and dates refer to. write their answers using career Worksheet
tion part. Ttranscript for listening task can be their own words with the Total: 6 point
30 min found after the mark scheme. correct information from
the monologue
Example: 1977 car accident with
Students
Jacques Villeneuve at Grand Prix Pupils read the book
1. 4 March ___________________ statements, decide if
2. £1.3 million _________________ they are TRUE or
3. 1994 ____________________ FALSE
4. 1999 ______________________ ANSWERS pupils are
5. over 1.5 seconds ____________ True. Explanation: evaluated by
6. 18 March _________________ Advertising influences collecting vitamins
children’s choice of toys.
Reading False. Explanation: Descriptor:
Task. Read the statements, decide Another influence - read the
if they are TRUE or FALSE and advertising has had is on statements
explain your choice. the clothes children want Total: 6 point
to wear.
Read the article and write the False. Explanation:
answers from the text. Companies use cartoon Descriptor:
characters to influence - choose ONE of
Writing on children. the topics
Task. Choose ONE of the topics to Total: 6 point
write Pupils choose ONE of
the topics to write Descriptor:
Speaking ANSWERS - work in pairs.
Task. Work in pairs. Choose one of Students own answer - choose one of the
the cards and answer the
cards and answer
questions. You have 1 minute to Pupils work in pairs. the questions
prepare and 3 minutes to speak. Choose one of the cards
While speaking do not forget to use and answer the
topic related vocabulary. Show Total: 6 point
questions
interaction asking and answering ANSWERS
questions. -Make CCQ
Students own answer
 questions Yes / No
Conclusion during the lesson some Total: 10 point
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 2

Unit 4 Sport, health and exercise Lesson 47

Teacher name:
Date:

Grade: 8 Number present: absent:

Lesson title Unit Review 4.

Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
[Link] understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
[Link] use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing
range of familiar general and curricular topics
Lesson objectives Learners will be able to:
- check their own and others’ writing to ensure that it communicates what
they intended and improve the writing if needed
- identify the central idea, the intended audience and the author’s purpose
Value links Open-Mindedness – An open-minded person is someone who is always
willing to hear new points of view and even change their own point of view
if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginning Organization moment : The aim: To develop pupils The teacher to

of the [Link]. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson objectives, Efficiency: By wishing each Pictures
-up letting students know what to other they feel better and “Good job!
3 min anticipate from the lesson. feel the support of others Well done!”
Warming up Students of the class are Formative
Hot Potato listed. Assessment
Students stand in a circle and
pass an object around. When Students' attention is
the timer goes off, or the music drawn to the lesson.
Pre- stops, the student holding the
learning
«Brainstor
hot potato has to do something.
ming»
method Lead – In Good job! worksheet
7 min. Determines the topic and Assessment criteria
purpose of the lesson - Learners have
met the learning Student’s
Students say different objectives if they book
words from the picture can: Talk about the

Middle of Ex:1 P: 54 Pupils match the words in Descriptor:

the • Put students into pairs to match the box. - match the words
lesson the words in the box. Point out that ANSWERS in the box.
Presenta there is an element of guesswork in 1 generous Total: 3 point Card
this exercise as only small parts of 2 ambitious Worksheet
tion part.
the activities are shown in the 3 serious
30 min photos. Students may struggle in 4 mean
particular with photos b and c. 5 sensitive
6 cheerful Students
7 tolerant book
8 curious
pupils are
Ex: 2 P: 52 Pupils make adjectives evaluated by
• put students into pairs and ask from these nouns collecting vitamins
them to make adjectives from these sentence
nouns sentences. ANSWERS
1 stylish Descriptor:
2 skilful - make adjectives
3 lucky from these nouns
4 talented Total: 3 point
5 famous
6 creative
7 independent Descriptor:
8 strongy - complete the
Ex: 3 P: 52 dialogue with the
• Put students into pairs and ask Pupils complete the words
them to complete the dialogue with dialogue with the words Total: 3 point
the words in the box. in the box
Check answers. ANSWERS
1 yet
Total: 3 point
2 since
Conclusion during the lesson some 3 still
4 yet -Make CCQ
tasks differentiated by outcomes of questions Yes / No
the students and by their abilities. 5 just / already
6 still Total: 10 point
7 already / just
8 for
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task: