Short term plan

Unit 1: Our world lesson 1 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Everyday objects
Learning objectives 8. 2. 1. 1 understanding of general and main ideas of study topics with
long conversations without practical support;
8. 3. 1. 1 the use of formal and informal registers when talking within
general and educational topics;
[Link] use a growing variety of quantifiers for countable and uncountable
nouns including several, plenty, a large/small number/amount on a range of
familiar general and curricular topics
Learning objectives Learners will be able to:
(assessment criteria) - Learn vocabulary of household goods.
- Learn how to say numbers.
- Do a quiz about human consumers.
Values and its purpose: Creativity and innovation
The Education Day! "School is a place of kindness!"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
With books closed, write the words given sentences on feedback and
carbon footprint on the board and ask the board and guess asks additional
students what they understand by it. the topic and share questions if it’s
Ask if students think they have a big with their ideas. nessasery.
or small carbon footprint and why.
Ask what makes a person’s carbon
footprint bigger, and elicit some ideas Teacher
such as travelling by car, using energy evaluate pupils Sheets of
in the home and buying lots of goods with phrases peppers
T: What do you think about today’s like: Pictures of
theme? “Good job! to be
Setting the aim of the lesson. Well done!”
Remember and
recognize the main Formative
vocabulary. Assessment
https://
[Link].
[Link]/
oPC5PFV59
wScf9xp9

Middle Task. I (Wh, I) (pair dicsussion) Students match the T’s feedback
30 min Ex: 1 P:8 words in the boxes
After students have matched the with photos. Then Student’s
words and photos, check answers, and listen and check book
drill pronunciation of new words. your answers.
In a weaker class, allow students to ANSWERS :
work in pairs. 1 a can of fizzy
• Model and drill the pronunciation of drink
any new words 2 a bottle of
shampoo Descriptor:
3 a roll of toilet - match the
paper words
4 a box of washing - listen and
powder check
Differentiation: 5 a packet of crisps Total: 2 point
Modelling- teacher gives clear 6 a bag of apples
description of the task with examples 7 a bar of chocolate
By task – less motivated learners can 8 a jar of coffee
do task with support 9 a tube of
toothpaste
10 a carton of juice
Task. II (Wh, I) (Task for location) Learners work in Self -assessment Worksheets
Ex: 2 P:8 pairs. Think of more Stickers
Discuss students’ ideas with the containers and
class. contents.
ANSWERS:
Students of answer
Descriptor:
- work in pairs
- think of more
containers
Total: 2 point
Task. III
(Task for understanding) T’s feedback Pictures
Ex: 3 P:9
Read through the key phrases with Learners study the
the class before students write the key phrases and
numbers. In a weaker class, do the write the numbers.
first item on the board as an example, Listen and say the
then allow them to complete the numbers.
activity in pairs. In a stronger class, ANSWERS Descriptor:
invite volunteers up to the board to - study the key
write the numbers, and encourage the phrases
rest of the class to correct any - write the
mistakes. Play the CD and pause for numbers
students to repeat the numbers. Total: 2 point
•Students work individually to answer
the quiz by choosing the numbers
they think complete each gap. Don’t
check answers at this stage.

Differentiation: A less motivated Worksheet

student completes the activity in pairs

Task. IV Learners compare Feedback:

(Task for understanding) your answers to the “Thumbs up,
Ex: 4 P:9 quiz with a partner. thumbs down”
Ask students to compare their Then listen and After correct
answer teacher
answers. If they have made different check.
shows thumbs up,
choices from their partner, ask them to ANSWERS if there are some
explain their reasons for their answer, 1 628; 1,700 mistakes thumbs
but don’t say who is correct. Play the 2 4.8; 9.8 down with
CD twice for them to check. 3 198; 656 comments
 4 4.5, 21; 1,201
5 10,354; 854 Descriptor:
6 120,000; 8 - write sentences
7 24,000; 720,000 - use
8 276; 4,239 prepositions
9 74,802; 49,717; Total: 2 point
38,320
End “Finger” method is used to find out Ss show their knowledge according to Poster
5 min was the lesson clear or not. the lesson Success
5 fingers- I understood Ss evaluate each other and encourage Ladder
4 fingers -I have some questions classmate with phrases like:
2 fingers-I need a help Well done! Brilliant! Good job! I like
Ex: P: it!
Home task

Short term plan

Unit 1: Our world lesson 2 School:
Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Everyday objects
 Learning objectives 8. 3. 3. 1 express opinions with reasoning within the framework of any
general and educational topics;
8. 4. 1. 1 understand the main idea of texts on a variety of unfamiliar
general and academic topics, including some longer texts;
[Link] use a growing variety of quantifiers for countable and uncountable
nouns including several, plenty, a large/small number/amount on a range of
familiar general and curricular topics
Learning objectives Learners will be able to:
(assessment criteria) - Do a quiz about human consumers.
- Learn expressions of quantity and practise using them.
Values and its purpose: Independence and Patriotism
Day of the Languages of the People of Kazakhstan

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
With books closed, write the words given sentences on feedback and
carbon footprint on the board and ask the board and guess asks additional
students what they understand by it. the topic and share questions if it’s
Ask if students think they have a big with their ideas. nessasery.
or small carbon footprint and why.
Ask what makes a person’s carbon Teacher
footprint bigger, and elicit some ideas evaluate pupils
such as travelling by car, using energy with phrases Sheets of
in the home and buying lots of goods like: peppers
T: What do you think about today’s “Good job! Pictures of
theme? Well done!” to be
Remember and
Setting the aim of the lesson.
recognize the main
vocabulary. Formative
Assessment https://
[Link].
[Link]/
RrEGJY6Ds
QGgHZt8A

Middle
30 min Task. I (Wh, I) (pair dicsussion) Learners read the
Ex: 5 P: 9 sentences. Feedback: Student’s
Make sure that students understand Complete the table “Thumbs up, book
the terms countable and uncountable. with the words in thumbs down”
blue. After correct
In a weaker class, give examples,
answer teacher
such as Apples – can you count them? ANSWERS :
shows thumbs up,
(Yes.) Water – can you count it? (No.) 1 uncountable if there are some
In a stronger class, ask students to 2 countable mistakes thumbs
give you examples. Look at the 3 countable down with
sentences and ask students to identify 4 uncountable comments
the nouns. Ask students to work in 5 uncountable
pairs to decide whether the nouns are 6uncountable,
countable or uncountable and countable, Descriptor:
complete the table by putting the blue uncountable - read the
phrases in the correct columns. 7countable, sentences
A learner with individual needs: uncountable - complete the
learner will be supported by teacher 8countable, table
and by helpers. Work in pairs. uncountable Total: 2 point
 Identify the nouns are countable or Uncountable nouns:
uncountable and complete the table by 2 much 3 a lot of
putting the blue phrases in the correct 4 some
columns. Countable nouns:
1 not many 5 not any
Students choose the Self -assessment
Task. II correct words Worksheets
(Wh, I) (Task for location) ANSWERS :
Ex: 6 P: 9 1 much
Students choose the correct words 2 many Descriptor:
individually 3 some - choose the
4 much correct words
5 any Total: 2 point
6 any
Learners work in
Task. III (Task for understanding) pairs. Ask and T’s feedback Pictures
Ex: 7 P: 9 answer with your
Read through the task with the class, own ideas. Use the
and make sure students understand phrases in the table
what they have to do. Recap the in ex.5 and numbers.
phrases in exercise 5, and remind ANSWERS:
students to refer to the completed 1 Do you eat much
version in their notebooks. Go pasta each week?
Descriptor:
through the examples, then model the How much?
- work in pairs
activity by asking one or two 2 Do you walk many
- use the phrases Worksheet
confident students the first few kilometres every
Total: 2 point
questions. Students work in pairs to month? How many?
ask and answer the questions. Ask 3 Are there many
some students to report back to the books in the school
class on what they learnt about their library? How many?
partner. 4 Do you use a lot of
toothpaste each
year? How much?
5 Do you drink
much milk every
week? How much?
6 Do you say many
words
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Home task Ex: P:
 Short term plan

Unit 1: Our world lesson School:

3Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title The "no impact" family
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 3. 1 express opinions with reasoning within the framework of any
general and educational topics;
8. 4. 4. 1 read long texts in various fiction and non-fiction literature
within the framework of familiar and some unfamiliar general and
educational topics;
 Learning objectives Learners will be able to:
(assessment criteria) - Learn how to predict before you read.
- Read about a family that wants to reduce its impact on the environment.
- Read for general meaning and specific information.
- Learn about compound nouns
Values and its purpose: Independence and Patriotism
to make students understand the value of three languages

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
With books closed, write the words given sentences on the feedback and
low impact and high impact on the board and guess the asks additional
board. topic and share with questions if it’s
Explain that your impact on the their ideas. nessasery.
environment is the effect that you
have, through things you do such as Teacher
travelling and using energy. evaluate pupils
Ask students if they think they have with phrases Sheets of
a low impact or a high impact on the like: peppers
environment. Ask how they could “Good job! Pictures of
reduce their impact. Well done!” to be
T: What do you think about today’s Formative
theme? Assessment
Setting the aim of the lesson.
https://
Remember and [Link]
recognize the main .[Link]/
vocabulary. m3em9Hiq
6N6y163n
9

Middle Task. I (Wh, I) (pair dicsussion) Learners look at the T’s feedback
30 min Ex: 1 P: 10 photos and the title of Descriptor:
Refer students to the pictures and the the text. Predict which - look at the Student’s
title of the text. Explain that trying to of the sentences are photos book
predict what the text is about before true or false. Then - read the text
they read will help them to understand read the text and Total: 2 point
it better. check your answers.
Students decide which of the ANSWERS :
sentences they think are true and 1 True.
false. They can discuss their ideas in 2 False.
pairs. 3 True.
Encourage students to read the text 4 True.
quickly to check their ideas. Tell them 5 False.
not to worry about the gaps at this 6 True.
stage.
Task. II (Wh, I) (Task for location) Learners complete Self -assessment Worksheet
Ex: 2 P: 10 the text with s
Focus students on the sentences and sentences. There is
explain that these complete the gaps one sentence that you
in the text. don’t need. Then
Explain that students should read listen and check your Descriptor:
each paragraph carefully. When they answer. - complete the
reach the gap, they should read ANSWERS: text
through all the options to see which 1b - complete the
one contains information which is 2e gaps
correct and relevant. 3c Total: 2 point
Students can work individually then 4a
compare their ideas in pairs
Task. III (Task for understanding) Learners read the T’s comment
Ex: 3 P: 10 information and Pictures
Read through the information and complete the Feedback:
examples with the class. Students find examples. Then find “Thumbs up,
four more compound nouns in the four more compound thumbs down”
After correct
text. Ask them to read silently then nouns in the text.
answer teacher
put up their hands when they find ANSWERS : shows thumbs up,
one, for you to write on the board. 1 shopping if there are some
There are several more examples in 2 bed mistakes thumbs
the text, so you can stop at four or 3 washes down with Worksheet
carry on with more examples More compound comments
In a stronger class, ask students if nouns in the text:
they can think of any more toilet paper, Descriptor:
dishwasher, light - read the
Differentiation: bulb, bathroom, information
A learner with individual needs: shampoo bottles, - find four more
This task differentiated by the Ss toothpaste, second compound
abilities. Less able Ss define the hand things, plastic nouns
information and complete the bags, takeaway food, Total: 2 point
examples help of prompt. plastic cup, plastic
pots, lifestyle
Task. IV Learners complete the
Ex: 4 P: 10 sentences with the Self assessment Pictures
• Explain that students are going to words in the box.
practise some more compound nouns. ANSWERS :
• Students complete the sentences 1 strawberry
individually, then compare with a 4 washing Descriptor:
partner. In a weaker class, do the first 2 Christmas - complete the
item as an example. 5 kitchen sentences with
3 shopping the words
6 chicken Total: 2 point
Task. V
Ex: 5 P: 10 Learners ask and Pair assessment Pictures
Read through the task with the answer the questions
class. In a weaker class, check ANSWERS
understanding of all the questions, Students own answer.
and tell students to choose three out of
the five to discuss. Encourage
students to make notes before they Descriptor:
work, to use as support. In a stronger - discuss all the
class, encourage students to check any questions
questions they don’t understand with Total: 2 point
a partner before you offer translations.
Students discuss all the questions.
Encourage them to give as much
detail as possible in their answers. Go
round and listen as students work. Ask
one or two pairs to present their ideas
to the class.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 1: Our world lesson School:

4Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Places, people, reasons and things
Learning objectives 8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics
8. 4. 2. 1 understand specific information in texts on a variety of familiar
general and reading topics, including some longer texts;
Learning objectives Learners will be able to:
(assessment criteria) • Learn about relative pronouns.
• Practise using relative pronouns.
Values and its purpose: Justice and Responsibility
Family day! "Family is the golden cradle of education"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
Refer students back to exercise 3 on given sentences on feedback and Sheets of
page 20 and ask: What’s a shopping the board and guess asks additional peppers
 bag? the topic and share questions if it’s Pictures of
Write the answer a bag which is for with their ideas. nessasery. to be
shopping on the board and underline
the relative pronoun which. Teacher
Ask the questions What’s a teacher? evaluate pupils
and What’s a school? Elicit the with phrases
answers, e.g. a person who teaches like:
and a place where you learn and write “Good job!
these on the board. If students use the Well done!”
Remember and
correct relative pronouns, underline Formative
recognize the main
them; if students use incorrect relative vocabulary. Assessment
pronouns, leave these as gaps on the
board
There are six chairs in the classroom.
Setting the aim of the lesson.
https://
[Link].
[Link]/
GHzyMy8D
5QkmFpdP7

Middle Learners complete T’s feedback

30 min Task. I (Wh, I) (pair dicsussion) the sentences from
Ex: 1 P: 11 the text. Then Student’s
Ask students to work in pairs to complete the rules Descriptor: book
complete the sentences and the rules. with places, people, - work in pairs
Check answers with the class, then if reasons and things - complete the
the examples on the board are still ANSWERS : sentences
gapped, ask students to complete 1 who Total: 2 point
them. 2 where
3 which
Rules
ANSWERS
1 people
2 places
3 things
Worksheets
Task. II (Wh, I) (Task for location) Learners complete Self -assessment
Ex: 2 P: 11 the text with who,
Read the title of the text with the why, where and
class. In a weaker class, translate the which
title then discuss students’ opinion of ANSWERS :
the concept of buying locally, in L1 if 1 which Descriptor:
necessary. In a stronger class, elicit 2 where - read the title
an explanation of the title then ask 3 which - complete the
students if this is something they 4 where text
think about when shopping. After 5 which Total: 2 point
students have completed the text with 6 who
the correct relative pronouns, ask
them to compare answers in pairs
before you check answers with the
class. Learners answers
T asks some CCQs: Yes or No in CCQ
- Do people want to protect ANSWERS Descriptor:
their food? -Yes - answers Yes or
No
 - Do farmers grow exotic -No
vegetables? -No
- Is kiwi fruit from India?
Task. III Students complete T’s comment
(Task for understanding) the sentences with Feedback: Pictures
Ex: 3 P: 11 your own ideas. Use “Thumbs up,
Students write their sentences who, where or thumbs down”
individually then compare with a which. Compare After correct
answer teacher
partner. Encourage them to correct with a partner.
shows thumbs up,
any mistakes in their partner’s ANSWERS: if there are some
sentences. Ask individual students to 1 where … mistakes thumbs
read out some of their sentences to the 2 which … down with
class, and correct any errors. 3 who … comments Worksheet
4 which …
5 who … Descriptor:
6 which - write their
sentences
- use who,
where or which
Total: 2 point
Task. IV Learners write six Pair assessment
(Task for understanding) sentences with who,
Ex: 4 P: 11 where, why and
Read through the task with the class. which.
Ask two students to read out the ANSWERS:
example, and check students Students own
understand how to use the table. Then answer
ask a confident student to think of
another sentence, or give one Descriptor:
yourself. Encourage another class - write six
member to guess the person, place or sentences
thing, and if they are not correct, - use the table
encourage someone else to guess. Total: 2 point
Students continue the activity. Allow
them time to write their sentences,
and go round helping if necessary. In
a weaker class, check students have
formed the sentences correctly before
they ask and answer. In a stronger
class, you might find that students can
think of items spontaneously without
needing a long planning stage.
Differentiation:
All learners understand and write six
sentences and more able Ss complete
and read the correct sentences to the
class.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 1: Our world lesson 5 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Pollution and the environment
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 4. 2. 1 understand specific information in texts on a variety of familiar
general and reading topics, including some longer texts;
8. 5. 3. 1 write a variety of familiar general and academic topics with
uniform grammatical competence;
Learning objectives Learners will be able to:
(assessment criteria) - Learn vocabulary relating to the environment.
- Listen to an account of someone who decided to make a difference to the
environment.
- Listen for general meaning and specific details.
Values and its purpose: Independence and Patriotism
to make students understand the value of three languages

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, ask students given sentences on asks additional Sheets of
what things they already do to help the board and guess questions if it’s peppers
the environment. the topic and share nessasery. Pictures of
Write students’ ideas on the board. with their ideas. Teacher to be
Ask what other things people can do evaluate pupils
to help the environment. Ask if they with phrases
think that an individual can make a like:
big difference. Encourage students to “Good job!
express their own opinions Well done!”
Setting the aim of the lesson. Formative
Remember and Assessment https://
recognize the main
[Link].
vocabulary.
[Link]/
TcJ98Xo8r
UKyedJr9

Task. I (Wh, I) (pair dicsussion) Learners check the T’s feedback

Ex: 1 P: 12 meaning of the
Students use their dictionaries to words in blue. Descriptor: Student’s
check the meaning of the words and Choose the correct - check the book
choose the correct words in the text. words. Then listen meaning of the
Students listen to the complete text to and check words
check their answers. Encourage them ANSWERS : - Choose the
to correct any mistakes. Check 1 throw away correct words
answers and model and drill 2 reuse 3 recycle Total: 2 point
pronunciation. 4 destroy 5 burn
6 poisons 7 bury
Task. II (Wh, I) (Task for location) Learners work in Self -assessment Worksheets
Ex: 2 P: 12 pairs. Ask and Student’s
Allow students time to read through answer the question book
the questions individually before they ANSWERS :
ask and answer in pairs. Elicit some Students’ own
answers from the class. If students are answers Descriptor:
interested in the subject, you could - work in pairs.
conduct a short class discussion on - ask and answer
some of the issues raised Total: 2 point
Task. III Learners read the Teacher’s
(Task for understanding) information about comment Pictures
Ex: 3 P: 12 Rebecca Hosking
Focus on the pictures and ask Order sentences then Feedback:
students which problem they think listen and check. “Thumbs up,
Rebecca Hosking was concerned ANSWERS: thumbs down”
about. Explain that the sentences b, d, a, c After correct
answer teacher
summarize different parts of the text,
shows thumbs up,
but that they are in the wrong if there are some
sequence. Ask students to read the mistakes thumbs Worksheet
sentences carefully, and check down with
vocabulary with them. Encourage comments
students to think about the key words
carrying meaning in each sentence, as
this will help them when they listen. Descriptor:
After students have put the - read the
information about Rebecca in order, information
allow them to listen to check their - listen and
answers. Find out how many guessed check
the sequence correctly. Total: 2 point
Differentiation:
Learners read the information, but
only more of them put the information
about Rebecca in order, less able
learners work with teacher’s little
support.
Task. V Learners listen again - look at the key
Ex: 4 P: 12 and write true or phrases.
Allow students time to read the false. Correct the - listen again
questions. Explain that in a true / false false sentences. - write true or
task, they should read the statements ANSWERS: false
they are given very carefully. They 1 False. The speaker Total: 2 point
may hear the opposite of these is the presenter of
statements, so encourage them to SOS Environment.
think about relevant vocabulary first. 2 True.
In a stronger class, ask if students can 3 False. She was
answer any of these before they listen shocked when she
again. saw how many
TAPESCRIPT creatures were dying
Hello and welcome to SOS Environment. because of all the
Today we are in a pretty seaside town in plastic in the sea.
the south of England. We continue our 4 True.
radio series with the Battle of the Bags. 5 False. None of the
Rebecca Hosking lives near the coast in
shops give plastic
the south of England. When she saw how
plastic was affecting marine life she
bags. 6 True.
decided to do something. This is the story
of a young woman who decided to change
people’s ideas. Rebecca Hosking is a
professional camerawoman who lives
near the sea. She loves the sea and sea
animals, but she was shocked and upset
whilst she was filming a wildlife
documentary in the Pacific, because she
saw how many animals were dying
because of all the plastic in the sea.
People throw away plastic, but they don’t
think about where it goes. Unfortunately,
too much plastic goes into the sea, and
there are now millions of tons of plastic
in our oceans. Sometimes animals, such
as sea birds, for example, think that it’s
food and they eat it. It poisons them. They
also play with pieces of plastic and they
get inside bags, but then they can’t escape
from them. In Rebecca’s opinion, we don’t
recycle enough and we use too much
plastic and too many plastic bags. She
decided to do something about plastic
bags in her home town. First, she spoke
to the council, but they were too busy.
Then she spoke to everybody in the town
who had a shop, and told them how
plastic was polluting the sea. She
organised a meeting with the shopkeepers
and they all discussed the problem. They
agreed that the problem was serious
enough, so they talked to everyone in the
 town. They decided to stop using plastic
bags, but they needed something new. So
now all the shops in the town sell cloth
bags which are better because people can
reuse them. Rebecca’s town is the first
place in Britain where there are no
plastic bags. Nobody will give you a
plastic bag, thanks to Rebecca. When
there are enough people interested in an
environmental problem then it’s possible
to change things. If you want to know
more about the Battle of the Bags or how
you can help with other environmental
problems in your town, look at our
website.
T asks some CCQs: Learners answers Descriptor:
- Does Rebecca Hosking live Yes or No in CCQ - answers Yes or
North of England? ANSWERS No
- Does Rebecca love sea and sea -No
animals? -Yes
- Were plastic bags a big - Yes
problem for Rebecca?
Task. IV Learners listen to a T’s feedback
Ex: 5 P: 12 reporter in
Read the task with the class and Rebbecca’s town.
check understanding. Allow students Tick the things she
time to read through the items in the mentions.
box. Model the pronunciation. This ANSWERS: Descriptor:
will help with the task, as it will cardboard boxes, - listen to a
familiarize students with the sound of plastic bags, reporter
the words. In a weaker class, provide washing powder, - tick the things
copies of the tapescript after students paper bags, plastic Total: 2 point
have completed the exercise to clarify sandwich boxes
which words they heard.
P: We decided to return to Rebecca
Hosking’s town a year after she started
fighting the bags. Here’s Tina Owen, our
correspondent from the town of Modbury.
What is different in the town today, Tina?
T: Hello there. Well to start with, it’s
impossible to find a plastic shopping bag
anywhere. But the most important thing is
that people are looking for other ways of
getting rid of plastic and other dangerous
products. As Rebecca Hosking says, bags
are only a very, very small part of the
problem. Shopkeepers are replacing
plastic packaging with brown paper bags.
They’re doing this for things like plastic
sandwich boxes. Glass bottles are
replacing plastic ones. You can buy green
washing powder in cardboard boxes now.
The main thing is that people are trying
to change their habits and they’re talking
about it.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
 Ex: P:
Home task

Short term plan

Unit 1: Our world lesson School:

6Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Eating habits.
Learning objectives 8. 2. 1. 1 understanding of general and main ideas of study topics with
long conversations without practical support;
8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
8. 5. 3. 1 write a variety of familiar general and academic topics with
uniform grammatical competence;
Learning objectives Learners will be able to:
(assessment criteria) - Learn too, too much, too many, enough and not enough.
- Practise using too, too much, too many, enough and not enough.
Values and its purpose: Justice and Responsibility
Family day! "Family is the golden cradle of education"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
Ask students if they can remember given sentences on feedback and Sheets of
the missing words from the recording. the board and guess asks additional peppers
If they can, fill in the gaps and ask the topic and share questions if it’s Pictures of
why we say too much plastic but too with their ideas. nessasery. to be
many plastic bags (because much
refers to the noun, plastic and many Teacher
refers to the noun, bags). evaluate pupils
If students cannot remember the with phrases
missing words, elicit the words in like:
their own language meaning ‘more “Good job!
than we need’, which would fill the Well done!”
gaps
Setting the aim of the lesson.
Formative
Remember and Assessment https://
recognize the main [Link].
vocabulary. [Link]/
TxhZArHS
RAZW7ewe
7

Middle Task. I (Wh, I) (pair dicsussion) Learners study these T’s feedback
30 min Ex: 1 P: 13 sentences from the
After studying the examples, studentslistening. Then Descriptor: Student’s
copy the rules and complete them. complete the rules - study these book
Encourage them to compare ideas in with adjectives, sentences
pairs before you check answers. countable nouns and - complete the
uncountable nouns rules
ANSWERS: Total: 2 point
1uncountable nouns
2 countable nouns
3 adjective
Task. II Learners complete Pair -assessment Worksheets
(Wh, I) (Task for location) the sentences with
Ex: 2 P: 13 too, too much or too
• Students complete the sentences many.
individually. Ask students to ANSWERS :
compare their answers in pairs and 1 too Descriptor:
correct any mistakes before you check 2 too much - complete the
answers with the class. 3 too many sentences
4 too much individually
5 too many - use too, much,
6 too many
7 too many, too Total: 2 point
much
Task. III Learners study these
(Wh, I) (Task for location) sentences from the T’s comment Student’s
Ex: 3 P: 13 listening. Then Feedback: book
Read the example sentences and complete the rules “Thumbs up,
elicit the target word (enough). Look with before or after thumbs down”
at the bold words and demonstrate ANSWERS: After correct
answer teacher
that the relevant part of speech is 1 after shows thumbs up,
shown in brackets. In a weaker class, 2 after if there are some
students can discuss the rules in pairs 3 before mistakes thumbs
before you check answers. In a down with
comments
stronger class, do this as a class
discussion and write the answers on
the board. Descriptor:
Differentiation: - read the
This task differentiated by the level of example
grammar literacy and understand of - complete the
the Ss. rules
Total: 2 point

Task. IV (Wh, I) (Task for location) Learners order the Self assessment
Ex: 4 P: 13 words to make Student’s
Students work individually to order questions. Then Descriptor: book
the questions. Check these before listen to a - order the
students listen to the CD. After conversation and words
listening to the CD, ask students to answer the questions - make
write the answers and to compare in ANSWERS: questions
pairs before you check with the class. 1 Is this pizza big Total: 2 point
TRANSCRIPT enough? Yes, it’s
A How many sandwiches have we got? big enough.
B A lot. I’m sure we’ve got enough for 2 Are there enough
eight people. And there are some crisps. apples? There are
But we haven’t got enough cans of drink. too many apples.
I’ll get some more.
3 Have we got
A What about pizza? There’s only one.
B Yes, but it’s a really big one. We can
enough drinks? No,
cut it into ten slices. There’ll be enough. we haven’t got
A That’s OK, then. There are a lot of enough drinks.
apples. I think there are too many. We 4 Is this soup hot
won’t need them all. enough? No, it’s
B That doesn’t matter. Is the soup cold.
alright? 5 Have we got
A Yuk. No, it’s cold! enough sandwiches?
B Well, the coffee’s fine. It’s really Yes, we’ve got a lot.
strong. Do you want a cup? 6 Is this coffee
A Good idea. Milk and ...
strong enough? Yes,
the coffee’s really
strong
Task. V Learners look at the Pair assessment
(Wh, I) (Task for location) shopping list and the Descriptor: Student’s
Ex: 5 P: 13 shopping basket. - look at the book
Look at the shopping list and the Write sentences with shopping list
picture with the class. Go through the too much, too many, - write sentences
examples and ask students to point to enough and not Total: 2 point
the items shown. Ask: How much enough.
soap is there on the list? (One bar.) ANSWERS
How much soap is there in the basket? We’ve got enough
(One bar.) Ask Is this enough, not soap.
enough or too much soap? (Enough.) We’ve got too many
Repeat with packets of crisps and packets of crisps.
show that there are too many packets We haven’t got
of crisps. In a weaker class, quickly enough apples.
revise which items are countable and We’ve got too many
 which are uncountable. Put students pizzas.
into pairs to write sentences. We’ve got enough
Differentiation: bottles of water.
For the less able learners Teacher We’ve got too much
shows examples: I have got too many juice.
books. We have got enough We haven’t got
chocolate. enough bread.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 1: Our world lesson School:

7Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Offering and asking for help
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics
8. 5. 4. 1 using appropriate style and form of language in written genre on
general and educational topics;
Learning objectives Learners will be able to:
(assessment criteria) - Listen to a dialogue in which people offer and ask for help.
- Learn key phrases for offering and asking for help.
- Practise offering and asking for help.
Values and its purpose: Justice and Responsibility
Mother's Day! "Family is the golden cradle of education"
Stages/ Teachers actions Students actions Assessment Resources
Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
With books closed, ask students if given sentences on feedback and Sheets of
they ever organize events with their the board and guess asks additional peppers
friends. the topic and share questions if it’s Pictures of
Ask them to imagine that they want with their ideas. nessasery. to be
to organize a party or barbecue with
some friends. Ask what things they Teacher
need to plan, and elicit some ideas. evaluate pupils
Ask if one person will do everything, with phrases
and elicit that they will ask their like:
friends for help. Remember and “Good job!
Tell students they are going to recognize the main Well done!”
vocabulary.
practise offering and asking for help
Setting the aim of the lesson. https://
Formative [Link].
Assessment [Link]/
mNhmDJFq
HnrDR66f9

Middle Task. I Learners look at the Pair assessment

30 min (Wh, I) (pair dicsussion) photo. What are
Ex: 1 P: 14 Lucy and Adam Descriptor: Student’s
Look at the photo and elicit ideas. preparing? - look at the book
Tell students to look at clues in the ANSWERS : photo.
photo such as the food and the Lucy and Adam are - answer the
outdoor setting. preparing a question
barbecue. Total: 2 point
Task. II Learners listen to T’s ffedback Worksheets
(Wh, I) (Task for location) the dialogue. What Student’s
Ex: 2 P: 14 does Adam need? Descriptor: book
Read the task and clarify that the ANSWERS : - listen to the
first time students listen, they should Adam needs some more dialogue
just identify what it is that Adam drinks, a bag of ice and Total: 2 point
some bags for the
needs. They do not need to understand rubbish.
every word at this stage. Learners answers
Task. III Learners cover the Pair assessment
(Task for understanding) dialogue and
Ex: 3 P: 14 complete the key
Point out that covering the dialogue phrases. Listen and
will help students to focus on the form check. Then practise
of the key phrases. In a weaker class, the dialogue with a
if students can’t remember the exact partner.
phrasing, ask them to identify the type ANSWERS: Descriptor:
of word that is missing in each case (a 1 help you with - cover the
verb). Clarify that these phrases are anything? (offering help) dialogue
all polite ways to offer to do 2 get a few cartons of - complete the
something, or ask someone to do
juice or something? key phrases
(offering help) Total: 2 point
something to help. Students listen 3 get a bag of ice, too.
and check or complete their answers. (offering help)
 4 get some? (asking for
Differentiation: A less motivated help)
learner work in pairs, and do the 5 see what they’ve got.
(offering help)
example with support.
Task. IV Learners listen and
Ex: 4 P: 14 repeat the sentences T’s comment
Read out the first sentence and practise linking the
emphasize how the words ending in words. Descriptor:
consonants are linked in speech to ANSWERS: - Read out the
those beginning with vowels (A bag 1 clean it first sentence
of ice). 2 help you - practise
3 come with you linking the
4 be quiet words
5 buy some more
Total: 2 point
6 call him
Task. V Learners study the
Ex: 5 P: 14 key phrases again. Pair assessment
In a weaker class, do an example with Complete the
students. Look at the first sentence sentences with your
and identify the adjective dirty. Ask own sentences.
student to think of verbs that would ANSWERS
offer help in this situation (clean / 1 clean it Descriptor:
tidy). Help them transform this into a 2 help you - study the key
sentence (Shall I (help you) clean / 3 come with you phrases
tidy it?) 4 be quiet - complete the
Differentiation: 5 buy some more sentences
Less able learners work with more able to 6 call him Total: 2 point
do an example. Complete the sentences
with the help of strong Ss.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P: Home task

Short term plan

Unit 1: Our world lesson 8 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title An environmental problem
Learning objectives 8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics
8. 4. 1. 1 understand the main idea of texts on a variety of unfamiliar
general and academic topics, including some longer texts;
8. 5. 4. 1 using appropriate style and form of language in written genre on
general and educational topics;
Learning objectives Learners will be able to:
(assessment criteria) - Study an email about an environmental problem.
- Learn key phrases for writing about a problem.
- Learn about so and because.
- Write an email about an environmental problem.
 Values and its purpose: Justice and Responsibility
Mother's Day! "Family is the golden cradle of education"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
Ask students what environmental given sentences on feedback and Sheets of
problems there are in their town or the board and guess asks additional peppers
area. Elicit some ideas. the topic and share questions if it’s Pictures of
Ask students what they can do if they with their ideas. nessasery. to be
notice an environmental problem in
their area. Elicit that they can write to Teacher
people in the area, encouraging them evaluate pupils
to help solve the problem. If students with phrases
do not come up with this idea, prompt like:
them by asking what Rebecca Remember and “Good job!
Hosking did when she noticed the recognize the main Well done!”
vocabulary.
problem with plastic bags
Setting the aim of the lesson. Formative
Assessment

https://
[Link].
[Link]/
KD8HKZv2
LBhD2VCy
5

Middle Task. I (Wh, I) (pair dicsussion) Learners read the Pair assessment
30 min Ex: 1 P: 15 model text and
Focus students on the photo and ask choose the correct Student’s
for ideas about the topic of the text. answers book
Discuss these as a class, then read the ANSWERS :
title and confirm that it is about dirty 1b Descriptor:
beaches. After reading the model text 2b - read the model
and answering the questions, students 3b text
can compare answers in pairs before 4c - choose the
you check with the class. correct answers
Total: 2 point
Task. II Learners study the T’s ffedback Worksheets
(Wh, I) (Task for location) key phrases. Student’s
Ex: 2 P: 15 Complete the key book
Read through the key phrases with phrases with your
the class and ask students to identify own ideas
the phrases that are used in the text to ANSWERS :
start the paragraphs. Check answers, I’m writing because
then allow students to complete each … I think there are Descriptor:
phrase with their own ideas. Ask possibly (two) - read through
students to find the key phrases in the reasons for this. We the key phrases
model text. must do something - complete the
about … key phrases
Students’ own Total: 2 point
answers.
Task. III Learners complete Self assessment
 (Task for understanding) the examples from
Ex: 3 P: 15 the text. Then match Feedback:
Read the examples with the class and with a-e. Use so or “Thumbs up,
elicit the continuation from the text: because thumbs down”
I’m writing because I was at the beach ANSWERS: After correct
answer teacher
… . There aren’t enough bins … , so I 1 d; because
shows thumbs up,
think we need more. If necessary, 2 a; so if there are some
explain the difference between so and 3 e; so mistakes thumbs
because by transforming the second 4 c; because down with
example so that it contains because: 5 b; because comments
We need more bins because there
aren’t enough bins. Ask students to Descriptor:
translate the two sentences into their - complete the
own language. Students match and sentences
link the sentence halves. - use so or
Differentiation: because
This task differentiated by the learners Total: 2 point
abilities. More able learners
understand and complete the
examples from the text
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 1: Our world lesson 9 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title My country: Our world
Learning objectives 8. 2. 7. 1 to determine the characteristic features of a number of oral
genres at the word, sentence and text level
8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
8. 4. 2. 1 understand specific information in texts on a variety of familiar
general and reading topics, including some longer texts;
 Learning objectives Learners will be able to:
(assessment criteria) - Study a text about an environmental problem in Kazakhstan.
- Review phrases to talk about quantity with countable and uncountable
nouns.
- Learn verbs connected with the environment.
- Participate in a discussion about local environmental problems.
Values and its purpose: Justice and Responsibility
Labor day! Be Honesty and justice

