Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: Language focus: Be going to and will

Тексерілді: Қ. Байсеитов

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 05.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Language focus: Be going to and will
Learning objectives	8.1.6.1 organize and present information clearly to others 8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning 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 be going to and will for plans and intentions. • Learn the difference between be going to and will. • Practise using be going to to talk about plans and intentions, and will to talk about predictions and instant decisions. • Practise using be going to and will to talk about the future
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 on page 62. Elicit that it all refers to the future. • Ask students to find sentences in which Molly talks about her plans, for example, I’m going to set up a campaign, I’m going to swim … . Elicit that the sentences use be going to. • Refer students back to the questions in exercise 3 on page 62. • Ask which questions use will (questions 2, 4, and 5) and which use be going to (questions 3, 6, 7 and 8).	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:97 • Read the rules with the class, then ask them to complete the sentences LANGUAGE NOTE Students often omit the appropriate form of be in sentences with be going to: I going to phone him later. They also omit to: I’m going phone him later. Ex: 2 P:97 • Encourage students to identify the plans and predictions before completing the text. • In a weaker class, you could ask them to go through the text first and decide which parts are plans and which parts are predictions. Discuss their answers as a class before they write the sentences. • Ask students to compare their answers in pairs and correct any mistakes before you check with the class. Ex: 3 P:97 • Read the situation with the class. • Students write the questions and answers individually. • Ask individual students to read out some of the questions to the class, and correct any mistakes in the question formation before they invent answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students complete the sentences from the text and match with rules. Descriptor: - complete the sentences from the text - match them with rules Answers: a will b won’t c ’m going to d Is, going to e ’ll f will Rules 1 c, d 2 a, b, e, f Differentiation: «Verbal support» method is used to help Students use new words in the text. Students complete the text with be going to or will / won’t Descriptor: - identify the plans and predictions Answers: 1 are going to run 2 will sponsor 3 ’ll make 4 will be 5 ’re going to start 6 ’s going to run 7 ’ll train Students read the situation. Then complete the questions and invent answer with be going to or will. Descriptor: - read the situation Answers: 1 is, going to 2 are 3 will 4 are, going to, going to 5 ’ll 6 will Students’ own answers	-can complete the sentences from the text Total: 1 point -can complete the text with be going to or will / won’t Total: 1 point -can read the situation 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

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Short term plan: term 4

The theme: Plans and arrangements

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 06.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Plans and arrangements
Learning objectives	8.1.6.1 organise and present information clearly to others 8.2.5.1 recognise the opinion of the speaker(s) with little or no support 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: • Listen to a dialogue in which someone talks about their plan to do a sponsored event. • Learn key phrases for talking about donating money. • Learn the use of the present continuous for future arrangements. • Practise talking about your plans and arrangements.
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 what their plans are for the weekend. Elicit a few ideas, making sure that students use be going to rather than will. • Write the words plan and arrangement on the board and elicit or explain the difference (a plan is something you intend to do; an arrangement is something that is already agreed, planned and arranged)	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:98 • Refer students to the photo and ask them what they think is happening. Elicit some answers from the class, but do not confirm or reject any at this stage. Ex: 2 P:98 • Read the question with the class and elicit or explain that at this stage, students should listen for the general meaning of the dialogue, and try to pick out the amount of money which Adam thinks he’ll raise. • When students have listened to the CD, ask for their ideas. • Confirm or reject students’ predictions about what Adam was asking the man (He was asking Mr Johnson to sponsor him to do a run for charity.) Ex: 3 P:98 • Ask students to complete the key phrases individually, then read them through with the class. • Ask students to identify who says the key phrases in the dialogue. Then play the CD for them to check their answers. • Students practise the dialogue in pairs. Ex: 3 P:98 • Read the rule with the class, then students identify the structures. • Ask students to find more examples of be going to for plans and the present continuous for future arrangements in the dialogue in exercise 2. Clarify the difference between a plan and an arrangement in each case. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students look at the photo and answer the question. Descriptor: - look at photo and discuss Answers: Students’ own answers. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students listen to the dialogue. Descriptor: - listen for the general meaning of the dialogue Answers: Adam thinks he’ll raise £150 Students complete the key phrases from the dialogue. Then practise the dialogue with a partner. Descriptor: - complete the key phrases from the dialogue. Answers: 1 minute (Adam) 2 do (Mr Johnson) . 3 for (Mr Johnson) 4 for (Adam) 5 to raise (Adam) 6 like (Mr Johnson) Students read the rule. Which structures are in sentences a and b? Descriptor: - read the rule Answers: a present continuous b be going to	-can look at photo and discuss Total: 1 point -can identify the general meaning of the dialogue Total: 1 point -can complete the key phrases from the dialogue 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: A formal letter

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 11.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	A formal letter
Learning objectives	8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Study a model formal letter. • Learn key phrases for writing a formal letter. • Learn how to explain things. • Write a formal letter
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 what things they can do if they care about an issue such as those mentioned in the unit. • Elicit various ideas. You could use this as an opportunity to revise the vocabulary on action and protest from page 58. • If no one suggests writing a letter to someone in authority, suggest it and ask who they might write to. • Ask what style they would use in such a letter and elicit that it would be formal.	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:99 • Read the task with the class and check understanding. Encourage students to read through options a–d first, then check understanding of these. In a weaker class, give an explanation in L1 if necessary. • Explain that this task will help them learn about the purpose and structure of the letter Ex: 2 P:99 • Students read the model letter more carefully and answer the questions Ex: 3 P:99 • Read through the key phrases with the class, and refer students back to the paragraph topics before they do the matching. Ex: 4 P:99 In a weaker class, elicit or explain the function of the words in the box. For example, because and as introduce a reason; therefore and for this reason indicate an action or opinion based on a given situation. In a stronger class, elicit this information and ask students to use the words in sentences of their own. • Ask some students to read out their sentences, and check they have used the explaining words and phrases correctly. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students read the model text and match paragraphs. Descriptor: - read the model text Answers: The purpose of the letter is to ask the supermarket to display a poster and help publicize the protest. 1 d 2 a 3 c Differentiation: «Verbal support» method is used to help Students use new words in the text. Students answer the questions. Descriptor: - read the model again and answer the questions Answers: 1 James West, Students Against Nuclear Energy, 8 Dene Gardens, Halford HA3 8HB 2 Morrisey’s Supermarket, High Street, Halford HA3 7RD 3 Dear Sir or Madam; Yours faithfully 4 The plans to build a nuclear power station in the area Students match the key phrases with the three correct paragraph. Descriptor: - match the key phrases Answers: 1 a 2 d 3 c 4 a 5 c	-can read the model text Total: 1 point -can read the model again and answer the questions Total: 1 point -can match the key phrases 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

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