Ктп 8 класс английский язык обновленка excel

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

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

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?

CD

CD

CD

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

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

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

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

CD

CD

CD

CD

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

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.

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

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.

CD

CD

CD

Ending
the lesson

Giving
the hometask. SB ex.6 p.14

Peer-assessment.

Rubric

  
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

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

  
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

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

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

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

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

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 –