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually) Teacher
T tells the class to make groups of 2. controles the
Warm up: Learners read the process, gives
Draw students’ attention to the photo given sentences on feedback and Sheets of
of the stranded ships and ask them the board and guess asks additional peppers
where they think it is and what has the topic and share questions if it’s Pictures of
happened. with their ideas. nessasery. to be
Ask students to think of any other
environmental problems and their Teacher
causes evaluate pupils
Setting the aim of the lesson. with phrases
like: https://
“Good job! [Link].
Remember and Well done!” [Link]/
recognize the main
ZB358em7
vocabulary.
UkKE3MSs
Formative 8
Assessment

Middle Task. I Learners check the Pair assessment

30 min (Wh, I) (pair dicsussion) meaning of these
Ex: 1 P: 16 verbs in a dictionary. Student’s
Ask students to use a dictionary to Complete the text book
check the meanings of the words in with six of the verbs.
the box. Check the meaning of the Then listen and Descriptor:
words, either in translation or as check your answers - check the
definitions. Get students to think of ANSWERS : meaning of
synonyms, for example, litter / 1 irrigate these verbs
rubbish / trash, or similar phrases, for 2 shrink - complete the
example, irrigate – move water to a 3 split text
place which has a small amount of 4 restore Total: 2 point
water. Tell students to read the text 5 flow
and complete the gaps. Note that there 6 increase
are eight verbs in the box but only six
are needed. Play the CD so that
student.
Task. II Learners read and T’s ffedback Worksheets
(Wh, I) (Task for location) listen to the text. Student’s
Ex: 2 P: 16 Write true or false. book
Play the CD again so that students Correct the false
can answer the true / false questions. sentences
In a weaker class, play the CD twice ANSWERS :
so that students can correct the false 1 F - It was one of
sentences. In a stronger class, ask the largest lakes in Descriptor:
students to correct the false sentences the world. - write true or
as they listen the first time. 2 F – It’s in false
 Kazakhstan. - correct the
3T false sentences
4 F – A small Total: 2 point
number of
freshwater fish
species have
T asks some CCQs: returned.
- Was the Aral Sea one of the 5T
largest lake in the world? Yes or No in CCQ
- Is the North Aral Sea in ANSWERS Descriptor:
Uzbekistan? -Yes - answers Yes or
- Are there any of fish in the -No No
North Aral Sea? -Yes
Task. III Learners study the Self assessment
(Task for understanding) words in blue in the
Ex: 3 P: 16 text. Then choose Feedback:
Ask students what the words in blue the correct words to “Thumbs up,
in the text have in common (they all complete the rules thumbs down”
refer to quantity). and definitions After correct
answer teacher
Get students to complete the rules and ANSWERS:
shows thumbs up,
definitions using the examples in the 1 uncountable if there are some
text. 2 two mistakes thumbs
Go through the rules and definitions 3 two down with
with the class. Ask students to think 4 countable comments
of examples for each phrase, for 5 100 percent
example, a small amount of sugar / 6 more than enough Descriptor:
energy / water, plenty of milk / people - study the
information. words in blue
Differentiation: - choose the
Teacher supports less able learners correct words
with words in blue, complete the rules Total: 2 point
and definitions.
Task. IV Learners choose the Pair asessment
(Task for understanding) correct words
Ex: 4 P: 16 ANSWERS:
Tell students to use the rules to 1 amount
choose the correct words in the 2 plenty
sentences. Give them a few minutes 3 both
to complete the sentences. Go round 4 several Descriptor:
the class and monitor, helping where 5 al - use the rules
necessary. Check answers as a class. - choose the
correct words
Total: 2 point
Task. V Learners write one
(Task for understanding) more questions T’s comment
Ex: 5 P: 16 about each topic in
Put students into pairs and give them the quiz. Use the Descriptor:
time to discuss the questions. If there words in the box or - write one more
is internet access, get students to do your own ideas. questions
some research into the details of the ANSWERS - use the words
Aral Sea and learn more about its Student’s own in the box
importance. Encourage a whole class answer Total: 2 point
discussion about local environmental
problems. If there is time, get students
to make a poster about a particular
problem they are interested in, for
example air pollution, rubbish
disposal, e
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 1: Our world lesson School:

10
Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title CLIL Geography: Sustainable development
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics
[Link] understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
 Learning objectives Learners will be able to:
(assessment criteria) - Learn vocabulary to do with sustainable development.
- Read a text about sustainable development.
- Talk about environmental problems and solutions.
- Write a letter about an environmental problem
Values and its purpose: Justice and Responsibility
Labor day! Be Honesty and justice

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, write the phrase given sentences on asks additional Sheets of
sustainable development on the board. the board and guess questions if it’s peppers
Elicit or explain the meaning, and the topic and share nessasery. Pictures of
ask students to give examples of with their ideas. to be
development that is sustainable. Teacher
Encourage students to contribute evaluate pupils
ideas, but do not confirm or reject any with phrases
at this stage. like:
Setting the aim of the lesson. “Good job!
Remember and Well done!”
recognize the main Formative
vocabulary.
Assessment

Middle Task. I Learners check the Pair assessment

30 min (Wh, I) (pair dicsussion) meaning of the
Ex: 1 P: 17 words in the box. Descriptor: Student’s
Students use their dictionaries to Then complete the - check the book
check the meaning of the words, then text. meaning of the
use them to complete the text. Do not ANSWERS : words
check answers at this stage. Students’ own - check the
answer meaning of the
words
Total: 2 point

Task. II Learners read and T’s ffedback Worksheets

(Wh, I) (Task for location) listen to the text. Student’s
Ex: 2 P: 17 Check yours book
After students have checked their answers
answers to exercise 1, ask round the ANSWERS : Descriptor:
class to find out how many students 1 environment - read and listen
answered correctly. 2 solutions - check answers
3 recycles Total: 2 point
4 community
5 facilities
6 save
 Task. III Learners read the Self assessment
(Task for understanding) text again and write
Ex: 3 P: 17 true or false. Correct Feedback:
Students read the text again more the false sentences “Thumbs up,
carefully and decide if the sentences ANSWERS: thumbs down”
are true or false. Remind them to 1 False. The leaders After correct
answer teacher
correct the false sentences. of more than 100
shows thumbs up,
countries met at the if there are some
Differentiation Earth Summit. mistakes thumbs
Learners will be supported by teacher 2 True. down with
and by helpers from his class. Read 3 True. comments
the text again more carefully and 4 False. It is easy for
decide if the sentences are true or individuals to do
false a little support. something small Descriptor:
every day to - read the text
contribute to Local - write true or
Agenda 21. false
5 True. Total: 2 point
6 False. People need
their local councils
to provide good
facilities, such as
recycling and public
transport
Task. IV Learners think about Self assessment
(Task for understanding) things at your school
Ex: 4 P: 17 which have a Descriptor:
In pairs, students think of problems negative impact on - make a list of
and sustainable solutions. If students the environment. problems and
are struggling, prompt them with Make a list of solutions
suggestions, such as use of lights and problems and Total: 2 point
heating, paper use, food packaging in solutions
packed lunches and in the canteen. In ANSWERS:
a weaker class, allow students to Students’ own
discuss ideas in L1. In a stronger answer
class, encourage them to use English
as much as they can.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P: Home task

Short term plan

Unit 1 Our world lesson 11 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Review Unit 1 Summative Assessment “Our World”
 Learning objectives 8. 3. 1. 1 the use of formal and informal registers when talking within the
framework of general and educational topics;
8. 5. 2. 1 write past experiences or real events, activities on familiar
general and educational topics with little support;
Learning objectives Learners will be able to:
(assessment criteria) - Practise vocabulary of household goods
- Use vocabulary relating to the environment.
Values and its purpose: Justice and Responsibility
Labor day! Be Honesty and justice

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
With books closed, write the phrase given sentences on process, gives Sheets of
sustainable development on the board. the board and guess feedback and peppers
Elicit or explain the meaning, and the topic and share asks additional Pictures of
ask students to give examples of with their ideas. questions if it’s to be
development that is sustainable. nessasery.
Encourage students to contribute
ideas, but do not confirm or reject any Teacher
at this stage. evaluate pupils
Setting the aim of the lesson. with phrases
like:
“Good job!
Well done!” https://
Remember and Formative [Link].
recognize the main Assessment [Link]/
vocabulary. MVDk9Fw
MJNzsVQN
46

Middle Task. I Learners complete Pair assessment

30 min (Wh, I) (pair dicsussion) the phrases with the
Ex: 1 P: 18 words in the box Student’s
After students have matched the ANSWERS : book
words and photos, check answers, and 1 a bottle
drill pronunciation of new words. 2 a roll Descriptor:
3 a tube - complete the
4 a bar phrases
5 a tin / a can - use the words
6 a jar in the box
7 a packet Total: 2 point
8 a can
Task. II Students complete T’s ffedback Worksheets
(Wh, I) (Task for location) the sentences with Student’s
Ex: 2 P: 18 the verbs in the box book
• Students use their dictionaries to ANSWERS :
check the meaning of the words and 1 throw away,
choose the correct words in the text. recycle
• Students listen to the complete text 2 save
to check their answers. Encourage 3 pollute Descriptor:
them to correct any mistakes. 4 poisons - complete the
• Check answers and model and drill 5 burn sentences
 pronunciation. 6 bury - model and drill
7 waste pronunciation.
Total: 2 point
Task. III Learners choose the Pair assessment
(Task for understanding) correct words
Ex: 3 P: 18 ANSWERS:
• Students complete the sentences 1 many
individually. 2 too many
• Ask students to compare their 3 many Descriptor:
answers in pairs and correct any 4 a lot of - complete the
mistakes before you check answers 5 any sentences
with the class. 6 enough - choose the
7 many correct words
8 too many Total: 2 point
9 fast enough
Summative Assessment for the unit Students choose one Descriptor:
1 card. Discuss - choose the
Speaking statements with your correct words
Task 1. Choose one card. Discuss partner saying
statements with your partner saying whether you agree or
whether you agree or disagree with disagree with
him/her. Provide explanation to your him/her
answer. Answer the questions while ANSWERS:
speaking. You should speak at least 2 Students’ own
minutes. answer

Listening Students listen to the

Task 2. Listen to the speakers twice speakers twice and
and choose the best answer A, B, C or choose the best
D. CD2. Tapescript 1. And transcript answer
for listening task can be found after
the rubrics.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 1 Our world lesson School:

12
Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Unit review
 Learning objectives 8. 4. 2. 1 understand specific information in texts on a variety of familiar
general and reading topics, including some longer texts;
8. 5. 3. 1 write various familiar general and academic topics with uniform
grammatical competence;
Learning objectives Learners will be able to:
(assessment criteria) - Practise vocabulary of household goods
- Use vocabulary relating to the environment.
its purpose Values and: Justice and Responsibility
Labor day! Be Honesty and justice

