Обновленка English Plus Grade 8 класс КСП КМЖ


Short term plan 1

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: Vocabulary and language focus: Everyday objects
Learning objectives(s) that this lesson is contributing to 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics.
Lesson objectives All learners will be able to:
• Pronounce and name everyday objects, numbers.
• Recognize and use expressions of quantity.
Most learners will be able to:
• Answer the questions about human consumers.
• Do exercises with expressions of quantity.
Some learners will be able to:
• Speak fluently about quantities of things people use.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Previously learned vocabulary on the topic «Everyday objects».
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Start thinking p.8. Answering questions.
1. What items do you use every day?
2. How can people create less rubbish? (People can create less rubbish by recycling more and buying items with less packaging.)
3. Do you think it’s important to protect the environment? Why? (Yes, so that future generations can enjoy the planet.)

Main Activities Ex.1 p.8. Word and picture matching activity.
Answers:
1) a can of fizzy drink
2) a bottle of shampoo
3) a roll of toilet paper
4) a box of washing powder
5) a packet of crisps
6) a bag of apples
7) a bar of chocolate
8) a jar of coffee
9) a tube of toothpaste
10) a carton of juice

Ex.2 p.8. Brainstorming.
Ex.3 p.8. Recognizing vocabulary.
Completing questionnaire.

Ex.4 p.8. Comparing answers.
Answers:
1) 628; 1.700
2) 4.8; 9.8
3) 198; 656
4)

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

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4) Do you use a lot of toothpaste each year? How much?
5) Do you drink much milk every week? How much?
6) Do you say many words every day? How much?

Extra task. Writing practice.

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

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
2. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context.

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

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 2

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: Reading: The ‘no impact’ family.
Learning objectives(s) that this lesson is contributing to 8.C9 use imagination to express thoughts, ideas, experiences and feelings.
8.S3 give an opinion at discourse level on a wide range of general and curricular topics.
8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.
Lesson objectives All learners will be able to:
• Identify the meaning of the text about a family that wants to reduce its impact on the environment.
Most learners will be able to:
• Synthesize information from the reading passage for a discussion.
Some learners will be able to:
• Discuss and give their opinions about an alternative lifestyle using own words.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Everyday objects vocabulary, numbers, expression of quantity.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Perception of different global problems, such as impact on the environment, in learners’ own country and around the world.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Ex.1 p.10. Prediction based on the title, pictures.
True/false statements.
Answers:
1) True
2) False
3) True
4) True
5) False
6) True
Main Activities Ex.2 p.10. Text completion.
Answers:
1) b
2) e
3) c
4) a
Ex.3 p.10. Word formation activity.
Answers:
1) shopping
2) bed
3) washes
More compound nouns in the text:
Toilet paper, dishwasher, light bulb, bathroom, shampoo bottles, toothpaste, second-hand things, plastic bags, takeaway food, plastic cub, plastic pots, lifestyle.
Ex.4 p.10. Gap-filling.
Answers:
1) ice
2) birthday
3) shopping
4) washing
5) kitchen
6) chicken
Ex.5 p.10. Discussion task. CD

Ending the lesson Giving the hometask. WB p.12.
Peer-assessment.
Two stars and a wish.
• You did a really good job on …
• I really like how you …
• Maybe you could …
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Convey opinions, notion, experiences and feelings creatively.
2. Provide a point of view in conversations and discussions.
3. Identify particular information and details in reading passage.

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

• Observation
• Feedback on the work
• Peer-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 3

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

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

Extra task. Creative exercise.
Ending the lesson Giving the hometask. WB p.9.
Self-assessment.
“Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb — something interesting, the index finger — something difficult, the middle one — something that was not enough, the ring finger — the mood, the little finger — the suggestions.
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Demonstrate an ability to organize and express ideas clearly.
2. Differentiate between relative pronouns including who, which, where, why.
Descriptor:
A learner:
• presents information clearly.
• completes sentences with reflexive pronouns.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 4

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

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

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Ending the lesson Giving the hometask. WB p.10.
Self-reflection.
«Message». Pupils write 11 words of the greatest importance for the topic of the lesson.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Give feedback to others orally.
2. Identify facts and details in extended talks with little support.
3. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Descriptor:
A learner:
• gives constructive feedback to classmate.
• identifies sentences as True and False.
• uses appropriate subject-specific vocabulary while speaking.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 6

