8-сынып. Екзел. 2-токсан. Ағылшын

Module 3 Entertainment& the Media
LESSON: Module 3 Lesson 1 School:

Entertainment & the Media
Vocabulary
Date: Teacher name:
CLASS: Number present: absent:
Learning 8.6.15.1 – use infinitive forms after a limited number of verbs and
objectives(s) that adjectives; use gerund forms after a limited variety of verbs and
this lesson is prepositions; use some prepositional verbs and begin to use common
contributing to phrasal verbs on a growing range of familiar general and curricular
topics;
8.3.7.1 – use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get
an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk
about forms of entertainment
Assessment criteria Learners have met the learning objective if they can: talk
about entertainment
Value links Explore the themes of entertainment, water attraction, TV & the
media and festivals around the world
Cross – Entertainment & the Media
curricular links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned Teacher’s activities Pupil’s activities Marks Resources
timings
BEGI What’s in this module? Answer Key a Ss evaluate Whiteboard
NNIN Read the title of the TV guide (p. 35) each other Pupils
G module Entertainment & What programmes and Book
THE the Media and ask Ss to do you like to encourage
LESS suggest what they think watch? How much classmate
ON it means. Go through the TV do watch every with phrases
topic list and stimulate a day? like:
discussion to prompt Ss’ festivals (p. 37) Well done!
interest in the module. What was the last Brilliant!
Find the page numbers festival you Good job! I
for attended? Do you like it!
Explain/Elicit the like attending
meaning of any festivals? Why
unknown words, (not)? a newspaper
thenSs find the page (pp. 33, 34) Do you
numbers for the items read newspapers?
listed. How often? Where
check Ss’ understa do you usually learn
about the news?
Vocabulary Suggested Answer Ss evaluate Whiteboard
1 To present forms of Key each other Pupils
entertainment I like attending and Book
Direct Ss to the concerts because I encourage
pictures. love music and the classmate
2 To express an atmosphere at a with phrases
opinion concert is fascinating. like:
Ask Ss to discuss the Well done!
questions in pairs. Brilliant!
Monitor the activity Good job! I
around the class and then like it!
ask various Ss to tell the
class.
3 To talk about a past Suggested Answer Ss evaluate Whiteboard
experience Key each other Pupils
Read out the questions The last time I and Book
and the example. Ask watched traditional encourage
Ss to discuss the dancing was last classmate
questions in pairs. summer. It was nice. with phrases
Elicit suitable The last time I went like:
adjectives from Ss to a water park was Well done!
around the class (e.g. two summers ago. It Brilliant!
nice, fun, exciting, was great fun. TheGood
last job! I
amazing, entertaining, time I took a guided like it!
etc). tour of a museum
to tell the class. was two years ago. It
recording. Ss listen was interesting. The
and repeat chorally last time I attended a
and/or individually. concert was last
month. It was
amazing. The last time
I read a classic novel
was 3 years ago. It
was interesting.
The last time I went to
the theatre was two
weeks ago. It was
entertaining.