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
With books closed, write the phrase given sentences on process, gives Sheets of
sustainable development on the board. the board and guess feedback and peppers
Elicit or explain the meaning, and the topic and share asks additional Pictures of
ask students to give examples of with their ideas. questions if it’s to be
development that is sustainable. nessasery.
Encourage students to contribute
ideas, but do not confirm or reject any Teacher
at this stage. evaluate pupils
Setting the aim of the lesson. with phrases
like:
Remember and “Good job!
recognize the main
Well done!” https://
vocabulary.
Formative [Link].
Assessment [Link]/
MVDk9Fw
MJNzsVQN
46

Middle Task. I (Wh, I) (pair dicsussion) Learners match the Pair assessment
30 min Ex: 4 P: 18 two parts of the
Students write their sentences sentences. Then Descriptor: Student’s
individually then compare with a complete the - match the two book
partner. Encourage them to correct sentences with who, parts
any mistakes in their partner’s which, why and - complete the
sentences. where. sentences
• Ask individual students to read out ANSWERS : Total: 2 point
some of their sentences to the class, 1 who e 2 which c
and correct any errors. 3 where a 4 where f
5 who d 6 which b
Worksheets
Task. II Learners complete T’s ffedback Student’s
(Wh, I) (Task for location) the dialogue with the book
Ex: 5 P: 18 phrases in the box
• Point out that covering the ANSWERS :
dialogue will help students to focus 1 How much
on the form of the key phrases. 2 a lot
In a weaker class, if students can’t 3 If you wan
remember the exact phrasing, ask 4 that’s fine Descriptor:
them to identify the type of word that 5 some - complete the
is missing in each case (a verb). dialogue
Clarify that these phrases are all polite - use phrases in
ways to offer to do something, or ask the box
someone to do something to help. Total: 2 point
Students listen and check or complete
their answers
Task. III Learners listen to a
(Task for understanding) conversation about a Feedback:
Ex: 6 P: 18 ‘no impact’ lifestyle. “Thumbs up,
Allow students time to read the Write true or false. thumbs down”
After correct
questions. Explain that in a true / false ANSWERS:
answer teacher
task, they should read the statements 1 False. She is shows thumbs up,
they are given very carefully. They interviewing Joe, if there are some
may hear the opposite of these who read Colin mistakes thumbs
statements, so encourage them to Beavan’s book. down with
think about relevant vocabulary first. 2 True. comments
In a stronger class, ask if students can 3 False. He buys
answer any of these before they listen bananas. Descriptor:
again 4 False. He buys - listen to a
TRANSCRIPT fruit and vegetables conversation
Z Why did you start the no impact from farmers’ - write true or
lifestyle, Joe? markets. He still gets false.
J Well, I read Colin Beavan’s book and I some things from the Total: 2 point
decided to try and reduce my impact on supermarket.
the environment.
5 True.
Z And how is it going after a month?
J Well, it isn’t easy! Some things are
6 False. He walks
easier than others. For instance, I don’t and travels by bus
buy shampoo in plastic bottles anymore. I
use bars of soap instead. I use newspaper
instead of toilet paper, but that isn’t very
nice!
Z I bet it isn’t! What about food? Are
there things that you avoid? For example,
fruit and vegetables which come from
faraway countries. Do you still buy them?
J I try not to, but I love bananas and they
don’t grow in Britain! So what can I do?
I buy a lot of food from the local farmers’
market, so it is in season. At the moment
I’m eating a lot of carrots and cabbage
because they are winter vegetables. I
never buy any tomatoes because they
don’t grow in winter.
Z What about containers and rubbish?
How much rubbish do you throw away?
J Not very much now. You see, I use a
shopping basket at the market. But it’s
more difficult for things like meat or
eggs. I mean you need a box for eggs and
paper for things like meat and butter. I
still get some things from the
supermarket, but not many.
Z And transport? Do you cycle
everywhere?
J No, I hate cycling. I use the buses in
town and I walk a lot.
Z Well, I think you’re very brave, Joe.
How long are you going to live like this?
J I don’t know. But I think I’ll buy some
toilet paper soon!
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 2 Daily life and shopping lesson 13 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title The internet
 Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics
8. 5. 2. 1 write past experiences or real events, activities on familiar
general and educational topics with little support;
Learning objectives Learners will be able to:
(assessment criteria) - Learn nouns and verbs to do with the internet.
- Do a questionnaire about internet usage.
- Learn the affirmative and negative forms of the present perfect.
- Write sentences using the present perfect.
- Write about your own experiences using the present perfect.
Values and its purpose: Unity and solidarity
International Day of the Elderly!

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
With books closed, write the word given sentences on process, gives Sheets of
internet on the board. the board and guess feedback and peppers
• Ask students how often they use the the topic and share asks additional Pictures of
internet and what they use it for. with their ideas. questions if it’s to be
Encourage students to contribute nessasery.
ideas. Teacher
Setting the aim of the lesson. evaluate pupils
with phrases
like: https://
“Good job! [Link].
Well done!” [Link]/
Remember and
Formative j1VQy4Dpf
recognize the main
vocabulary. Assessment M8b5Jfm9

Middle Task. I Learners complete Pair assessment

30 min (Wh, I) (pair dicsussion) the table with words Descriptor:
Ex: 1 P: 20 or phrases from the - complete the Student’s
In a stronger class, see if students Are you well- table book
can complete the table before connected - model and drill
referring to the text. In a weaker class, questionnaire. Then the
allow students to work in pairs to listen and check pronunciation of
complete the table. Students use their ANSWERS : any words
dictionaries to check the meaning of 1 download Total: 2 point
the words. Check that students 2 share
understand the new vocabulary. Draw 3 message
attention to the way many verbs are 4 blog
created from nouns in modern 5 create
English. Model and drill the 6 chat
pronunciation of any words that are 7 play
new to students. 8 search
9 use
10 attachment
Task. II (Wh, I) (Task for location)
Ex: 2 P: 21 Learners do the T’s ffedback Student’s
 Students do the questionnaire questionnaire. book
individually and check the key, then Answer yes or no.
compare their answers in pairs. If ANSWERS :
students find any words in the key Students’ own
difficult, encourage them to discuss answers
them with a partner to try to work out Descriptor:
the meaning from the context. Ask - do the
how students scored, and if they agree questionnaire
with the key. - answer yes or
no
Total: 2 point
Task. III Learners work in Teacher’s
Ex: 3 P: 21 pairs. Ask and comment
Look at the example with the class answer questions
and check students understand how to using the nouns and Feedback:
use the verbs and nouns correctly. In verbsю “Thumbs up,
a weaker class, allow students time to ANSWERS: thumbs down”
prepare some questions individually, Students’ own After correct
answer teacher
then ask and answer their questions in answers
shows thumbs up,
pairs. In a stronger class, encourage if there are some
students to ask and answer mistakes thumbs
spontaneously. Go round and listen down with
as students are working. Encourage comments
them to use as many verbs and nouns
from the table as they can. Ask some Descriptor:
students to report back to the class on - work in pairs.
what they learnt about their partner - ask and answer
Differentiation: questions
Teacher for less able learners explain Total: 2 point
the sentences then,
Less able learners read the sentences,
more able learners define
Learners write Pair assessment
Task. IV (Task for understanding) sentences using the
Ex: 4 P: 21 present perfect
To introduce this language point, affirmative and
refer students back to the statements negative.
in the internet questionnaire on page ANSWERS:
28. Focus on the verbs and ask 1 We’ve created a Descriptor:
students if they know what tense they webpage for our - write
are in. Accept suggestions, but do not school. 2 I haven’t sentences
confirm or reject any ideas at this posted any messages - use the present
stage. Ask if the statements refer to a this week. perfect
time in the past or the present. Elicit 3 She hasn’t looked Total: 2 point
that they refer to the past, but not a at my blog.
specific time. Read through the 4 My friend has
examples with the class and discuss changed his email
the long forms. Students choose the address.
correct words in the rules. 5 I haven’t chatted a
lot today.
6 We haven’t
downloaded that
programme.
7 The internet has
changed the way we
communicate.
8 I’ve visited a lot
of music websites.
 Task. V (Task for understanding) Learners write
Ex: 5 P: 21 sentences using the Descriptor:
Students work individually to write present perfect - write
affirmative and negative sentences affirmative and sentences
using the present perfect. In a weaker negative. - use the present
class, do item 1 as an example as ANSWERS: perfect
well, to model the affirmative form. 1 We’ve created a Total: 2 point
In a stronger class, you could ask webpage for our
students to write both the affirmative school.
and negative form for each item. Ask 2 I haven’t posted
students to check their answers in any messages this
pairs and correct any mistakes before week.
you check with the class. 3 She hasn’t looked
at my blog.
4 My friend has
changed his email
address.
5 I haven’t chatted a
lot today.
6 We haven’t
downloaded that
programme.
7 The internet has
changed the way we
communicate.
8 I’ve visited a lot of
music websites.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P: Home task

Short term plan

Unit 2 Daily life and shopping lesson 14 School:

Date: Teacher name:

Grade: 8 Number present: absent:
 Lesson title Internet addiction
Learning objectives 8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
8. 4. 2. 1 understand specific information in texts on a variety of familiar
general and reading topics, including some longer texts;
8. 5. 6. 1 to logically connect a sentence to a paragraph on its own, using
the main connectives of common topics;
Learning objectives Learners will be able to:
(assessment criteria) - Read about a virtual world and online computer games.
- Read for general meaning and specific information.
- Learn about verb and noun collocations.
Values and its purpose: Unity and solidarity
Let's protect our old people

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
With books closed, ask students if given sentences on process, gives Sheets of
they play any games on their the board and guess feedback and peppers
computers. the topic and share asks additional Pictures of
Elicit some answers, then ask if with their ideas. questions if it’s to be
anyone plays Habbo or World of nessasery.
Warcraft. Ask students to describe
what they do in the game and why Teacher
they enjoy it. Ask how many hours a evaluate pupils
week they spend playing with phrases
Setting the aim of the lesson. like:
“Good job! https://
Well done!” [Link].
[Link]/
Remember and Formative 5nQgyhpGB
recognize the main Assessment WWaKqTb8
vocabulary.

