Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

The theme: School life: verbs

Unit of a long term plan: Unit 9 The world of work		School:
Date: 24.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	School life: verbs
Learning objectives	8.1.6.1 organise and present information clearly to others 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 verbs to do with school life. • Do a questionnaire on attitudes to school. • Learn the form and use of should and must.
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 Method speaking phone was used to develop speaking skills. Lead – In • With books closed, ask students to tell you something they like and something they dislike about their school. Encourage students to join in and contribute ideas. • Ask students what kind of things they do at school. Elicit ideas, and write the verbs on the board (for example, study, work, do homework, make friends)..	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:104 • Students use their dictionaries to check the meaning of the words and expressions in the questionnaire. • Remind students to think carefully about using the infinitive form each time and to use this form in their table. • Encourage students to work individually, then compare answers in pairs. Then check as a class to ensure everyone has agreed on which column the words go in. • In a weaker class, ask students to put the words in new sentences to check understanding. In a stronger class, ask students to define the verbs. Ex: 2 P:104 • Students do the questionnaire. They can read the questions and options in pairs, but they should put answers that reflect their own ideas. • In a weaker class, encourage students to work out unfamiliar words from the context. • Ask students whether they agree with what the key says about them. • In a stronger class, you could ask students to prepare a short summary based on their answers to the questionnaire and the key. This could start, for example: I’ve got a good attitude to school because I get good marks and I make friends too, Ex: 3 P:104 • Read through the questions with the class and check understanding. If students find any of the questions difficult, ask if other students can offer a translation or explanation. • Allow students time to prepare their answers to the questions individually. • Put students in pairs to ask and answer the questions. Go round and listen as they are talking. Check they are using the present perfect correctly, and help with vocabulary. • Ask some students to report back to the class on their partner’s answers	Students check the meaning of the words and phrases in blue. Then complete the table with the infinitive forms of the verbs. Descriptor: - complete the table with the infinitive forms of the verbs Differentiation: «Verbal support» method is used to help Students use new words in the text. Students work in pairs and do the questionnaire Descriptor: - do the questionnaire Students ask and answer the questions with a partner. Then compare their answers with the class. Descriptor: - Read the questions - answers to the questions individually	-can understand the meaning of the words and phrases in blue Total: 1 point Answers: Positive: make friends, get good marks, pass exams, get a qualification Neutral: revise for a test, do your homework, take the exam, leave school Negative: play truant, cheat in exams, fail an exam, copy a friend’s work, get a bad mark, bully, suspend, expel -can read the questions Total: 1 point Answers: Students’ own answers. -can answers to the questions individually Total: 1 point Answers: Students’ own answers	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: Cheating

Unit of a long term plan: Unit 9 The world of work		School:
Date: 25.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Cheating
Learning objectives	8.1.8.1 develop intercultural awareness through reading and discussion 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: • Read about cheating in exams. • Read for general meaning and specific information. • Learn some American English vocabulary. • Learn key phrases for agreeing and disagreeing
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 Method speaking phone was used to develop speaking skills. Lead – In • With books closed, write the word cheat on the board and elicit the meaning. • Ask students to think about the different ways in which people can cheat. • Ask students to give their opinions on the topic of cheating. Try to elicit different ideas and encourage students to join in and give their opinions. • Ask students if they can guess what percentage of school students cheat in tests and exams.	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:106 • In a weaker class, help students to read through the sentences. Explain that they should give their opinion, as there may be a difference between what different people would describe as cheating. • In a stronger class, students read the sentences and decide in pairs which of the things they think are cheating. • Ask some students to report back to the class on their discussions, and ask other students whether they agree. • Students read the text and identify which of the items are mentioned. Tell them to ignore the gaps at this stage. Ex: 2 P:106 • Explain to the class that five of the sentences a–f can be used to complete the gaps in the text. • Explain that students will need to read the text again more carefully to complete the gaps. They can work individually or in pairs. • When students listen to the text, encourage them to correct any mistakes they may have made. Ex: 3 P:106 • Explain to the class that there are many vocabulary differences between British and American English. Ask if students can think of any examples, such as chips / fries, pavement / sidewalk, etc. • Students find the American English words in the text. Ex: 4 P:106 • In a weaker class, ask for translations of the words in the box before students start the exercise. In a stronger class, ask students to define the words. • After students have matched the words, encourage them to record the words in sentences in their notebooks.	Students read the text and tick the things that are mentioned. Descriptor: - read the sentences and decide in pairs which of the things they think are cheating. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read the text again and complete the gaps. There is one sentence that you don’t need. Then listen to the text and check the answer. Descriptor: - read the text again more carefully to complete the gaps Students find the American English words in the text. Descriptor: - find the American English words in the text. Students match the British English words in the box with the American English words in the box. Descriptor: -translate the words in the box	-can read the sentences Total: 1 point Answers: 1, 2, 4, 5 and 7 are cheating. 1, 2, 4 and 5 are mentioned in the text. -can complete the gaps Total: 1 point Answers: 1 b 2 a 3 e 4 f 5 c -can find the American English words in the text. Total: 1 point Answers: 1 grades 2 cell phones 3 principal -can translate the words in the box Total: 1 point Answers: 1 petrol 2 film 3 rubbish 4 motorway 5 shop 6 trousers 7 biscuit 8 pavement 9 lorry 10 sweet	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: Language focus: Have to and don't have to

