8 сынып, ағылшын тілі 1-тоқсан қмж

Short term plan

Unit 1: Our world lesson 1

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Vocabulary: Global issues

Learning objectives

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Learning objectives

(assessment criteria)

Learners will be able to:

- talk about solutions to global issues,

- get an overview of the module

Levels of thinking skills

Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask individual students questions such as What’s your favourite TV programme / animal / food? Ask them to describe the item they have chosen. Write any adjectives they use on the board and elicit that they are adjectives.

• Elicit and write up other adjectives that students know

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/sgD8E5vURFsHUqfn6

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:5

Direct students to the pictures.

Play the recording. Students listen and repeat chorally and/or individually

Learners look at the pictures. Listen and repeat.

ANSWERS :

Students’ own answer

T’s feedback

Descriptor:

- look at the pictures

- listen and repeat

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:5

• Read the ideas in the list and elicit/explain any unknown words.

• Invite one of the students to read out the example.

• Ask various students to suggest solutions to the global issues using the ideas in the list as well as ideas of their own.

Differentiation:

This task differentiated by the learners abilities. More able learners understand and use the ideas from the list

Learners use the ideas below as well as your own to suggest solutions to some of the problems in the pictures.

ANSWERS :

A Protecting wildlife habitats helps fight species extinction

B Opening more homeless shelters and providing free public housing help fight homelessness.

C Walking instead of driving and using public transport help fight air pollution.

D Recycling helps fight excess waste.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the ideas in the list

- use the ideas in the list

Total: 2 point

Worksheets

Stickers

End

5 min

“Finger” method is used to find out was the lesson clear or not.

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Ex: P:

Home task

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 2

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Reading: The steppe: A golden treasure

Learning objectives

8.3.1.1 use formal and informal registers in their talk on a growing range of general and 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;

Learning objectives

(assessment criteria)

Learners will be able to:

- listen and read for gist

- read for specific information

Levels of thinking skills

Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/Nbj3r2njdabViB3E8

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P: 6

Ask students to look at the pictures and then imagine they are there on the steppe.

• Ask various students to describe to the class what they can see and feel using their imagination.

A learner with individual needs: learner will be supported by teacher and by helpers. Work in pairs.

Learners look at the pictures. Imagine you are on the steppe. What can you see? How do you feel? Tell the class

ANSWERS :

I can see the big blue sky above me and the wide, open grassland of the steppe in front of me. I feel alone.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- look at the pictures.

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 6

Ask students to read the title and elicit Ss’ guesses as to why the steppe is important to the Kazakh people according to the author.

• Play the recording. Students listen and follow the text and find out.

Learners read the title of the text. Why is the steppe important to Kazakh people according to the author? Listen and read to find out.

ANSWERS:

The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s cities

Self -assessment

Descriptor:

- read the title

- answer the question

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 6

Explain the task.

Allow students time to read the statements and then read the text again and complete the task.

Check students’ answers.

Learners read the text again and decide if the sentences (1-8) are T (true), F (false) or DS (doesn’t say).

ANSWERS:

1 F

2 T

3 T

4 F

5 DS

6 T

7 F

8 DS

T’s feedback

Descriptor:

- read the statements

- write true, false or doesn’t say

Total: 2 point

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task Ex: P:

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder

Short term plan

Unit 1: Our world lesson 3

School:

Date:

Teacher name:

Grade: 8

Number present:

absent:

Lesson title

Vocabulary: Habitats

Learning objectives

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

8.6.15.1 use infinitive forms after a limited number of verbs and adjectives, use gerund forms after a limited variety of verbs and prepositions, use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics;

Learning objectives

(assessment criteria)

Learners will be able to:

- consolidate new vocabulary

- consolidate information in a text and give an opinion

- present new vocabulary for habitats and animals; to match animals to habitats

Levels of thinking skills

Knowledge and comprehension

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the words low impact and high impact on the board.

Explain that your impact on the environment is the effect that you have, through things you do such as travelling and using energy.

Ask students if they think they have a low impact or a high impact on the environment. Ask how they could reduce their impact.

T: What do you think about today’s theme?

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/FffFq42VPg1wp1os5

Middle

30 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P: 7