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: Language focus: Relative pronouns.
Learning objectives(s) that this lesson is contributing to 8.C6 organise and present information clearly to others.
8.UE12 use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics.
Lesson objectives All learners will be able to:
• Differentiate the sentences with too, too much, too many, enough, not enough.
Most learners will be able to:
• Produce the sentences with too, too much, too many, enough, not enough.
Some learners will be able to:
• Apply the sentences with too, too much, too many, enough, not enough fluently.
Value links Healthy lifestyle.
Cross curricular links Medicine, Dietology.
Previous learning Listening to a programme about environmental problems.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Development of the ability to understand different cultural contexts and viewpoints expressed while speaking.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Ex.1 p.13. Recognition exercise.
Answers:
1) uncountable nouns
2) countable nouns
3) adjectives
Main Activities Ex.2 p.13. Sentence completion task.
Answers:
1) too
2) too much
3) too many
4) too much
5) too many
6) too
7) too many, too much
Ex.3 p.13. Recognition exercise.
Ex.4 p.13. Asking and answering questions.
Answers:
1) Is this pizza big enough? Yes, it’s big enough.
2) Are there enough apples? There are too many apples.
3) Have we got enough drinks? No, we haven’t got enough drinks.
4) Is this soup hot enough? No, it’s cold.
5) Have we got enough sandwiches? Yes, we’ve got a lot.
6) Is this coffee strong enough? Yes, the coffee’s really strong.
Ex.5 p.13. Creative exercise.
Answers:
We’ve got enough soap.
We’ve got too many packets of crisps.
We haven’t got enough apples.
We’ve got too many pizzas.
We’ve got enough bottles of water.
We’ve got too much juice.
We haven’t got enough bread.
Ex.6 p.13. Speaking in a form of a dialogue.
Extra task. Creative exercise.

CD
Ending the lesson Giving the hometask. WB p.11.
Self-assessment.

Plus Minus Interesting

If children liked something at the lesson they put it into the column “plus”, if they
didn’t like or were bored during some part of the lesson, they can use the column “minus”, the
section “interesting” is for those activities which were interesting during the lesson.
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Demonstrate an ability to organize and express ideas clearly.
2. Apply pre-verbal, post-verbal and end-position adverbs accurately.
Descriptor:
A learner:
• presents information clearly.
• applies the rule for pre-verbal, post-verbal and end-position adverbs and their usage.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 7

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: Speaking: Offering and asking for help.
Learning objectives(s) that this lesson is contributing to 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.
Lesson objectives All learners will be able to:
• Understand the main ideas of the dialogue in which people offer and ask for help while listening.
• Recognize key phrases for offering and asking for help in dialogue.
• Act situations offering and asking for help.
Most learners will be able to:
• Understand details in listening extracts.
• Use topic related vocabulary in their dialogues.
• Create their own dialogues based on the given situations and act.
Some learners will be able to:
• Understand detailed information from the dialogues while listening.
• Apply topic related vocabulary in speech fluently.
• Create their own dialogues on the topic without support and act.
Value links Cooperation, respect each other’s opinion, functional literacy.
Cross curricular links Ecology, Dietology.
Previous learning Talking about eating habits.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Students will be able to understand that people should respect each other.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up. Free talk.
• Do you organize events with our friends?
• Imagine you want to organize a party or barbecue with some friends. What things do you need to plan?
• Will one person do everything or will you ask your friends for help?
Main Activities Ex.1 p.14. Identifying the topic. Predicting based on the picture.
Answers:
Lucy and Adam are preparing a barbecue.
Ex.2 p.14. Gist listening.
Answers:
Adams needs some more drinks, a bag of ice and some bags for the rubbish.
Ex.3 p.14. Sentence completion task. Role-play.
Answers:
1) help you with anything? (offering help)
2) get a few cartons of juice or something? (offering help)
3) get a bag of ice, too. (offering help)
4) get some? (asking for help)
5) see what they’ve got. (offering help)
Ex.4 p.14. Pronunciation practice.
Ex.5 p.14. Creative exercise.
Answers:
1) clean it
2) help you
3) come with you
4) be quite
5) buy some more
6) call him
Ex.6 p.14. Speaking in a form of a dialogue.

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Ending the lesson Giving the hometask. SB ex.6 p.14
Peer-assessment.
Rubric
Category Excellent
4 pts Good
3 pts Fair
2 pts Poor
1 pts
Fluency
Author demonstrates normal pace, not too fast, not to slow. Author demonstrates adequate normal pace, not too fast, not to slow. Author demonstrates some normal pace, not too fast, not to slow. Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar
There are no spelling, punctuation, or grammar errors. There are 1-2 spelling, punctuation, or grammar errors. There are 3-4 spelling, punctuation, or grammar errors. There are more than 4 spelling, punctuation, or grammar errors.
Presentation/
Memorization
Dialogue is well organized and flows like a natural conversation. Dialogue is fairly well organized and mostly flows like a natural conversation. Dialogue is slightly confusing and somewhat flows like a natural conversation. Dialogue is hard to follow and doesn’t flow like a natural conversation.
Pronunciation/
Expression
No pronunciation errors are noted.
Conversation is recited with appropriate expression. There are 1-2 errors in pronunciation. Conversation is recited with mostly appropriate expression. There are 3-4 pronunciation errors. Conversation is recited with somewhat appropriate expression. There are 5 or more pronunciation errors.
Appropriate expression not used.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Identify the main idea in extended talks with little support.
2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
3. Demonstrate the ability to participate in a conversation.