Unit of a long term plan: Unit 9 The world of work		School:
Date: 26.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Language focus: Have to and don't have to
Learning objectives	8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: Learn the form and use of have to and don’t have to. • Practise using have to and don’t have to to talk about things that are necessary or not necessary.
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 Method speaking phone was used to develop speaking skills. Lead – In • Ask students to find a phrase in paragraph 2 in the text on page 50 meaning ‘it’s necessary to cheat’ (they have to cheat). Ask them to find a phrase in paragraph 5 on page 51 meaning ‘it isn’t necessary to cheat’ (they don’t have to cheat). • Ask students what other things it is necessary to do at school (for example, work hard, come to classes, wear a uniform).	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:107 • Refer students back to the text to complete the sentences, then ask them to study these and use their answers to help them complete the rules. Ex: 2 P:107 • Check students’ understanding of the word order in questions by asking them to write these individually. • Ask students to compare their answers in pairs and correct any mistakes before you check with the class. • Explain that questions start with a negative auxiliary when we are asking for clarification. So for item 3 the speaker was surprised to see some students out of uniform. In a weaker class, explain that the speaker could have said, I thought they had to wear uniforms. In a stronger class, encourage students to think of alternative ways of clarifying the situations in items 3 and 4 to check they have understood the use of the negative auxiliary, don’t / doesn’t Ex: 3 P:107 • Allow students time to read through the list of things to do. • Explain that students are going to listen to an interview with a girl who is talking about what she has to and does not have to do. Students listen and tick the things that Laura has to do, then write sentences. • Let students listen to the CD twice, then ask them to compare their sentences in pairs.	Students complete the sentences from the text. Then choose the correct words in the rules. Descriptor: - complete the rules. Differentiation: «Verbal support» method is used to help Students use new words in the text. Students order the words to make questions Descriptor: - make questions compare their sentences in pairs. Students listen to a interview with Laura. Then write sentences with have to and don’t have to Descriptor: - listen and tick the things that Laura has to do	-can complete the rules. Total: 1 point Answers: 1 have to 2 have to 3 don’t have to Rules 1 have to 2 don’t have to -can make questions Total: 1 point Answers: 1 Do we have to walk to school? 2 Does the teacher have to prepare lessons? 3 Don’t they have to wear a uniform? 4 Doesn’t Francis have to study? 5 Does he have to see the head teacher? 6 Do you have to go home? -can. listen and tick the things that Laura has to do Total: 1 point Answers: 1 ✓ Laura has to walk to school. 2 ✓ Laura has to wear a uniform. 3 Laura doesn’t have to eat at the canteen. 4 ✓ Laura has to do her homework before she goes out. 5 Laura doesn’t have to help make dinner every evening. 6 Laura doesn’t have to stay at home on school days.	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: School life: nouns

Unit of a long term plan: Unit 9 The world of work		School:
Date: 27.04.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	School life: nouns
Learning objectives	8.1.8.1 develop intercultural awareness through reading and discussion 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 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn nouns relating to school life. • Listen to three teenagers talking about their schools. • Listen for general meaning and specific details. • Discuss opinions about different kinds of school.
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 Method speaking phone was used to develop speaking skills. Lead – In • With books closed, ask students to say what kind of school they go to. Ask if there are other kinds of school in their country, and ask students to say what the differences are. • Ask what the advantages are of the school they go to, and also what the disadvantages are.	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:108 • Ask students to read through the sentences and think about the meaning of the words in blue. • Read the table headings and check understanding. In a weaker class, do another example under each heading. • Once students have completed the table, check answers before students move on. • Students answer the questions with their own ideas. Go round and listen as they are working, and help as necessary Ex: 2 P:108 • Explain to students that they are going to listen to four people talking about school, and that they should identify which type of school each of them goes to. Ex: 3 P:108 • Explain that this exercise is designed to help students predict information. • Elicit ideas, but do not confirm or reject them at this stage. Students listen to the CD to check their answers. Ask round the class to find out how many answered. 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. Then answer the questions with a partner Descriptor: - read the sentences - complete the table Differentiation: «Verbal support» method is used to help Students use new words in the text. Students listen to four people Descriptor: - listen to four people talking about school Students look at the photos. Are the sentences true or false? Descriptor: - discuss about photos	-can complete the table Total: 1 point Answers: Types of school: mixed school, single-sex school, state school, private school, primary school, secondary school, boarding school Other collocations: school-leaving age, school uniform, school rules, school holidays, school subjects, school-leaving exams Students’ own answers. -can talk about school Total: 1 point Answers: 1 boarding school 2 secondary 3 single-sex school school 4 state schoo -can discuss about photos Total: 1 point Answers: 1 True. 2 False. 3 True.	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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