Middle Task. I (Wh, I) (pair dicsussion) Learners read the Pair assessment
30 min Ex: 1 P: 22 title of the article.
Refer students to the title of the What do you think it Student’s
article and elicit their answers. means to be trapped book
Encourage their suggestions, but do in the net?
not confirm or deny their answers at ANSWERS: Descriptor:
this stage. Students’ own - read the title
answers. of the article
- answer the
question
Total: 2 point
Task. II (Wh, I) (Task for location)
Ex: 2 P: 22 Learners read the T’s ffedback Student’s
Allow students time to read the list of text and underline Feedback: book
ideas, then explain that they should words and ideas that “Thumbs up,
scan the text and look for information go with headings. thumbs down”
After correct
that matches four of the headings. In Then match the
answer teacher
a weaker class, ask students to tell headings with shows thumbs up,
you which words they have paragraphs. There is if there are some
underlined before they do the one heading that you mistakes thumbs
matching part of the exercise. In a don’t need. down with
stronger class, they can do both parts ANSWERS : comments
of the exercise before you check 1d
answers. 2a Descriptor:
Differentiation: 3e - read the text
This task differentiated by the 4b - underline
outcomes of the learners. Ask words
students to tell you which words Total: 2 point
they have underlined before they do
the matching part of
the exercise. More able learners finish
their work before the time limit.
Task. III (Task for understanding) Learners complete Teacher’s
Ex: 3 P: 22 the summary of the comment
Students complete the summary of text with six of the
the text. In a weaker class, encourage words in the box. Descriptor:
them to work in pairs for support. ANSWERS: - work in pairs
1 internet - complete the
2 virtual summary of the
3 plays games text
4 chat rooms Total: 2 point
5 real
6 psychologists
Task. IV Learners find the Pair assessment
Ex: 4 P: 22 nouns in the text that
Students match the verb and noun go with this verbs
collocations by finding them in the ANSWERS:
text. fight – battles
recognize – a
problem make – a Descriptor:
sandwich - find the nouns
feel – tired / - match the verb
depressed / isolated Total: 2 point
play – games
T asks some CCQs: spend – time
- Is Jenny Foxton a school Learners answers
teacher? Yes or No in CCQ
- Does she spend all night a ANSWERS
virtual world? -No Descriptor:
- Does Tom Dobson play until - Yes - answers Yes or
two or three in the morning? - Yes No
- Does he play Free Fire online? - No
Task. V Students complete
Ex: 5 P: 22 the sentences with Descriptor:
In a stronger class, you could ask the the correct form of - complete the
class what other collocations they can the verbs. What are sentences
make with the verbs the new - correct form of
collocations? the verbs
ANSWERS: Total: 2 point
1 recognize
2 feel
3 spend
4 plays
5 make
6 fight
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 2 Daily life and shopping lesson 15 School:

 Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title In the internet
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
8. 5. 2. 1 write past experiences or real events, activities on familiar
general and educational topics with little support;
Learning objectives Learners will be able to:
(assessment criteria) - Learn regular and irregular past participles.
- Identify use of the present perfect in a conversation.
- Practise using the present perfect in a discussion.
Values and its purpose: Diligence and Professional Qualification!
Teachers' Day

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
Refer students back to the language given sentences on process, gives Sheets of
focus section on page 29 and ask how the board and guess feedback and peppers
we form the past participle of most the topic and share asks additional Pictures of
verbs. with their ideas. questions if it’s to be
Elicit that for regular verbs such as nessasery.
the ones on page 29, the past
participle is the same as the past Teacher
simple form: we add -ed to the verb. evaluate pupils
Elicit examples of some irregular with phrases
verbs. Explain that some verbs like:
T asks students to think about topic “Good job!
that going to conduct. Well done!”
Setting the aim of the lesson. Formative
Assessment
Remember and
recognize the main
vocabulary.

Middle Task. I Learners complete Pair assessment

30 min (Wh, I) (pair dicsussion) the table with the
Ex: 1 P: 23 past participle form Student’s
Once students have completed the of the verbs in the book
table individually, ask them to check box.
their answers in pairs. If students are ANSWERS : Descriptor:
not sure whether a verb is regular or Regular: - complete the
irregular, tell them to check in their join – joined, table
Irregular Verb list or a dictionary. ruin – ruined Total: 2 point
After students have checked their Irregular:
answers in the text, ask individual buy – bought,
students to read out their answers. sleep – slept,
eat – eaten,
 be – been,
spend – spent
Task. II
(Wh, I) (Task for location) Learners add the T’s ffedback Student’s
Ex: 2 P: 23 verbs in the box to book
Students add the verbs to the table the table Feedback:
from exercise 1. Again, refer them to ANSWERS : “Thumbs up,
Irregular Verb list or a dictionary if Regular: thumbs down”
After correct
they need help with the irregular stay – stayed,
answer teacher
forms. In a weaker class, you could design – designed, shows thumbs up,
write the irregular verbs on the board play – played, if there are some
in alphabetical order, to help them visit – visited mistakes thumbs
find the correct past participles. Irregular: down with
Differentiation with individual need have – had, comments
learners use the verbs, write verbs in find – found,
the past participle with support. sell – sold, Descriptor:
Task: match the past tense verbs with write – written, - add the verbs
their past participle forms speak – spoken, to the table
put – put, - complete the
go – been / gone, task
make – made Total: 2 point

Task. III Learners listen to a Descriptor:

(Wh, I) (Task for location) conversation. Tick - listen to a
Ex: 3 P: 23 things that the conversation
Tell students they are going to listen speakers have done - Tick things
to a conversation about three people’s and put a cross for Total: 2 point
internet usage. Play the CD twice. things they haven’t
The first time, students should listen done
and see how much they can ANSWERS :
understand. The second time they
listen, they can complete the table.
Check answers by copying the table
on the board and asking students to
come up and complete the rows.
TRANSCRIPT
Mark: So Mary, tell me about this new
game you’ve found. Is it a war game?
Mary: No, it isn’t really a game; it’s a
virtual world. You can do a lot of things
there. I’ve created an avatar and I’ve
visited different places. I’ve bought
clothes in a virtual shop. It’s fun. What
about you, Mark?
Mark: I’ve played online games.
Actually, I’ve played a great online war
game with Paul. In fact, we’ve played it
all night. I want your advice about
something. Do you buy things online? I
want to buy some sports equipment but I
don’t know if it’s safe.
Mary: I’ve bought clothes, but nothing
else. I know Paul has bought a lot of
DVDs and books online. He hasn’t had
any problems. I think it’s OK. By the way,
I’m a bit worried about Paul. He has
 made new friends online and he doesn’t
come to the sports club anymore. He’s
always online. Do you think he’s an
addict?
Mark: I haven’t noticed any change in
his behaviour. But I’ll talk to him about it
if you like.
Mary: Thanks
Differentiation:
This task differentiated by the
outcomes of the learners. More able
learners finish their work before the
time limit.
Task. IV Students work in Pair assessment
(Wh, I) (Task for location) pairs and write
Ex: 4 P: 23 sentences about
Go through the examples with the Mark, Mary and
class. Refer students to the table for Paul using verbs
ideas. Students write their sentences from ex. 1 and 2. Descriptor:
in pairs. Elicit some answers from the Then listen again - work in pairs
class. Ask the class to say whether the and check - write
sentences are correct and to correct ANSWERS: sentences
any mistakes. Play the CD again for Students’ own Total: 2 point
the pairs to check their answers. answers.

Task. V Students compare

(Wh, I) (Task for location) your internet Descriptor:
Ex: 5 P: 23 shopping activities - compare your
In a weaker class, allow students time With a partner. Then internet
to prepare some sentences tell the class about shopping
individually, then ask them to your partner’s - tell the class
compare their answers in pairs. In a internet shopping about
stronger class, encourage students to ANSWERS: Total: 2 point
work with their books closed, if they Students’ own
can. They can refer to the vocabulary answers.
on page 28 to prompt them. Remind
students to make notes on their
partner’s answers as they ask and
answer. Ask some students to report
back on what they learnt about their
partner.
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 16 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title Cybercrime
Learning objectives 8. 2. 2. 1 understand some specific information on a wide range of general
and academic topics in an extended conversation with little support from
the teacher or independently;
8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
Learning objectives Learners will be able to:
(assessment criteria) - Learn vocabulary relating to cybercrime.
- Listen to a radio programme about cybercrime.
- Listen for general meaning and specific details.
- Discuss problems with internet use.
Values and its purpose: Low and Order
"Victim in the life of a child"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
With books closed, write cybercrime given sentences on process, gives Sheets of
on the board and elicit the meaning the board and guess feedback and peppers
(crime which is committed using the the topic and share asks additional Pictures of
 internet or computers). with their ideas. questions if it’s to be
Ask students whether they can think nessasery.
of any types of crime that can be
committed online and whether they Teacher
know anyone who has had anything evaluate pupils
bad happen to them online. with phrases
Elicit ideas, and encourage students like:
to participate and talk about their own “Good job!
experiences. Well done!”
Setting the aim of the lesson.
Remember and Formative
recognize the main Assessment
vocabulary.

Middle Task. I Learners check the Pair assessment

30 min (Wh, I) (pair dicsussion) meaning of the
Ex: 1 P: 24 words in the box. Student’s
Students use their dictionaries to Then complete the book
check the meaning of the words in the dialogue with six of
box. Check that students understand the words Descriptor:
the new vocabulary. Model and drill ANSWERS : - use their
the pronunciation of any words that 1 inbox dictionaries
are new to students. In a stronger 2 spam filter - check the
class, check understanding by asking 3 virus meaning of the
students to put the words into 4 firewall words
sentences 5 phishing Total: 2 point
Differentiation: This task 6 password
differentiated by the outcomes of the
learners. More able learners finish
their work before the time limit.
Task. II Learners read
(Wh, I) (Task for location) presentation texts. T’s ffedback Student’s
Ex: 2 P: 24 Listen to the radio book
Read the texts with the class and programme and Descriptor:
explain that one of them is the correct choose the correct - read the texts
introduction to a radio programme. text. - choose the
They are going to listen to the ANSWERS : correct text
complete radio programme and 3 Total: 2 point
should then select which text is the
correct presentation.
Task. III (Task for understanding) Learners listen Teacher’s
Ex: 3 P: 24 again and choose the comment
Encourage students to read the correct answers
options and look at the pictures. Tell ANSWERS: Descriptor:
them to think about what they 1a 2c 3b 4a 5a - read the
remember from hearing the 6c options
programme the first time and try to - choose the
complete some of the answers if they correct answers
can. Total: 2 point
Differentiation:
Less motivated learners could
provide a transcript of the text as a
follow-up activity.
Task. IV Learners ask and Pair assessment
Ex: 4 P: 24 answer the questions
 Students prepare their answers ANSWERS:
individually, then compare with a Students’ own
partner. In a weaker class, encourage answers.
students to make notes about their
answers, to use as support while they Descriptor:
are working. - ask and answer
Total: 2 point
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

Unit 2 Daily life and shopping lesson 17 School:

Date: Teacher’s name

Grade: 8 Number present: absent:

Lesson title Experiences
Learning objectives 8. 3. 6. 1 in pair, group and whole class work to explain what others said
with a sentence or reasoning with some flexibility;
8. 5. 3. 1 write various familiar general and academic topics with uniform
grammatical competence;
Learning objectives Learners will be able to:
(assessment criteria) - Learn the question form of the present perfect.
- Learn how to talk about experiences.
- Practise asking and answering questions about experiences using the
present perfect.
Values and its purpose: Low and Order
"Victim in the life of a child"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class,
5 min Individually)
T tells the class to make groups of 2. Teacher
Warm up: Learners read the controles the
Refer students back to text 2 in given sentences on process, gives Sheets of
exercise 2 on page 32. the board and guess feedback and peppers
• Ask students to find verbs in the the topic and share asks additional Pictures of
present perfect (Has … ever had, with their ideas. questions if it’s to be
Have … received). nessasery.
• Elicit that the verbs use the question
form of the present perfect. Ask Teacher
students what they notice about the evaluate pupils
word order in the present perfect with phrases
questions (the auxiliary verb have like:
usually comes before the subject). “Good job!
Remember and
Well done!”
 Setting the aim of the lesson. recognize the main Formative https://
vocabulary. Assessment [Link].
[Link]/
KVPdGc4g
Fc6qQGip6