Descriptor:
A learner:
• selects an appropriate answer
• completes the task.
• uses appropriate subject-specific vocabulary while speaking.
• discusses questions and answers the questions within the group.

• Observation
• Feedback on the work
• Peer-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 8

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: Writing: An environmental problem.
Learning objectives(s) that this lesson is contributing to 8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics.
Lesson objectives All learners will be able to:
• Understand the general writing structure of an email about an environmental problem.
• Recognize and use key phrases for writing about a problem.
Most learners will be able to:
• Write an email to a newspaper in accordance with email structure.
Some learners will be able to:
• Express their ideas in writing an email about an environmental problem.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Practice offering and asking for help.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Perception of different global problems, such as dirty beaches, in their own country and around the world
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Discovery activity.
Ask students:
• What environmental problems are there in your town?
• What do you do if you notice an environmental problem in your area?
• What Rebecca Hosking did when she noticed the problem with plastic bags (p.12)?

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

Ex.3 p.15. Matching activity.
Answers:
1) d: because
2) a: so
3) e: so
4) c; because
5) b: because
Ex.4 p.15. Writing guide.

Ending the lesson Giving the hometask. WB p.13.
Self-assessment.
Rubric

Category 4 3 2 1
Ideas All ideas were expressed in a clear and organized way. It was easy to figure out what the email was about. Most ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the email was about. The email seemed to be a collection of unrelated sentences. It was very difficult to figure out what the email was about.
Format Complies with all the requirements for an email. Complies with most of the requirements for an email. Complies with several of the requirements for an email. Complies with few of the requirements for an email.
Sentences and
Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. Most sentences are complete and well-constructed. Paragraphing is generally done well. Some sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences and paragraphing needs lots of work.
Grammar & spelling Writer makes few or no errors in grammar or spelling. Writer makes some errors in grammar and/or spelling but the errors do not impede understanding. Writer makes quite a lot of errors in grammar and/or spelling Writer makes very frequent errors in grammar and/or spelling.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Consider different perspectives on the world in a written form.
2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
3. Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:
A learner:
• uses appropriate subject-specific vocabulary.
• writes an email with introduction, main body and conclusion.
• includes examples and reasons where necessary.

• Observation
• Feedback on the work
• Self-assessment (rubric) Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 9

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: My country: Our world.
Learning objectives(s) that this lesson is contributing to 8.C8 develop intercultural awareness through reading and discussion.
8.UE2 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics.
8.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.
Lesson objectives All learners will be able to:
• Recognize and use verbs connected with the environment, phrases to talk about quantity.
• Identify the meaning of the text about an environmental problem in Kazakhstan.
Most learners will be able to:
• Use speaking and listening skills to solve problems cooperatively.
Some learners will be able to:
• Discuss and give their opinions about local environmental problems using own words.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Writing an email about an environmental problem.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Learners share and compare environmental problems in Kazakhstan and other countries.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Using pictures related to the text for discussion.
• Where do you think it is?
• Do you know of any problems associated with Aral sea?
• Think of any other environmental problems and their causes.
Main Activities Ex.1 p.16. Conveying the meaning of new words. Use of dictionaries.
Reading for detailed comprehension.
Gap filling activity.
Answers:
1) irrigate
2) shrink
3) split
4) restore
5) flow
6) increase

Ex.2 p.16. Justifying true/false statements with reference to the text.
Answers:
1) F — It was one of the largest lakes in the world.
2) F — It’s in Kazakhstan.
3) T
4) F — A small number of freshwater fish species have returned.
5) T

Ex.3 p.16. Recognition exercise.
Answers:
1) uncountable
2) two
3) two
4) countable
5) 100 percent
6) more than enough

Ex.4 p.16. Ticking off items.
Answers:
1) amount
2) plenty
3) Both
4) several
5) all

Ex.5 p.16. Speaking about local environmental problems in a form of discussion. CD

CD

Ending the lesson Giving the hometask. Poster «An environmental problem in my country»
“Cinquain” is a five-line poem based on the content of the material under the study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Raise awareness about cultural diversity through reading and discussion.
2. Apply the correct quantifiers including much, many, a lot of, some, any for countable and uncountable nouns in the context.
3. Demonstrate the ability to participate in a conversation.

