Short term plan: term 4

The theme: My country: Food and drink: Record-breaking food

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 12.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	My country: Food and drink: Record-breaking food
Learning objectives	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.S7 use appropriate subject-specific vocabulary and syntax to talk 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Review and learn vocabulary related to cooking and food. • Review how to use as, like, such, so, because
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 • Ask students what traditional food they like or don’t like. • Ask students to describe how the food is prepared and eaten. Encourage them to use cooking verbs and nouns, for example, fry / frying pan	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:100 • Read the sentences with the class. Ask students to explain the words in blue. Help them with the meaning if they are not sure. • Get students to guess whether the sentences are true or false. • Play the CD as students read the text and check if their guesses were correct. • Play the CD again so that they can correct the false sentences Ex: 2 P:100 • Ask students to scan the text for the words in the box and then complete the rules. • Note that so can be used as an adverb, ‘It’s so big it won’t fit in my bag.’ This is the so in paragraph one of the text. It can also be used as a conjunction: ‘It was cold so I put a jacket on.’ This is the so in the final paragraph. Ex: 3 P:100 • Ask students to complete the sentences using the correct word. • When you go through the answers with the class ask students to explain their answers by referring to the relevant rule Ex: 4 P:100 • Put students into pairs or small groups to do the activity. • Get students to use the internet or school library if there is one available. • Ask students to write about half a page, or longer if there is enough time. Walk round and help with ideas and language. Encourage students to use the vocabulary they have learnt in the lesson. • Get pairs or groups to read their descriptions out for the rest of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students check the meaning of the words in blue in the sentences. Then read and listen to the text. Write true or false. Descriptor: -read and listen to the text - write true or false Answers: 1 false – The world’s largest serving of beshbarmak weighed 736.5 kilograms. 2 false – The nomads didn’t use cutlery – they ate beshbarmak with their hands. 3 true 4 false – The meat, vegetables and spices are boiled together, but the nooodles are cooked separately. 5 false – Baursaks are also popular in other countries in Central Asia and in the Middle East. 6 true Differentiation: «Verbal support» method is used to help Students use new words in the text. Students find these words and phrases in the text. Then complete the rules. Descriptor: - scan the text for the words in the box and then complete the rules. Answers: 1 as 2 like 3 so, such a 4 because, since, as Students choose the correct words. Descriptor: - choose the correct words Answers: 1 as 2 because 3 so 4 like 5 Since 6 such	-can write true or false Total: 1 point -can complete the rules. Total: 1 point -can choose the correct words 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: CLIL Science: The future of food

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 13.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	CLIL Science: The future of food
Learning objectives	8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 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 of natural environments. • Read a text about tropical rainforests. • Write about coral reefs
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 what they know about tropical rainforests. • Elicit a variety of ideas, then ask what they know about the conditions in a rainforest. Ask what types of animals and plants there are, and where they live in the forest. • Elicit a variety of responses, but do not accept or reject any at this stage.	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:101 • Students use their dictionaries to check the meaning of the words. In a weaker class, accept translations, then encourage students to contextualize the words in examples sentences. In a stronger class, encourage them to contextualize the words directly. • Students read the text and complete it with the missing words. Tell students that they should read the text quickly and not worry if they do not understand every word. • Do not check answers at this stage Ex: 2 P:101 • Ask students to listen and read the text, and check their answers to exercise 1. Ex: 3 P:101 • After students have labelled the diagram, check answers and ask what the layers of a rainforest are called in their language Ex: 4 P:100 • Allow students time to read the notes. Elicit or explain that coral reefs are made up of lots of tiny animals. Encourage students to use dictionaries to look up any words they do not know. • Ask one or two students to read their paragraphs to the class. • In a weaker class, ask students to exchange their texts for correction. In a stronger class, ask them to exchange texts for correction. Then, in small groups, ask students to identify common errors. Finish by finding out what the most common errors are in the class and encourage students to revise these areas Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students check the meaning of the words in the box. Descriptor: - read the text and complete - complete it with the missing words Answers: Students’ own answers. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read and listen to the text. Descriptor: - listen and read the text Answers: 1 vegetation 2 wildlife 3 layers 4 mammals 5 shrubs 6 natura Students read the text again. Choose the correct answers Descriptor: - choose the correct words Answers: 1 emergent layer 2 canopy 3 understorey 4 forest floor	-can complete it with the missing words Total: 1 point -can listen and read the text Total: 1 point -can choose the correct words 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: Unit Review 8 SAU1 for the unit “Food and drink”

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 18.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Unit Review 8 SAU1 for the unit “Food and drink”
Learning objectives	8.C5 use feedback to set personal learning objectives 8.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.3.2.1(8.S2) Ask more complex questions to get information about a growing range of general topics and some curricular topics
Lesson objectives	Learners will be able to: • Identify the meaning and details of the reading texts on familiar topics • Formulate and ask questions that are more complex to get information about the topic
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:102 • ask students to write the nouns from these verbs. Check their answers in pairs and write them individually. Ex: 2 P:102 • Ask students to complete the text with the verbs in the box. • Ask students to compare their answers in pairs and correct any mistakes before you check with the class Summative assessment for the unit «Food and Drink» Reading Task 1. Read the text and answer the questions Write the correct letter. One restaurant is extra. You don’t need to use. Speaking Task 2. Discuss the questions in a class. Task 2. Discuss the questions in a class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students write the nouns from these verbs Descriptor: - write the nouns Students’ own answers. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students to complete the text with the verbs Descriptor: - listen and read the text Students read the text and answer the questions Descriptor: - read the text Students discuss the questions	-can write the nouns from these verbs Total: 1 point Answers: 1 meeting 2 donation 3 campaign 4 organization 5 collection 6 ban 7 publicity 8 supporter -can listen and read the text Total: 1 point Answers: 1 look after 4 sign up 2 carry on 5 join in 3 wipe out 6 find out	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: Review language focus reference

Unit of a long term plan: Unit 8 Food and drink		School:
Date: 18.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Review language focus reference
Learning objectives	8.C5 use feedback to set personal learning objectives 8.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.4.5.1(8.R5) Deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.3.2.1(8.S2) Ask more complex questions to get information about a growing range of general topics and some curricular topics
Lesson objectives	Learners will be able to: • Identify the meaning and details of the reading texts on familiar topics • Formulate and ask questions that are more complex to get information about the topic
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:102 • ask students to write the nouns from these verbs. Check their answers in pairs and write them individually. Ex: 2 P:102 • Ask students to complete the text with the verbs in the box. • Ask students to compare their answers in pairs and correct any mistakes before you check with the class Summative assessment for the unit «Food and Drink» Reading Task 1. Read the text and answer the questions Write the correct letter. One restaurant is extra. You don’t need to use. Speaking Task 2. Discuss the questions in a class. Task 2. Discuss the questions in a class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students write the nouns from these verbs Descriptor: - write the nouns Students’ own answers. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students to complete the text with the verbs Descriptor: - listen and read the text Students read the text and answer the questions Descriptor: - read the text Students discuss the questions	-can write the nouns from these verbs Total: 1 point Answers: 1 meeting 2 donation 3 campaign 4 organization 5 collection 6 ban 7 publicity 8 supporter -can listen and read the text Total: 1 point Answers: 1 look after 4 sign up 2 carry on 5 join in 3 wipe out 6 find out	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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