Middle Task. I (Wh, I) (pair dicsussion) Learners complete Pair assessment

30 min Ex: 1 P: 25 the sentences from
Remind students of the radio the listening with the Student’s
programme they heard in the previous words in the box. book
lesson. They do not need to remember ANSWERS :
every word, but explain that the 1 attacked Descriptor:
gapped sentences come from there. 2 Has - complete the
Ask students how they say ever in 3 have sentences
their language, and elicit the opposite 4 ’s Total: 2 point
of ever (never). Read out the
questions and elicit short answers.
Task. II (Wh, I) (Task for location) Learners order the
Ex: 2 P: 25 words to make T’s ffedback Student’s
Students order the words questions. Then book
individually, then compare their write answers for the Feedback:
answers in pairs and correct any questions “Thumbs up,
mistakes. ANSWERS : thumbs down”
After correct
1 What websites
answer teacher
have you visited shows thumbs up,
recently? if there are some
2 Have your friends mistakes thumbs
downloaded any down with
music recently? comments
3 Why have you put
that photo on the Descriptor:
internet? - order the
4 Have you ever lost words
a computer file? - make
5 Has she ever questions
visited a chat room? Total: 2 point
6 What have they
written on the
message board?
Task. III Learners complete Teacher’s
(Task for understanding) the questions using comment
Ex: 3 P: 25 the present perfect.
In a weaker class, do the first Then ask and answer Descriptor:
question as an example with the class. with a partner. - complete the
In a stronger class, ask a volunteer to ANSWERS: questions
do the first item, and encourage other 1 Have you read - use the present
students to say whether it is correct or 2 Has a virus perfect
not. After students have written the attacked Total: 2 point
questions, check answers before 3 Has your friend
students ask and answer. Go round made
and listen as students ask and answer. 4 Have your
Check they are using short answers grandparents used
correctly. If they answer yes to the 5 Have you emailed
questions, encourage them to give 6 Has your teacher
more details. used
 Differentiation:
Teacher for less able learners explain
the sentences then,
Less able learners read the sentences,
more able learners define

Task. IV Learners complete Pair assessment

Ex: 4 P: 25 the dialogue with
Read the task with the students. Point questions in the
out that there is one gap for each word present perfect
that is missing from the dialogue, so ANSWERS:
they should remember this when they 1 Have you made Descriptor:
check their answers. In a weaker 2 have you won - complete the
class, remind students to read the 3 Have you created dialogue
responses in order to help them 4 have visited - correct any
choose which verb to use. Students 5 Have you met mistakes
work individually to complete the 6 Have you stolen Total: 2 point
dialogue with the questions, then
compare their answers in pairs.
Students should correct any mistakes
before you check with the class.
T asks some CCQs:
- Has Tony won things in Learners answers
competition? Yes or No in CCQ
- Has Tony created a blog with ANSWERS Descriptor:
videos? -Yes - answers Yes or
- Has Tony met any famous - No No
singers online? - No
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 18 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title Online shopping
Learning objectives 8. 2. 1. 1 understanding of general and main ideas of study topics with
long conversations without practical support;
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics;
Learners will be able to:
- Learn vocabulary relating to online shopping
- Listen for general meaning and specific details.
- Discuss problems with internet use.
Values and its purpose: Diligence and Professional Qualification!
Day of librarians

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
Elicit that the verbs use the question given sentences on asks additional Sheets of
form of the present perfect. Ask the board and guess questions if it’s peppers
students what they notice about the the topic and share nessasery. Pictures of
word order in the present perfect with their ideas. Teacher to be
questions (the auxiliary verb have evaluate pupils
usually comes before the subject). with phrases
T: What do you think about today’s like:
theme? “Good job!
We can buy everything from online Well done!”
shopping. For example today people Formative
order their clothes, different things Assessment
like as Ali Expless, Pinduoduo, Ali
Remember and
Baba com from internet. Also we can recognize the main
order our food from unternet. vocabulary. https://
[Link].
[Link]/
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YLTnictn7
Middle Task. I Learners look at the Pair assessment
30 min (Wh, I) (pair dicsussion) photo and answer
Ex: 1 P: 26 the question Student’s
Ask students how they say ever in ANSWERS : Descriptor: book
their language, and elicit the opposite Lucy says she hasn't - look at the
of ever (never). been on the photo
Explain the students look at the photo computer for a long - answer the
and answer the question time question
Read out the questions and elicit Total: 2 point
short answers
Task. II Learners listen to
(Wh, I) (Task for location) the dialogue what T’s ffedback Student’s
Ex: 2 P: 26 does Lucy want to book
Listen the task with the students. buy.
Listen to the dialogue what does Lucy ANSWERS : Descriptor:
want to buy. Lucy want to buy an - listen to the
Students work individually to e-reader dialogue
complete the dialogue with the - complete the
questions, then compare their answers dialogue
in pairs. Students should correct any Total: 2 point
mistakes before you check with the
class
Task. III Learners complete Teacher’s
(Task for understanding) the key phrases from comment
Ex: 3 P: 26 the dialogue
Listen the task with the students. ANSWERS: Feedback:
Complete the key phrases from the 1) blowing “Thumbs up,
dialogue, so they should remember 2) bargain thumbs down”
this when they check their answers. 3) sold After correct
answer teacher
Students work individually to 4) reviews
shows thumbs up,
complete the dialogue with the 5) include if there are some
questions, then compare their answers 6) payment mistakes thumbs
in pairs. Students should correct any down with
mistakes before you check with the comments
class
Differentiation Descriptor:
This task differentiated by the level - complete the
of the learners. Less able learners key phrases
need Teacher’s support. Teacher Total: 2 point
explains the text in short.
Task. IV Learners read the
Ex: 4 P: 26 rule and the Self ssessment
Read the task with the students. examples to find Descriptor:
Read the rule and the examples to find three more examples - read the rule
three more examples in the dialogue. in the dialogue - find three
Students work individually to ANSWERS: more examples
complete the dialogue with the Could you ask me Total: 2 point
questions, then compare their answers next time? (request)
in pairs. Students should correct any May I order it?
mistakes before you check with the (request)
class Can you order it
today? (permission)
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 19 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title A comment on a website 1
Learning objectives 8. 3. 6. 1 in pair, group and whole class work to explain what others said
with a sentence or reasoning with some flexibility;
8. 5. 3. 1 write various familiar general and academic topics with uniform
grammatical competence;
Learning objectives Learners will be able to:
(assessment criteria) - Study a model comment on an internet forum.
- Learn key phrases for expressing opinions on an internet forum.
- Learn how to add or contrast ideas.
- Write a comment for an internet forum.
Values and its purpose: Low and Order
"Victim in the life of a child"

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, write the word given sentences on asks additional Sheets of
internet forum on the board and elicit the board and guess questions if it’s peppers
the meaning. the topic and share nessasery. Pictures of
• Ask students what subjects people with their ideas. to be
discuss on internet forums. Ask if Teacher
students ever post comments on evaluate pupils
internet forums, and ask what they with phrases
have posted comments about. • Elicit like:
ideas and encourage students to “Good job!
participate and exchange ideas. Well done!”
T: What do you think about today’s Formative
theme? Assessment

Remember and
recognize the main
vocabulary.

Middle Task. I Learners read the Pair assessment

30 min (Wh, I) (pair dicsussion) model text and
Ex: 1 P: 27 answer the question Student’s
Look at the model text with the class ANSWERS : book
and elicit ideas about where it is from 1 The writer is a 15-
(a website). Read the introductory year-old boy called
question out to the class and check Sean.
students understand what the rest of 2 The readers are
the article is (an opinion posted by other young people
 somebody who has read the question). who use the internet.
In a weaker class, allow students to 3 The writer goes Descriptor:
work in pairs. When you check online every day. - read the model
answers, ask students to indicate the 4 Some of his text
part of the text which gives the friends are internet - answer the
answers. addicts. question
5 The real problem Total: 2 point
is with the person,
not with the activity
they are addicted to.
Task. II Learners complete
(Wh, I) (Task for location) the key phrases. T’s ffedback Student’s
Ex: 2 P: 27 Then read the model book
Students complete the key phrases text again and check Descriptor:
individually, then check their answers ANSWERS : - complete the
in the text. Ask students to find the 1 my key phrases
key phrases in the model text and 2 seen - read the model
translate them into their own 3 problem text
language. 4 reason Total: 2 point
Differentiation
will be supported by teacher and by
helpers from his class.
Task. III Learners study the Teacher’s
(Task for understanding) words in blue in the comment
Ex: 3 P: 27 model text. Then put
• Once you have drawn attention to these words into two Descriptor:
the blue words, students complete the groups - study the
table by identifying whether they add ANSWERS: words in blue
or contrast ideas. In a weaker class, Adding ideas: also, - study the
ask students to translate the words. In too words in blue
a stronger class, encourage students to Contrast: but, Total: 2 point
use them in their own sentences to Although, However
show understanding.
Task. IV Learners complete Pair assessment
Ex: 4 P: 27 the sentences with
• Before students complete the the words
sentences, remind them to read the ANSWERS:
sentences carefully to check they 1 but
understand how the two ideas are 2 too Descriptor:
linked. 3 also - complete the
4 However sentence
5 Although Total: 2 point
6 but
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 20 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title My country: Daily life and shopping
Summative Assessment “Daily life and shopping”
Learning objectives 8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics;
8. 4. 6. 1 identify the author's opinion or point of view in short texts on a
variety of unfamiliar general and academic topics, including long texts
8. 5. 1. 1 planning, writing, revising and checking text-level work on
general and academic topics with minor support;
Learning objectives Learners will be able to:
(assessment criteria) - Study a text about different types of shops.
- Review how to use indefinite pronouns.
- Develop vocabulary related to shopping.
- Practise talking about shopping experiences.
Values and its purpose: Diligence and Professional Qualification!
Labor in human life, family, society understand the value

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
Give students one minute to think of given sentences on asks additional Sheets of
as many types of shop as they can and the board and guess questions if it’s peppers
make a list. the topic and share nessasery. Pictures of
Go through the students’ ideas as a with their ideas. Teacher to be
class and write their suggestions on evaluate pupils
the board. You could do this as a with phrases
competition – the winner is the like:
student with the longest list. “Good job!
Well done!” https://
Formative [Link].
Remember and Assessment [Link]/
recognize the main
Br4MFpnX5
vocabulary.
nsnL5cJ6

Middle Task. I Learners match Pair assessment

30 min (Wh, I) (pair dicsussion) questions with
Ex: 1 P: 28 answers. Then Student’s
Ask students to use a dictionary to choose the correct book
check the meanings of the words in answers in rules.
the box. Check the meaning of the ANSWERS: Descriptor:
words, either in translation or as 1e - match
definitions. Draw students’ attention 2d questions
to the word diagrams (sometimes 3c - choose the
called word spiders) and check they 4a correct answers
understand the idea by asking them 5b Total: 2 point
where to put shop assistant (in the Rules
People category). Give students 1 do / does
enough time to add all the words to 2 don’t add
the diagram. Walk round and monitor 3 beginning
Task. II Learners write
(Wh, I) (Task for location) question and short T’s ffedback Student’s
Ex: 2 P: 28 answers. Then ask book
Play the CD so that students can and answer with a Descriptor:
follow as they read. Students should partner. - write question
just focus on the advantages of ANSWERS : - ask and answer
shopping rather than understanding 1 Do your parents Total: 2 point
the whole text. Go through the play tennis?
answers with the whole class. 2 Does your mother Feedback:
speak French? “Thumbs up,
3 Do you watch TV thumbs down”
After correct
every evening?
answer teacher
4 Does this book shows thumbs up,
Differentiation teach vocabulary? if there are some
Learners will be supported by teacher 5 Does your father mistakes thumbs
and by helpers from his class. work in a factory? down with
6 Do you and your comments.
friends go to school
on Saturdays?
7 Do you and your
family live in a
modern building?
8 Does your friend
come to your home
after school?
Task. III (Task for understanding) Learners complete Teacher’s
Ex: 3 P: 28 the questions. Then comment
• Draw students’ attention to the match questions
highlighted words in the text and ask with answers Descriptor:
them to complete the table. In weaker ANSWERS - complete the
classes, get students to discuss the 1 do you and your questions
question about some and any in pairs. family go; h - match
In stronger classes, students can work 2 does your best questions with
individually. friend live; g answers
Differentiation: 3 do you do; f Total: 2 point
Less able S 4 do you travel; a
learners work with some support of 5 do your friends
Teacher. Teacher explain the task and like; b
give examples to build general 6 do you watch; c
comprehension. 7 do you do; e
Task. IV Learners work in Pair assessment
Ex: 4 P: 28 pairs. Ask and
Tell students to use the indefinite answer the
pronouns from the table to complete questions. Give true
the sentences with the correct words, answers.
focusing on whether the sentence is a ANSWERS Descriptor:
statement, question or negative. Give Student’s own - work in pairs.
them a few minutes to complete the answer - ask and answer
sentences. Go round the class and Total: 2 point
monitor, helping where necessary
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan
Unit 2 Daily life and shopping lesson 21 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title CLIL Technology: The internet - wikis
Learning objectives [Link] develop intercultural awareness through reading and discussion
8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics;
8. 4. 4. 1 read long texts in various fiction and non-fiction literature
within the framework of familiar and some unfamiliar general and
educational topics;
Learning objectives Learners will be able to:
(assessment criteria) - Learn vocabulary to do with newspapers.
- Read a text about different types of newspaper.
- Discuss different types of newspaper in your country.
Values and its purpose: Independence and Patriotism
National interest: expanding the scope of the Kazakh language