ENDING Ss discuss in groups the Reflection Ss evaluate Whiteboard
THE activities they did the last each other Pupils
LESSON time and Book
encourage
classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
2

Reading 3A
Date: Teacher name:
Learning 8.2.6.1 – deduce meaning from context with little or no support in
objectives(s) that extended talk on a growing range of general and curricular topics
this lesson is 8.4.2.1- understand specific information and detail in texts on a
contributing to growing range of familiar general and curricular topics, including
some extended texts
8.4.2.1 – understand specific information anddetailintextsona growing
range of familiar general and curricular topics, including some extended
texts
8.4.2.1 – understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts
8.6.3.1 – use a growing variety of compound adjectives and adjectives
as participles and some comparative structures including not as…as,
much
…than to indicate degree on a range of familiar general and
curricular topics
8.6.14.1 – use some prepositions before nouns and adjectives; use
prepositions as, like to indicate manner; use dependent prepositions
following adjectives on a range of familiar general and curricular
topics
8.3.3.1 – give an opinion at discourse level on a wide range of general
and curricular topics
8.6.5.1 –use questions which include a variety of different tense and
modal forms on a range of familiar general and curricular topics
8.6.7.1 –- use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics
8.3.1.1 –use formal and informal registers in their talk on a growing range
of general and curricular topics
8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.5.4.1 –use with some support style and register appropriate to a variety
of written genres on general and curricular topics
8.4.7.1 –recognisetypical features at word,
sentenceandtextlevel inarangeofwritten genres
Listen and read for gist, read for specific information, learn
about compound nouns and compound adjectives
about compound nouns and compound adjectives, talk about
water attractions
about compound nouns and compound adjectives, talk about
water attractions, recommend and write a blog entry
Assessment Learners have met the learning objective if they can: talk about
criteria water attractions and write a blog entry
Value links Explore the themes of entertainment, water attraction, TV & the media
and festivals around the world
curricular links
Plan
timings
BEGINN 1 To introduce Answer Key Ss evaluate each Whiteboard
ING the topic and You can have a fun other and Pupils Book
THE topic-related water experience in encourage
LESSON vocabulary Ask all the places. classmate with
Ss to look at the You can take a dip in phrases like:
pictures and then a pool and slide down Well done!
read out the a waterslide at Almaty Brilliant! Good
activities in the Aqua Park. You can job! I like it!
list. relax in a mineral
to say which spring at Chundzha.
activities they You can play
can do in each on a sandy beach at
place. Khan Shatyr.
recording. Ss
listen and read
the text and
check.
2 To read for Answer Key 1 Ss evaluate each Whiteboard
specific You can find an other and Pupils Book
information indoor beach. encourage
Explain the task. 2 It comes from the classmate with
Allow Ss Maldives. phrases like:
time to read the swim in the pool and Well done!
questions and then go on the Brilliant! Good
read the texts again waterslides. job! I like it!
and complete the 4 There are more
task. Check Ss’ than
answers. 140. 5 It is a five-
hour drive.
Refer Ss to the
Word List to look
up the words in the
Check these words
box. Play the video
for Ss and elicit
their comments.
3 To consolidate Answer Key
new vocabulary 1 summer
Allow Ss time to 3 tropical
complete the 5 mineral
collocations by 2 entertainment
referring to the 4 aqua
texts or using their 6 indoor
dictionaries as
necessary. Check
Ss’ answers around
the class.
4 To learn about Check Ss’ answers. Ss evaluate each Whiteboard
and identify Answer Key other and Pupils Book
compound nouns Compound nouns: encourage
and compound entertainment centre, classmate with
adjectives indoor beach, phrases like:
Read the table aqua park Well done!
aloud and explain Compound adjectives: Brilliant! Good
compound nouns two-week holiday, job! I like it!
and adjectives and five-hour drive
elicit further
examples from Ss
around the class.
Give Ss time
to find examples in
the blog.
5 To present and Answer Key Ss evaluate each Whiteboard
practise 1 on other and Pupils Book
prepositional 2 for encourage
phrases 3 on classmate with
Read through the 2 on phrases like:
list of prepositions 6 for Well done!
and give Ss time to Brilliant! Good
complete the job! I like it!
sentences using
their dictionaries to
check.
Check Ss’ answers.
6 To present new Answer Key Ss evaluate each Whiteboard
vocabulary 1 sandy other and Pupils Book
Read out the list of 2 slide encourage
words give Ss time 3 sailing classmate with
to complete the 2 dip phrases like:
sentences using Well done!
their dictionaries if Brilliant! Good
necessary. job! I like it!
Ss’ answers. Suggested Answer
Key
sun Khan Shatyr is
bat special because it has
he an indoor beach with
7 To talk about sand from the
water attractions Maldives.
