«Full Blast for Kazakhstan». 8 сыныптарға арналған қысқа мерзімдік жоспары Краткосрочный план для 8 класса

Lesson Plan

Unit 1. OurWorld School:
Date: Teacher name:
Grade: 8 Number present: absent:
Landmarks

Learning objective(s) that this lesson is contributing to 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
8.6.1.1 use some… complex noun phrases on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:
• All learners will be able to:
• Defining people, places and things
• Recognize and use topic related vocabulary.
• Identify the difference between the sentences with who, where, why and which.
Most learners will be able to:
• Talking about «Famous landmarks».
• Synthesize information from the reading passage for an oral presentation.
• Produce the sentences with who, where, why and which with some support.
Some learners will be able to:
• Apply the sentences with who, where, why and which fluently.
Respond to and discuss the topic using interpretive, evaluative and creative thinking skills.
Assessment criteria Identify adjectives for describing places
Value links Appreciating the magnificence of the world around you. Learning other ways of communication: important for understanding people of different cultures or with different perspectives

Cross curricular
links lin Geography, History
Previous learning
Plan
Planned timings
Planned activities Resources
Beginning
5 min.

Warming Up
1.Teacher introduces the lesson objectives.Draw Ss’ attention to the title of the module and the main picture on the page.

Middle
10 min

5 min

5 min

15 min.

1. Reading
Ask Ss what they can see and elicit an answer (a famous historical monument in Kazakhstan – the Mausoleum of Khoja Ahmed Yasawi).

• Ask Ss:
What do you know about this monument?
Do you like visiting historical places?
• Elicit answers.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and initiate a short discussion.
• Ask Ss to look at the pictures A-E.

Learning other ways of communication: important for understanding people of different cultures or with different perspectives

2. Vocabulary 18
Aim: to present units of measurement
• Ask Ss to read through the units of measurement and
provide any necessary explanations.
• Play the CD and get Ss to repeat what they hear.
• Ask Ss to do the activity.
• Check the answers with the class.

3. Listen19
Aims: to give Ss practice in listening for specific
information and taking notes
• Ask Ss to read through the facts. Make sure they haven’t
got any unknown words.
• Play the CD twice and have Ss do the activity.
• Ask Ss what kind of information they’re listening for (somedetails regarding Uluru, a famous landmark in Australia).
• Check the answers with the class.
ISTENING TRANSCRIPT
• Ask Ss some questions:
What is Uluru? One of Australia’s most famous landmarks.

Ex 1 A quiz Famous Landmarks

Ex 4 a monologue a tour guide talking about Uluru

End

5 min. ●Reflection
Teacher comes back to the lesson objectives and find out what lesson objectives have been covered completely/ partially/not covered.
(P)Feedback: “Describe me in 3 words”. Students in pairs describe each other using adjectives acquired in the lesson.
At the end of the lesson, learners reflect on their learning:
— What has been learned
— What remained unclear
— What is necessary to work on
Assign home task : W/b 2 a. Ex A,B

Additional information
Differentiation – how do you plan to give more support? How do you plan to

challenge the more able learners? Assessment – how are you planning to check learners’ learning?
Health and safety check

• Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
• Pair, Group Work: Students collaborate in pairs whose membership changes as needed.
• Differentiation by individual support, taking into account individual abilities of learners

• Differentiation by style and by task
The purpose of writing and speaking activities is to address the holistic approach to teaching. The focus concentrates on blending the affective, conative, and cognitive domains in an integrative and cohesive manner. • Monitor learners to check vocabulary introduction.
• Observe learners when participating in use of English activities.
• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
• On-going assessment
• Choice
• Formative assessment is held through observation/monitoring.
• Points from Safety rules were used at this lesson.
• Breaks and physical activities used.
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan

Unit 1. OurWorld School:
Date: Teacher name:
Grade: 8 Number present: absent:
Relative pronouns

Learning objective(s) that this lesson is contributing to 8.6.17.1 …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 growing range of familiar general and curricular topics
8.3.2.1 ask more complex questions to get information about a growing range of general and curricular topics
Lesson objectives All learners will be able to:
• All learners will be able to:
• recognize the vocabulary for describing places
• describe a places in a written form.
Most learners will be able to:
• Describe people using specific adjectives in a written form and orally
Some learners will be able to:
• Respond to and discuss the topic using interpretive, evaluative and creative thinking skills.
Assessment criteria organise and present information clearly to others, develop and sustain a consistent argument when speaking or writing
Value links Writing and speaking skills. These values can be fostered through pair work, when students do the writing task and discuss the answers in pairs and then present their results to the whole class.
Cross
curricular links Geography, History.
Previous learning Famous Landmarks
Plan
Planned timings
Planned activities Resources
Beginning

5 min.

