Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: Action and protest

Тексерілді: Қ. Байсеитов

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 28.03.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Action and protest
Learning objectives	8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary to do with action and protest. • Do a questionnaire on attitudes to taking action. • Learn the use of will and might. • Practise using will, won’t, might and might not to make predictions.
Plan

Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, ask students if they watch the news or read newspapers. Ask them what issues in the world they care about. Elicit some examples, such as climate change, animal experiments, etc. • Ask students what they can do to change situations. Elicit some ideas. Encourage students to join in and express their opinions; there are no right or wrong answers.	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:92 • If necessary, allow students to use their dictionaries to check the meaning of the new words. • When checking answers, model and drill pronunciation of the words, paying attention to the change of stress between some nouns and verbs such as organize / organization. • Ask students to do the questionnaire individually, then compare their answers with a partner and discuss which is the best plan of action in each case. • Ask some students to report back to the class on their discussions. Encourage other students to agree or disagree with them. Ex: 2 P:92 • In a weaker class, help students understand the meaning of each sentence by reading through them all with the class and answering the question in the instructions before students listen. • In a stronger class, allow students time to read through the options before listening. Follow up by answering the question in the instructions. Ex: 3 P:92 • After students have completed the key phrases, read through them with the class. • After saying each phrase, elicit whether it is used to make a suggestion, or comment on a suggestion. Make suggestions: Let’s (organize a meeting). How about (starting an email campaign)? I think we should try … Why don’t we (boycott the shops)? I think the best thing to do is … We could write to the council Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students complete the table with the words in blue in the Plan of action questionnaire. Descriptor'>Descriptor: - model and drill pronunciation of the words - complete the table with the words in blue Answers: 1 meeting 2 organize 3 march 4 donate 5 collection 6 protest 7 volunteer 8 supporter 9 sponsor 10 petition 11 ban 12 boycott 13 campaign Differentiation: «Verbal support» method is used to help Students use new words in the text. Students listen to two people discussing questionnaire. Match opinions with dialogues Descriptor: - listen to two people discussing questionnaire - Match opinions with dialogues Answers: 1 e 2 a 3 c 4 d 5 b Sentences which express certainty: b, d and e Students complete the key phrases with the words in the box. Descriptor: - complete the key phrases Answers: 1 idea 2 help 3 about 4 think 5 don’t 6 work 7 thing 8 could	-can complete the table with the words in blue Total: 1 point -can match opinions with dialogues Total: 1 point -can complete the key phrases Total: 1 point Comment on suggestions: That’s not a bad idea. That should / could / might help a bit. That will definitely work better.	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: The food waste scandal

Тексерілді: Қ. Байсеитов

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 29.03.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	The food waste scandal
Learning objectives	8.1.8.1 develop intercultural awareness through reading and discussion 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
Lesson objectives	Learners will be able to: • Read a text about freegans and food waste. • Read for general meaning and specific details. • Learn about negative prefixes un-, in- and im-. • Express opinions about a campaign against food waste.
Plan

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Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, write the word food waste on the board. Ask students what they understand by the expression. • Elicit ideas about food waste issues, for example, food mountains, sell-by dates on food. Ask students to express their opinions on these issues, using L1 if necessary. • If students do not mention supermarket waste, write this on the board and ask students for their opinions about what should be done with imperfect food	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:94 • Refer students to the title and photos and discuss what the photos show. • Ask students to discuss the questions in pairs. You can discuss ideas with the class before playing the CD. • Students read and listen, and check whether their guesses were correct Ex: 2 P:94 • Encourage students to prepare by reading through the questions before they read the text again. • Ask students to compare their answers in pairs and correct any mistakes before you check with the class Ex: 3 P:94 • Read through the words with the class and explain that the opposite of each word is in the text. Students should read the text again quickly to find the correct words. • Check answers with the class, and check that students understand the meaning of the adjectives. In a weaker class, ask for translations, then encourage students to put the new adjectives into sentences for context. In a stronger class, ask students to put the words into new sentences to show understanding. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students look at the title of the text and photos and answer the questions. Then read and listen to the text. Descriptor: - discuss the questions in pairs. - read and answer the question Answers: 1 The photos show: a person with a bag of food that has been thrown away, to show the quantity of food that is wasted. people who work on a food-sharing campaign. volunteers organizing food boxes so food can be redistributed. 2 Supermarkets throw food away if it is imperfect, for example, not all the same size, or if it doesn’t look nice. 3 Freegans are people who believe it is wrong to throw food away and who get most of their food from supermarket waste. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read the text again and choose the correct answers. Descriptor: - read the text again - choose the correct answers Answers: 1 c 2 a 3 c 4 c 5 c 6 a Students build their vocabulary Answers: 1 imperfect 2 unacceptable 3 insensitive 4 unnecessary	-can discuss the questions in pairs. Total: 1 point -can choose the correct answers Total: 1 point -can build their vocabulary Total: 1 point	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.			Poster