Give Ss some time Aqua Park is special
to consider their because it is a fun
answers and then water park with lots
ask of waterslides for
various Ss to tell adults and children.
the class.
because it has
over 140 mineral
springs.
Suggested Answer
Key
8 To practise A: Have you been to
recommending the indoor beach at
Ask Ss to read the Khan Shatyr?
useful language B: Yes, I went there
box and have two last summer.
Ss you like it?
model the example B: It was great.
dialogue. A: Have you been to
Ss take turns Almaty Aqua Park?
and practise B: Yes, I went there
recommending the last summer.
places in the blog you like it?
in pairs. B: Don’t miss it.
Monitor the activity A: Have you been to
around the class Chundzha?
and then ask some B: Yes, I went there
pairs to practise last summer.
recommending in you like it?
front of the class B: You should go.
using
the useful
language.
ENDING 9 To write a blog Suggested Answer Ss evaluate each Whiteboard

THE entry Key other and Pupils Book
LESSON Ask Ss to copy Hello there! If you encourage
the headings into come to the north of classmate with
their notebooks Kazakhstan, I know phrases like:
and then make the perfect place to Well done!
notes under them. have fun in Brilliant! Good
Karaganda. It’s the job! I like it!
around the class to AquaparkDelfin. I go
use their notes to there every weekend
write a blog entry in the summer. It’s
about a water clean and nice and
attraction. you can have great
fun there. You can go
on the waterslides
and swim in the pools.

Entertainment & the Media Use of English
3b
Date: Teacher name:
Learning 8.6.15.1 –use infinitive forms after a limited number of verbs and adjectives; use
objectives(s) that gerund forms after a limited variety of verbs and prepositions; use some
this lesson is prepositional verbs and begin to use common phrasal verbs on a growing range
contributing to of familiar general and curricular topics
8.5.3.1 –write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
Learn about past simple and past continuous
Learn about past simple and past continuous, learn word formation (-
ing/-ed participles), learn comparatives
ing/-ed participles), learn comparatives, learn used to/would, talk about
types of media
Assessment criteria Learners have met the learning objective if they can: talk about types of
media, past events
Value links Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
curricular links
Plan
timings
BEGINNI To revise/present the past Answer Key Ss evaluate Whiteboard
NG THE simple and the past continuous 1 past simple each other Pupils
LESSON and identify their uses 6 past continuous and Book
Present the past simple. Say then 2 past continuous encourage
write on the board: I watched TV 3 7 past continuous classmate
yesterday. Underline watched 4 past simple with
and explain that this verb is in 5 8 past continuous phrases
the past simple. Point to a S and 6 past simple like:
say: You watched TV yesterday. 7 9 past simple Well done!
Then write it on the board. Point 8 past continuous Brilliant!
to a male S and say: He watched a past simple e Good job! I
TV yesterday. past continuous b past like it!
Then write it on the board. simple f past
Present the other persons in the continuous/ c past
same way. Elicit that the verb is continuous past simple
the same in all d past continuous
persons.Explain/Elicit the
spelling rules. Write the verbs
work, love, play, study, travel
and their past simple
forms on the board: work –
worked (most verbs take -ed to
form their past simple form),
love – loved (verbs ending in -e
add -d), study – studied (verbs
ending in consonant + -y lose -y
and take -ied), play – played
(verbs ending in a vowel + -y
add -ed), travel – travelled
(verbs ending in a vowel + l, p,
k, b, etc. double the consonant
and add -ed) •
Say then write on the board: I
didn’t watch TV yesterday. and
She didn’t watch TV yesterday.
Underline I didn’t in the first
sentence and She didn’t in the
second sentence. Explain that
we use didn’t in all persons to
form the negative of the past
simple. Point out that the verb is
the same in all persons.
• Say then write on the board:
Did I watch TV yesterday? No, I
didn’t. Explain that we use Did
+ personal pronoun + base form
of the main verb to form
questions in the past simple.