Warming Up
Review the previous topic on landmarks and introduce the new topic
Aim: to present and give Ss practice in using the relative
pronouns (who / which / that / whose) and the
relative adverbs (where / why)

Middle

10 min

15 min

10 min.

1. Grammar
• Ask Ss to read through the table.
• Point out to Ss that the relative pronouns who, which, thatandwhose and the relative adverbs where and why are usedto introduce relative clauses.
• Draw Ss’ attention to the first four examples. Check theirbackground knowledge of who, which, and that (we use who/that to refer to people and which/that to refer to things).
Then point out that who, which and that can be omitted
when they refer to the object of the verb, but not when theyrefer to the subject of the verb.
• Draw Ss’ attention to the fifth example. Then write on theboard: That’s my classmate. His father is a doctor. Andthen the sentence That’s the boy whose father is a doctor.
Distinguish between the main clause (That’s my classmate.)and the relative clause (His father is a doctor.).
• Point out to Ss that whose replaces ‘his’ in the sentence Hisfather is a doctor. Explain that whose indicates possessionand it is mainly used for people and animals. Point out thatwhose cannot be replaced by that and cannot be omitted.
• Draw Ss’ attention to the next example. Explain the relativeadverbwhere. Write on the board That’s the bookshop.
My sister works there. and then the sentence That’s the
bookshop where my sister works. Distinguish between themain clause (That’s the bookshop) and the relative clause(where my sister works).
• Point out that where refers to the word ‘bookshop’ and thatit is a relative adverb that indicates place. Explain that wherecannot be replaced by that and cannot be omitted.
• Draw Ss’ attention to the last example. Then write on theboard: She isn’t here. I don’t know the reason. and thenthe sentence I don’t know the reason why she isn’t here.
Distinguish between the main clause (I don’t know the
reason) and the relative clause (why she isn’t here). Point outthatwhy refers to ‘the reason’ in the sentence I don’t knowthe reason.

2.Speak
Aims: to give Ss practice in asking and answering
questions about two famous landmarks
• Divide Ss into pairs.
• Ask Ss to go to pages 130 and 134.
• Ask Ss to read their texts and ask and answer questions
to exchange information.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue in class.

3. Write
A. Aims: to provide Ss with general guidelines for
writing postcards
to give Ss an overview of which tenses to use
when writing a postcard
• Have Ssread through the table and do the activity.
B. Aims: to give Ss practice in writing a postcard to a
friend
• Explain to Ss that they have to imagine they’re on a trip
and want to write a postcard to a friend.
• Point out that they should use the postcard in activity 3
as a guide.
• Allow Ss some time to write their postcards.
• Choose some Ss to read out their postcards.

Ex 5 Pair work(information gap)

Ex 6 a postcard
End

5 min. ●Reflection
Teacher comes back to the lesson objectives and find out what lesson objectives have been covered completely/ partially/not covered.
(P)Feedback: “Describe me in 3 words”. Students in pairs describe each other using adjectives acquired in the lesson.
At the end of the lesson, learners reflect on their learning:
— What has been learned
— What remained unclear
— What is necessary to work on
Assign home task : W/b 2 a ex c,d,e,f, To finish writing the postcards

Additional information
Differentiation – how do you plan to give more support? How do you plan to

challenge the more able learners? Assessment – how are you planning to check learners’ learning?
Health and safety check

• Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
• Pair, Group Work: Students collaborate in pairs whose membership changes as needed.
• Differentiation by individual support, taking into account individual abilities of learners

• Differentiation by style and by task
The purpose of writing and speaking activities is to address the holistic approach to teaching. The focus concentrates on blending the affective, conative, and cognitive domains in an integrative and cohesive manner. • Monitor learners to check vocabulary introduction.
• Observe learners when participating in use of English activities.
• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
• On-going assessment
• Choice
• Formative assessment is held through observation/monitoring.
• Points from Safety rules were used at this lesson.
• Breaks and physical activities used.
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson Plan

Unit 1. OurWorld School:
Date: Teacher name:
Grade: 8 Number present: absent:
Express yourself

Learning objective(s) that this lesson is contributing to 8.1.8.1 develop intercultural awareness through reading and discussion
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
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
Lesson objectives All learners will be able to:
• recognize the vocabulary for describing people
• give answers and initiate a short discussion.

