Pobierz dsadsadsadasdasdsadasd i więcej Publikacje w PDF z Zajęcia artystyczne tylko na Docsity!
Short term plan : term 4
Тексерілді:
Байсеитов Қ
Unit 8 Food and drink
Teacher name: Murataliyeva S
Date: 01.04.
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.
Value links Hospitality:^ Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni
ng of
the
lesson
5 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
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
ideas. Encourage students to join in and express their opinions; there are no right or wrong answers.
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- 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:
- 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.
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
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
Descriptor:
- model and drill
pronunciation of the words
- complete
the table
with the
words in blue
Total: 1 point
Descriptor:
- listen to
two people
discussing
questionnair
e
- Match
opinions with
dialogues
Total: 1
point
Descriptor:
- complete
the key
phrases
Total: 1 point
Cards
Workshee
ts
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 L if necessary.
the lesson
Students say
different words
from the picture
Assessment criteria
- Identify
detailed information in extended conversation with support
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- 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:
- 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.
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.
Answers: 1 c 2 a 3 c 4 c 5 c 6 a
Students build
their vocabulary
Answers: 1 imperfect
Descriptor:
- discuss the
questions in pairs.
- read and
answer the
question
Total: 1 point
Descriptor:
- read the
text again
- choose the
correct
answers
Total: 1
point
Cards
Workshee
ts
2 unacceptable 3 insensitive 4 unnecessary
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback
on what they have learned
at the lesson.
Poster
Short term plan : term 4
Unit 8 Food and drink
Teacher name:
Date:
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.
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self- realization.
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni
ng of
the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students
know what to anticipate
from the lesson.
Students' attention
is drawn to the
lesson.
Students discuss
Formative
Assessment
Pictures
Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. 2 ask, will volunteer 3 will boycott, sells won’t know, don’t organize 5 ban, won’t be 6 won’t sponsor, don’t finish carefully
Total: 1 point
End of
the
lesson
5 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
Short term plan : term 4
Unit 8 Food and drink
Teacher name:
Date: 04.04.
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.
Value links Hospitality:^ Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni Organization moment
ng of
the
lesson
5 min
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
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- 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
Students read and
listen to the text
and check the
meaning of the
verbs in blue.
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.
Answers: Students’ own answers
Descriptor:
- read and listen
to the text
- match them to the synonyms
Total: 1 point
Descriptor:
- complete the
sentences individually.
- complete
the
sentences
with your
own
examples
Total: 1 point
Cards
Workshee
ts
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni
ng of
the
lesson
5 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.
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
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- 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:
Students complete
the sentences from
the text and match
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
Answers: 1 are going to run
Descriptor:
- complete
the
sentences
from the text
Total: 1 point
Descriptor:
- identify the
plans and predictions
Total: 1
Cards
Workshee
ts
- 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. 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.
Answers: 1 is, going to 2 are 3 will 4 are, going to, going to 5 ’ll 6 will Students’ own answers
point
Descriptor:
situation
Total: 1 point
End of
the
lesson
5 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
Short term plan : term 4
Тексерілді: Байсеитов Қ
Unit 8 Food and drink
Teacher name: Murataliyeva S
Date: 10.04.
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
- 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:
- 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:
- 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. Answers: Adam thinks he’ll raise £
Students complete
the key phrases
from the dialogue.
Then practise the
dialogue with a
partner.
. 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? Answers: a present continuous b be going to meaning of the dialogue
Total: 1 point
Descriptor:
the key
phrases from
the dialogue
Total: 1 point
Descriptor:
Total: 1 point
End of
the
lesson
5 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
Short term plan : term 4
Unit 8 Food and drink
Teacher name:
Date: 11.04.
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
Value links Hospitality:^ Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni
ng of
the
lesson
5 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.
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
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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
Students read the
model text and
match paragraphs.
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
Descriptor:
- read the
model text
Total: 1 point
Cards
Date:
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
Value links Tradition : Kazakh traditions and culture have been passed on from one
generation to another through oral histories told by traditional Kazakh tribal leaders and elders.
Plan
Stages
/ Time
Teachers’ actions Students’
actions
Assessmen
t criteria
Resourc
es
Beginni
ng of
the
lesson
5 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
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- 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:
- 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:
- 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.
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
Students find
these words and
phrases in the
text. Then
complete the rules.
Answers: 1 a 2 like 3 so, such a 4 because, since, as
Students choose
the correct words.
Answers: 1 as 2 because 3 so 4 like 5 Since 6 such
Descriptor:
listen to the
text
or false
Total: 1 point
Descriptor:
- scan the text for the words in the box and then complete the rules.
Total: 1 point
Descriptor:
correct
words
Total: 1 point
Cards
Workshee
ts
End of
the
lesson
5 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
are, and where they live in the forest.
- Elicit a variety of responses, but do not accept or reject any at this stage.
Middle
of the
lesson
Presen
tation
part.
35 min
Ex: 1 P:
- 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:
- Ask students to listen and read the text, and check their answers to exercise 1. Ex: 3 P:
- After students have labelled the diagram, check answers and ask what the layers of a rainforest are called in their language Ex: 4 P:
- 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.
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.
Answers: 1 vegetation 2 wildlife 3 layers 4 mammals 5 shrubs 6 natura
Students read the
text again. Choose
the correct
answers
Answers: 1 emergent layer 2 canopy 3 understorey 4 forest floor
Descriptor:
- read the text
and complete
- complete it with the missing words
Total: 1 point
Descriptor:
- listen and read
the text
Total: 1 point
Descriptor:
- choose the
correct
words
Total: 1 point
Cards
Workshee
ts
End of
the
lesson
FEEDBACK
Learners provide feedback
on what they have learned
Students evaluate each other and encourage
Poster
5 min at the lesson. classmate with
phrases like: Well done! Brilliant! Good job! I like it!.