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, ask students if given sentences on asks additional Sheets of
they read any newspapers. If so, elicit the board and guess questions if it’s peppers
the names of the newspapers. If not, the topic and share nessasery. Pictures of
elicit the names of different with their ideas. to be
newspapers they have heard of. Teacher
Ask students what the differences are evaluate pupils
between the newspapers they have with phrases
mentioned. Ask what types of like:
information you would find in each. “Good job!
Elicit some ideas, but do not Well done!”
Do you make your bed every day? Formative
Remember and
T: What do you think about today’s Assessment
recognize the main
theme? vocabulary. https://
[Link].
[Link]/
wdGcJejAM
W76grBG8

Middle Task. I Learners check the Pair assessment

30 min (Wh, I) (pair dicsussion) meaning words in Descriptor:
Ex: 1 P: 29 the box. Then - check the Student’s
After students have checked the complete the text meaning words book
meaning of the words, focus on the below - complete the
photos and ask students what they ANSWERS : text
think is in each newspaper. Elicit a Students’ own Total: 2 point
few ideas. In pairs, students match answer
the words to the photos. Do not check
answers at this stage
 Task. II Learners complete
(Wh, I) (Task for location) the dialogue, then T’s ffedback Student’s
Ex: 2 P: 29 listen book
Students read and listen, and check ANSWERS : Descriptor:
their answers to exercise 1. 1c - complete the
2d dialogue
Differentiation: 3b Total: 2 point
Less able leaners work with some 4a
support of Teacher. Teacher explains
the key words and give examples to
build general comprehension.
Task. III Learners read the Teacher’s
(Task for understanding) text again and comment
Ex: 3 P: 29 answer the questions
Students read the text again and ANSWERS: Feedback:
decide if the sentences are true or 1 False. A lot of “Thumbs up,
false. Tell them they should write a people still prefer to thumbs down”
question mark if the point is not get the news in a more After correct
traditional way, by answer teacher
mentioned. Ask students to compare
reading a newspaper. shows thumbs up,
answers in pairs, then check answers if there are some
2 Don’t know.
with the class. 3 True. mistakes thumbs
4 False. Quality down with
newspapers use a comments
formal style of
language with longer Descriptor:
sentences and - read the text
technical vocabulary. - answer the
Sensationalist questions
newspapers use
Total: 2 point
shorter words and
sentences, with
colloquial words and
expressions.
5 True.
6 False. Both types of
newspaper contain
articles about sport.
Task. IV Learners follow the Pair assessment
Ex: 4 P: 29 instructions and
Allow students time to prepare their create your own wiki
answers individually, then put them in ANSWERS:
pairs to ask and answer the questions. Students’ own
Monitor and help round the class. Ask answers. Descriptor:
one or two students to read one of - follow the
their answers to the class. instructions
- create your
own wiki
Total: 2 point
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 22 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title Review unit 2
Learning objectives 8. 3. 7. 1 use subject-specific vocabulary and syntax within the
framework of general and a number of educational topics;
8. 5. 2. 1 write past experiences or real events, activities on familiar
general and educational topics with little support;
Learning objectives Learners will be able to:
(assessment criteria) - Use nouns and verbs to do with the internet.
- Use the word about a virtual world and online computer games.
Values and its purpose: Independence and Patriotism
National interest: expanding the scope of the Kazakh language

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, ask students if given sentences on asks additional Sheets of
they read any newspapers. If so, elicit the board and guess questions if it’s peppers
the names of the newspapers. If not, the topic and share nessasery. Pictures of
elicit the names of different with their ideas. to be
newspapers they have heard of. Teacher
Ask students what the differences are evaluate pupils
between the newspapers they have with phrases
mentioned. Ask what types of like:
information you would find in each. “Good job!
Elicit some ideas, but do not accept or Well done!”
reject any at this stage. Formative
T: What do you think about today’s Assessment
theme? Remember and
recognize the main
vocabulary.

Middle Task. I (Wh, I) (pair dicsussion) Learners complete Pair assessment

30 min Ex: 1 P: 30 the sentences with
In a stronger class, see if students the words in the box Descriptor: Student’s
can complete the table before ANSWERS : - complete the book
referring to the text. In a weaker class, 1 email sentences
allow students to work in pairs to 2 download - use words in
complete the table. 3 message the box
Students use their dictionaries to 4 blog Total: 2 point
check the meaning of the words. 5 online games
Check that students understand the 6 posted
new vocabulary. Draw attention to the 7 engines
 way many verbs are created from 8 website
nouns in modern English. Model and
drill the pronunciation of any words
that are new to students.
Task. II Learners choose the
(Wh, I) (Task for location) correct words T’s ffedback Student’s
Ex: 2 P: 30 ANSWERS : book
• Students complete the summary of 1 hacker Descriptor:
the text. In a weaker class, encourage 2 anti-virus software - complete the
them to work in pairs for support. 3 spam summary
Differentiation 4 password - choose the
Learners will be supported by teacher 5 virus correct words
and by helpers from his class. 6 a firewall Total: 2 point
Task. III Learners write Teacher’s
(Task for understanding) affirmative or comment
Ex: 3 P: 30 negative sentences
Students add the verbs to the table using the present Feedback:
from exercise 1. Again, refer them to perfect “Thumbs up,
Irregular Verb list or a dictionary if ANSWERS: thumbs down”
they need help with the irregular 1 My mum has After correct
answer teacher
forms. In a weaker class, you could created a blog.
shows thumbs up,
write the irregular verbs on the board 2 My friend has sent if there are some
in alphabetical order, to help them me a lot of emails. mistakes thumbs
find the correct past participles. 3 We haven’t down with
downloaded videos. comments
4 I’ve played an
online game once. Descriptor:
5 My grandparents - write
haven’t used the affirmative or
internet. negative
6 My friends have sentences
made money on the Total: 2 point
internet a few time
Task. IV Learners match Pair assessment
Ex: 5 P: 30 sentences with
Students read the sentences more responses.
carefully. This time they should check ANSWERS :
any words they are not sure of. 1f
Remind students that they should read 2g Descriptor:
the sentences carefully, so they know 3c - match
what information to look out for. 4d sentences
Students can work individually, then 5h - compare
compare answers in pairs. Check that 6e answers in pairs
they are able to correct the false 7b Total: 2 point
sentences. 8a
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task
 Short term plan

Unit 2 Daily life and shopping lesson 23 School:

Date: Teacher name:
Grade: 8 Number present: absent:
Lesson title Summative control work for the 1st term
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 3. 5. 1 communicate with classmates to plan and create priorities,
partner, discuss, and agree on educational tasks;
8. 4. 3. 1 understand evidence within familiar general and reading topics,
including some longer texts;
8. 5. 1. 1 planning, writing, revising and checking text-level work on
general and academic topics with minor support;
Learning objectives Learners will be able to:
(assessment criteria) - Use nouns and verbs to do with the internet.
- Use the word about a virtual world and online computer games.
Values and its purpose: Independence and Patriotism
Republic Day!

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
given sentences on asks additional Sheets of
Task. I the board and guess questions if it’s peppers
LISTENING the topic and share nessasery. Pictures of
Task with their ideas. Teacher to be
You will hear people talking in five evaluate pupils
different situations. Choose the best with phrases
answer A, B or C Students listen to the like:
recording “Good job!
1c Well done!”
2b Formative
3a Assessment
4b
5c
Middle Task. II Learners read the Pair assessment
30 min READING text circle the most Descriptor:
Task. Read the text and circle the suitable answer. - read the text Student’s
most suitable answer. Answers: - circle the most book
1b suitable answer
2a Total: 6 point
3c
4b
5c
6d

Task. III Learners rewrite the

WRITING two sentences using T’s ffedback Student’s
Task. Rewrite the two sentences one of the relative Descriptor: book
 using one of the relative pronouns in pronouns in - rewrite the two
brackets. brackets. sentences
ANSWERS: - use one of the
1 where relative
2 than pronouns
3 who Total: 5 point
4 whose
5 that
6 where
Task. IV Learners choose one Teacher’s
SPEAKING of the pictures and comment
Task. Answer these questions. describe it. Descriptor:
Compare different houses of different ANSWERS : - choose one of
cultures and express your opinion. Do Student’s own the pictures
not forget to use the correct form of answer. Total: 2 point
the adjective comparison
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task

Short term plan

 Unit 2 Daily life and shopping lesson 24 School:

Date: Teacher name:

Grade: 8 Number present: absent:
Lesson title Skills round-up 2.
Learning objectives 8. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
8. 5. 6. 1 to logically connect a sentence to a paragraph on its own, using
the main connectives of common topics;
Learning objectives Learners will be able to:
(assessment criteria) - Use nouns and verbs to do with the internet.
- Use the word about a virtual world and online computer games.
Values and its purpose: Independence and Patriotism
National interest: expanding the scope of the Kazakh language

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. (Whale class, Teacher
5 min Individually) controles the
T tells the class to make groups of 2. process, gives
Warm up: Learners read the feedback and
With books closed, ask students if given sentences on asks additional Sheets of
they read any newspapers. If so, elicit the board and guess questions if it’s peppers
the names of the newspapers. If not, the topic and share nessasery. Pictures of
elicit the names of different with their ideas. to be
newspapers they have heard of. Teacher
Ask students what the differences are evaluate pupils
between the newspapers they have with phrases
mentioned. Ask what types of like:
information you would find in each. “Good job!
Elicit some ideas, but do not accept or Well done!”
reject any at this stage. Formative
T: What do you think about today’s Assessment
theme? Remember and
recognize the main
vocabulary.

Middle Task. I (Wh, I) (pair dicsussion) Learners look at the Pair assessment
30 min Ex: 1 P: 31 photo and answer Descriptor:
Using pictures related to the text for the question - look at the Student’s
discussion. ANSWERS : photos book
A music festival - answer the
question
Total: 2 point
 Task. II Learners listen to a
(Wh, I) (Task for location) conversation. T’s ffedback Student’s
Ex: 2 P: 31 ANSWERS : Descriptor: book
Listening for global information Dilnaz went to the - listen to a
FourE festival last conversation
year - complete the
sentences
Total: 2 point

Task. III Learners listen Teacher’s

(Task for understanding) again and complete comment
Ex: 3 P: 31 the sentences Feedback:
Listening for specific information. ANSWERS: “Thumbs up,
Sentence completion. 1) Almaty thumbs down”
Differentiation 2) art After correct
answer teacher
Learners will be supported by teacher 3) online
shows thumbs up,
and by helpers from his class. 4) tent if there are some
5) expensive mistakes thumbs
6) bread down with
7) bus comments
8) white
Descriptor:
- listen again
- complete the
sentences
Total: 2 point
End The Ladder method was used as a Ss use their stickers to show their Poster
5 min reflection. T asks Ss to stick their knowledge according to the lesson Success
stickers to the Success Ladder. Ladder
Green- I understood
Yellow-I have some questions
Red-I need a help.
Ex: P:
Home task