Descriptor:
A learner:
• recalls some events based on his/her own experience.
• completes the task with proper quantifiers.
• discusses questions and answers the questions within the group.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 10

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

Grade 8 __ Number present: Number absent:
Theme of the lesson: CLIL: Geography. An environmental problem.
Learning objectives(s) that this lesson is contributing to 8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics
Lesson objectives All learners will be able to:
• Recognize and use vocabulary to do with sustainable development.
• Identify the meaning of the text about sustainable development.
• Understand the general writing structure.
Most learners will be able to:
• Write a letter about an environmental problem in accordance with the structure.
Some learners will be able to:
• Express their ideas about environmental problems and solutions in writing task.
Value links Being environmentally conscious/friendly, actively providing solutions to global problems.
Cross curricular links Ecology.
Previous learning Reading an article about an environmental problem in Kazakhstan.
Use of ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Be aware of global problems as global citizens.
Health and Safety Breaks and physical activities used.
Plan
Planned timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Cluster — Sustainable development.
Main Activities Ex.1 p.17. Conveying the meaning of new words. Use of dictionaries.
Ex.2 p.17. Skimming.
Text completion.
Answers:
1) environment
2) solutions
3) recycles
4) community
5) facilities
6) save
Ex.3 p.17. Justifying true/false statements with reference to the text.
Answers:
1) False. The leaders of more than 100 countries met at the Earth Summit.
2) True.
3) True.
4) False. It is easy for individuals to do something small every day to contribute to Local Agenda 21.
5) True.
6) False. People need their local councils to provide good facilities, such as recycling and public transport.
Ex.4 p.17. Problem-solving task.
Ex.5 p.17. Writing practice.

CD
Ending the lesson Giving the hometask. SB ex.5 p.17
Self-assessment.
Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
• Green: How can you use today’s learning in different subjects?
• Red: How do you feel about your work today?
• White: What have you leant today?
• Black: What were the weaknesses of your work?
• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I’ve improved in, Today I learnt… )
• Yellow: What did you like about today’s lesson?
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Consider different perspectives on the world in a written form.
2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
3. Identify the main idea of text on unfamiliar and curricular topics
4. Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:
A learner:
• uses appropriate subject-specific vocabulary.
• chooses the right answer.
• writes a letter with introduction, main body and conclusion.
• includes examples and reasons where necessary.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 12

Term 1
Unit 1 «Our world» School:
Date:______.09.2018 Teacher’s name:

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

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

Ex.1 p.19. Identifying the topic.
• What a blog is?
• Why do people write them?
Using pictures related to the text for discussion.
Skimming.
Taking notes.
Answers:
Walking to school instead of going by car; donated books to local library; planted tulips; put up a bird feeder; cleaned park with friends.
Ex.2 p.19. Brainstorming.
Writing practice.
Ex.3 p.19. Feedback on the project.

CD

Ending the lesson Giving the hometask. WB p.14-15
Peer-assessment.
Two stars and a wish.
• You did a really good job on …
• I really like how you …
• Maybe you could …
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
Make a clear plan of writing; Create a blog; Check the written draft.

Descriptor:
A learner:
• writes an appropriate information;
• writes and edits the work.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 13

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

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

Ending the lesson Giving the hometask. WB p.16.
Self-reflection.
Most ……. thing
Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
2. Form simple perfect forms for recent, indefinite and unfinished past actions.
3. Write sentences about recent, indefinite and unfinished past actions connecting them into paragraphs.

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

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 14

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

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

Ending the lesson Giving the hometask. WB p.20.
Self-assessment.
Pair share
At the end of a lesson learners share with their partner:
• Three new things they have learnt
• What they found easy
• What they found difficult
• Something they would like to learn in the future.
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Provide a point of view in conversations and discussions.
2. Identify particular information and details in reading passage.

Descriptor:
A learner:
• presents his/her information to the class.
• completes sentences with right phrases.

• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 15

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

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

Ex.3 p.23. Ticking off items.
Answers:

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

Ex.4 p.23. Creative exercise.
Ex.5 p.23. Speaking in a form of interview.
Extra task. Writing practice.

CD

CD

Ending the lesson Giving the hometask. WB p.17.
Self-assessment.

KWL
Know Want to know Learnt

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners? Assessment –
how are you planning to check learners’ learning? Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Demonstrate an ability to organize and express ideas clearly.
2. Form simple perfect forms for recent, indefinite and unfinished past actions.

Descriptor:
A learner:
• selects useful information and plans the answer.
• uses the simple perfect forms accurately.
• Observation
• Feedback on the work
• Self-assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

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