Focus Ss’ attention on the
position of did (before the
personal pronoun). Point out that
we answer in the short form with
Yes,/No, + personal pronoun +
did/didn’t. •
continuous. Say then write on
the board: I was watching TV
yesterday afternoon. Underline I
was watching and explain that
this verb is in the past
continuous. Explain that we use
the past simple of the verb to be
and the main verb + - ing to
form the affirmative. Give
examples for all persons and
explain that we use this tense to
talk about actions which were in
progress at a specific time in the
past. •
board: I wasn’t watching TV on
Saturday morning. Explain that
this is the negative form of the
past continuous. Give examples
for all persons and elicit that we
form the negative of the past
continuous with subject
pronoun/noun + was/weren’t
+ main verb + - ing. • Say
then write on the board: Was I
watching TV last night? Explain
that this is the interrogative
form of the past continuous.
Give examples for all persons
and elicit how it is formed. Tell
Ss that we answer in the short
form with Yes, I was./No, I
wasn’t.
Ask Ss to read the text and
identify the tenses of the verbs
1-9 and then identify the verb
forms used for the uses a-f.
2 To practise the past 3 To practise the Ss evaluate Whiteboard
simple/past continuous past simple/past each other Pupils
Explain the task and give Ss continuous with time and Book
time to complete it adverbs encourage
Then check Ss’ answers Explain the task and classmate
around the class. read out the example. with
Answer Key phrases
1 were you the task in closed like:
bought pairs. Well done!
2 was watching activity around the Brilliant!
3 went class. Good job! I
4 did you see Suggested Answer Key like it!
5 Did you go I went to the theatre
6 was waiting last month. My
7 Was driving friend Gulnar and I
8 did Nurislam do went on holiday in
9 got 2015. I was studying
when you called me.
Sezim was reading a
book while I was
listening to music.
I stayed home last
Saturday. I went to the
cinema with Temir
two days ago.
ENDING To practise making comparisons Reflection Ss evaluate Whiteboard
THE between films each other Pupils
LESSON Ask various Ss around the class and Book
to compare two films using the encourage
adjectives in the list and classmate
following the example. with
phrases
like:
Well done!
Brilliant!
Good job! I
like it!

Entertainment & the Media Use
of English 3b
Date: Teacher name:
Learning 8.6.15.1 – use infinitive forms after a limited number of verbs and
objectives(s) that adjectives; use gerund forms after a limited variety of verbs and
this lesson is prepositions; use some prepositional verbs and begin to use common phrasal
contributing to verbs on a growing range of familiar general and curricular topics
8.5.3.1 – write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
Learn about past simple and past continuous
ing/-ed participles), learn comparatives
ing/-ed participles), learn comparatives, learn used to/would, talk
about types of media
Assessment criteria Learners have met the learning objective if they can: talk about types of
media, past events
Value links Explore the themes of entertainment, water attraction, TV & the media
and festivals around the world
curricular links
Plan
timings
BEGINN To revise/present the Check Ss’ answers Ss evaluate each Whiteboard
ING THE past simple and the around the class. other and Pupils Book
LESSON past continuous and Suggested Answer Key encourage
identify their uses 1 used to/would classmate with
1 a)To present used 2 used to phrases like:
to/would 3 used to Well done!
Ask Ss to read the 4 used to/would Brilliant! Good
theory box and elicit 5 used to/would job! I like it!
in which sentences 6 used to/would
we can write would
instead of used to.
Answer KeyWe can
use ‘would’ instead
of ‘used to’ in
sentences that talk
about past habits and
repeated past actions.
b)To practise used
to/would
Explain the task and
give Ss time to
complete it.
2To practise used To practise word Ss evaluate each Whiteboard
to/would formation (-ing/-ed other and Pupils Book
Ask Ss to look at the participles) encourage
pictures and the Ask Ss to read the classmate with
phrases and read out theory box and then phrases like:
the example. Then explain the task. Give Well done!
ask various Ss around Ss time to complete Brilliant! Good
the class to talk about the task and then job! I like it!