Most learners will be able to:
•understand with little or no support most of the implied meaning in extended talk on a wide range of general and curricular topics
Some learners will be able to:

appreciate their individuality, ethnicity, and cultural heritage in a written formand orally.
Assessment criteria • used strategic whole class or individual questioning
• observed student participation during learning activities
• facilitated whole class or peer feedback sessions
Value links Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair, group work, when students do the writing task and then present their results to the whole class.
Cross curricular links lin Geography
Previous learning Landmarks
Plan
Planned timings
Planned activities Resources
Beginning
5 min
Warming Up
Warm-up
Aims: to introduce the topic of the lesson
Draw Ss’ attention to the title of the lesson.
• Help Ss deduce the meaning of the phrase express
yourself (to make one’s feelings/thoughts known throughwords, gestures, Art, etc.).

Middle

10 min

5 min

10 min.

10 min. 1. Read 20
A. Aims: to prepare Ss for the reading activity
Sign language is a language which uses hand and body
movements to convey the meaning of words. It is used
not only by deaf people or hard of hearing people but
also by their family, friends and interpreters. Hundreds
of sign languages are in use today around the world
and every language has its own sign language. Some of
them are legally recognised while others are not.
Background note
B. Aims: to give Ss practice in making predictions
about the content of the dialogues based on
visual promptsto present vocabulary, structures and
functions in the context of the two dialogues
to give Ss practice in identifying the main
idea of the dialogues
• Draw Ss’ attention to the first picture and ask them the
question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and checktheir predictions. Tell them to underline any unknownwords at the same time.

Ask Ss some comprehension questions:
What language is the boy using to communicate with
people? Sign language.
Do all signs mean letters? No, some of them mean
words or phrases.
How did Leyla learn about sign language? She had
watched a documentary about deaf people and sign
language the previous day.
What do the girls decide to do when they get to Leyla’s
house? They decide to find out on the Net what the
boy’s gesture means.
What did Leyla _ind on the Internet? A website about
sign language.
What sign did the boy make on the bus? He made a
circle on his chest with his _ist.
What do the girls decide in the end? To learn sign
language.
• Choose Ss to read the dialogues aloud.
C. Aim: to help Ss understand conversational English
• Ask Ss to read through the expressions 1-6 and the
equivalent phrases a-f.
• Have Ss do the activity.
• Help Ss deduce the meaning of the phrases they don’t
know by referring them to the dialogues and by giving
them some examples.
• Check the answers with the class.

2 Vocabulary
Aim: to give Ss practice in distinguishing between easily
confused words
• Ask Ss to read through each set of sentences and do the
activity.
• Check the answers with the class and provide Ss with
any necessary explanations.
look (at) = to direct your eyes in order to see
watch = to look at sb/sth for a period of time and
observe what is happening, especially on TV
notice = to become aware of sb/sth especially by looking
stare = to look at sb/sth for a long time, often impolitely
talk (about) = to communicate and exchange ideas or
information
speak = to communicate in a specific language
say= to state / to tell sbsth (goodbye, etc.)
tell = to say sth to sb, to give information or instructions
discuss = to have a conversation with sb
wonder = to ask yourself questions about sth
think = to believe, have an opinion about sth
imagine = to form an idea or picture of sth in your mind
Language Plus

3 Pronunciation 21, 22
A. Aim: to have Ss differentiate between the / әu / and / au /sounds
• Play the CD and tell Ss to repeat and listen for the
difference in pronunciation between know and now.
• Elicit the answer that know has an / әu / sound and nowhas an / au / sound.
B. Aim: to give Ss practice in differentiating between the
/ әu / and / au / sounds
• Play the CD and pause after each word.
• Ask Ss to tick the sound they hear.
• Play the CD again so that Ss can repeat what they hear.
• Check the answers with the class.

Ex1 sign language

Ex 2 words easily confused

Ex 3 pronunciation
End

5 min. ●Reflection
Teacher comes back to the lesson objectives and find out what lesson objectives have been covered completely/ partially/not covered.
(P)Feedback: “Describe me in 3 words”. Students in pairs describe each other using adjectives acquired in the lesson.
At the end of the lesson, learners reflect on their learning:
— What has been learned
— What remained unclear
— What is necessary to work on
Home task : w/b 2 b : A,D,E

Additional information
Differentiation – how do you plan to give more support? How do you plan to

challenge the more able learners? Assessment – how are you planning to check learners’ learning?
Health and safety check

• Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
• Pair, Group Work: Students collaborate in pairs whose membership changes as needed.
• Differentiation by individual support, taking into account individual abilities of learners

• Differentiation by style and by task
The purpose of writing and speaking activities is to address the holistic approach to teaching. The focus concentrates on blending the affective, conative, and cognitive domains in an integrative and cohesive manner. • Monitor learners to check vocabulary introduction.
• Observe learners when participating in use of English activities.
• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
• On-going assessment
• Choice
• Formative assessment is held through observation/monitoring.
• Points from Safety rules were used at this lesson.
• Breaks and physical activities used.
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Добавить комментарий

Ваш e-mail не будет опубликован. Обязательные поля помечены *