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Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: Language focus: First conditional review

Тексерілді: Қ. Байсеитов

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 30.03.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Language focus: First conditional review
Learning objectives	8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the form and use of the first conditional. • Practise using the first conditional.
Plan

Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • Refer students back to the text, and ask: Does the writer want supermarkets to change? (Yes.) Ask students to look at the last paragraph of the text and find a sentence which says what people can do to make supermarkets change. (If we all boycott the supermarkets, they’ll listen to us.) • Ask students to translate this sentence into their L1. Elicit that the sentence is referring to a future possibility	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:95 • Students complete the tables in pairs. • After checking answers, draw attention to the question in the instructions and ensure students understand that the comma is used when the if-clause is written first Ex: 2 P:95 • In a weaker class, allow students to work in pairs. Then, after checking answers, return to the table in exercise 1. Highlight which parts of the conditional sentences describe the action (using the present simple) and which parts describe the result (using will / won’t). • In a stronger class, ask students to find another example of the first conditional in the text (You’ll find more information and an online petition if you look on our website.). Ask students to identify the action and result clause, and the tenses used. Repeat this with the sentences in the table in exercise 1. LANGUAGE NOTE Students sometimes make the mistake of using will / won’t in the if-clause of first conditional sentences: If he will support us, we will win. In written language, they may forget to use a comma at the end of the if-clause when it comes first in the sentence. Ex: 3 P:95 • Do the first sentence as an example if necessary. • Remind students to read the sentences carefully to check they understand the context before completing each one Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students complete the first conditional sentences from the text. Descriptor: - complete the tables in pairs. Answers: 1 boycott 2 ’ll listen 3 won’t change 4 protest Differentiation: «Verbal support» method is used to help Students use new words in the text. Students study the sentences and complete the rules. Use will, won’t and the present simple. Descriptor: - identify the action and result clause - Use will, won’t and the present simple. Answers: 2 the present simple 3 will, won’t Students complete the sentences with the first conditional form of the verbs in brackets Descriptor: - read the sentences carefully Answers: 1 supports, will win 2 ask, will volunteer 3 will boycott, sells 4 won’t know, don’t organize 5 ban, won’t be 6 won’t sponsor, don’t finish	-can complete the tables in pairs Total: 1 point -can Use will, won’t and the present simple. Total: 1 point -can read the sentences carefully Total: 1 point	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: Phrasal verbs: a campaign

Тексерілді: Қ. Байсеитов

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 04.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Phrasal verbs: a campaign
Learning objectives	8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn phrasal verbs relating to campaigning. • Learn how to make your own examples. • Listen to an interview with a campaigner who wants to save the rainforests.
Plan

Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, write the word rainforest on the board. Ask students where you can find rainforests in the world. • Ask students what they know about rainforests and elicit some ideas. • Elicit that people are destroying rainforests and ask students if they feel strongly about this issue. Encourage students to participate and express their opinions	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:96 • Students read and listen to the text, then use their dictionaries to check the meaning of the phrasal verbs before matching them to the synonyms. It may help to point out that in most dictionaries phrasal verbs are listed under the main verb form, at the end of that entry. Ex: 2 P:96 • Students complete the sentences individually. • Ask individual students to read out some of their sentences and check that they have understood the meaning of the phrasal verbs correctly. • Put students into pairs to compare their sentences and choose the best ones to memorize. • Tell students they have two minutes to memorize their sentences. • After two minutes, with books closed, ask students to say one of their sentences from memory. • Encourage students to update their notebooks with example sentences regularly. Suggest that they try to learn new vocabulary and grammar, using examples, on a weekly basis. Ex: 3 P:96 • Ask individual students which two sentences they think are not in the interview. • Students then listen and check their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students read and listen to the text and check the meaning of the verbs in blue. Descriptor: - read and listen to the text - match them to the synonyms Answers: 1 end up 2 set up 3 carry on 4 look after 5 find out 6 wipe out 7 join in 8 sign up fo Differentiation: «Verbal support» method is used to help Students use new words in the text. Students complete the sentences with your own examples. Descriptor: - complete the sentences individually. - complete the sentences with your own examples Answers: Students’ own answers Students answer the question Descriptor: - listen and check their answers. Answers: Questions 3 and 7 are not in the interview.	-can match them to the synonyms Total: 1 point -can complete the sentences with your own examples Total: 1 point -can listen and check their answers Total: 1 point	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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