Salima’s past media check their answers.
activities. Answer Key
Answer Key 1tiring
Salima used to surf 3disappointing
the Internet, watch 5 excited
TV and read 2 amazing
magazines when she 4 confused
was twelve. She
didn’t use to listen to To present and
the radio or read practise comparisons
newspapers. Go through the theory
Then elicit Ss’ own box with students.
past media activities. Explain the task and
Suggested Answer then give Sstime to
Key complete the task.
I used to read Check Ss’ answers.
magazines and watch Answer Key
TV when I was 1 more
twelve. I didn’t use to 3 much
surf the Internet, 6 much
listen to the radio or 2 less
read newspapers. 5 as аs 6 than
ENDING 5 To practise Suggested Answer Key Ss evaluate each Whiteboard
THE making ‘Guardians of the other and Pupils Book
LESSON comparisons Galaxy’ is funnier than encourage
between films ‘The Avengers’. classmate with
Ask various Ss ‘Inception’ is phrases like:
around the class to more complicated than Well done!
compare two films ‘Shutter Island’. Brilliant! Good
using the ‘Pitch Perfect’ is job! I like it!
adjectives in the more entertaining than
list and following ‘High School Musical’.
the example.

Skills 3c
Date: Teacher name:
Learning 8.1.3.1 – respect differing points of view
objectives(s) that 8.3.3.1 – give an opinion at discourse level on a wide range of general
this lesson is and curricular topics
contributing to 8.3.6.1 – link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges
8.2.1.1 – understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.2.6.1 – deduce meaning from context with little or no support
in extended talk on a growing range of general and curricular
topics
8.4.5.1 –deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.4.2.1 –understand specific information and detail in texts on a
extended texts
8.1.8.1 –develop intercultural awareness through reading and discussion
8.6.15.1 –use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular
topics 8.2.2,1 –understand with little or no support most specific
information in extended talk on a wide range of general and curricular
topics
8.3.1.1 –use formal and informal registers in their talk on a growing
range of general and curricular topics
learn phrasal verbs with keep
learn phrasal verbs with keep, decide what to watch on
TV
phrasal verbs with keep, decide what to watch on TV, create
and present a TV guide
Assessment criteria Learners have met the learning objective if they can: create and
present a TV guide
curricular links
Plan
timings
BEGINNI 1 To present TV Play the recording. Ss Ss evaluate Whiteboard
NG THE programmes listen and repeat each other and Pupils Book
LESSON Ask Ss to look at the chorally and/or encourage
pictures. individually. classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!
2 To identify items from Answer Key TV Ss evaluate Whiteboard

TV/newspapers – documentary, film, each other and Pupils Book
Ask Ss to read out the list cartoon, encourage
of items from TV & the international news, classmate with
Media reality show, political phrases like:
and then ask Ss to talk in discussion, Well done!
pairs about which of the weather, talent show Brilliant!
items Good job! I
you can see on TV and international news, like it!
which you can read in the political discussion,
newspaper as well as comic strip, weather,
which of them they prefer. horoscope
Monitor Suggested Answer
the activity around the Key
class and then ask some On TV, my favourite
pairs to report back to the is a talent show. In a
class. newspaper, the
horoscope is my
favourite.
3 To listen and read for 4 To read for Ss evaluate Whiteboard
specific information specific information each other and Pupils Book
Elicit what, if anything, Ss Ask Ss to read the encourage
know about the BBC. Then statements classmate with
elicit questions from Give Ss time to read phrases like:
various Ss around the class the text and complete Well done!
and write two of them on the task. Check Ss’ Brilliant!
the board. answers Good job! I
Play the recording. around the class. like it!
Ss listen and read the text Answer Key
and check if their questions 1 T 2 F At the
are time, many people
answered. didn’t think that
Suggested Answer Key television would
ever become
When was it founded? popular!
(1922) 3F It also produces
What does it do? (It an exciting range of
broadcasts on radio, TV dramas, sitcoms and
and online and produces a game shows as well
wide range of programmes as hundreds of
including dramas, sitcoms educational
and educational documentaries.
documentaries.) Read out the Did you
Refer Ss to the Word Listto Know? box and elicit
look up the words in the Ss’ comments.
Check these words box.
ENDING 5 To consolidate 9 To create a TV Ss evaluate Whiteboard
THE information in a text guide each other and Pupils Book
LESSON Give Ss time to consider Explain the task. Tell encourage
their answers to the Ss to work in small classmate with
question and groups and think of phrases like:
then elicit answers from ideas and create a TV Well done!
various Ss around the guide. Brilliant!
class. Ask various Ss to Good job! I
Suggested Answer Key present their TV like it!
I think the BBC is a guide to the class.
symbol of national Suggested Answer
identity for the Key
British people because Channel 1 Channel 2
everyone knows what it is, 10:00 am – News
everyone watches it and it 10:00 am – Time’s
has produced so many Up (quiz show)
popular 10:30 am – Sports
programmes that have been Today (sports
part of people’s lives for so programme) 10:30
long. am – Talk Time
6 To present and (chat show) 11:00
practise phrasal verbs am
with keep – Weather 11:00 am–
Read out the box and Aladdin (film) 11.15
explain the task. Give am – Business Week
Sstime to complete the (news) 1:00 pm – Top
task. Check Ss’ answers. Cat (cartoon) 12:30
Answer Key 1 away 2 pm – Life on the
on 3 up Steppe (documentary)
with 4 off 1:15 pm – Kazakh
7 To listen for specific Stars (talent show)
information 1.30 pm – Let’s
Explain the task and ask Ss Cook!
to read the lists. Play the (cookeryprogramme)
recording. Ss listen and 1:45 pm – Survivor
match the people to the (reality show) 2:00
programmes. Check Ss’ pm – News 2:15 pm –
answers. What now? (sitcom)
Answer Key
1 C 2 H 3
D 4 B 5 E
8 To decide on a TV
programme to watch
(expressing likes/dislikes)
Explain the task and ask Ss
to work in pairs and act out
a
dialogue using the TV
guide and the useful
language in
the box. Monitor the
activity around the class
and
then ask some pairs to act
out their dialogues in front
of
the class.
Suggested Answer Key
A: There’s a documentary
on tonight. Do you fancy
watching it? B: Not
really. I’m not keen on
documentaries. Is there
anything else on?
There’s
a soap opera on Channel 2.
What time is it on? A:

6:40. B:
OK! Let’s watch
it.

Everyday English 3d
Expressing
Date: Teacher name:
Learning 8.2.1.1 – understand with little or no support most specific information
objectives(s) that in extended talk on a wide range of general and curricular topics
this lesson is 8.2.5.1 – recognize the opinion of the speaker(s) with little or no
contributing to support in extended talk on a wide range of general and curricular
topics
8.2.6.1 – deduce meaning from context with little or no support
topics
8.1.9.1 – use imagination to express thoughts, ideas, experiences
and feelings
8.4.8.1 – - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
learn intonation when expressing feelings
learn intonation when expressing feelings, roleplay a
dialogue
intonation when expressing feelings, roleplay a dialogue, make
up own dialogue
Assessment criteria Learners have met the learning objective if they can: express feelings
with the correct intonation in the dialogues
curricular links
Plan
timings
BEGIN 1 To practise Play the recording. Ss Ss evaluate Whiteboard
NING pronunciation of listen and repeat each other and Pupils Book
THE situational chorally and/or encourage
LESSO language; to individually. Pay classmate with
N identify phrases attention to Ss’ phrases like:
which pronunciation and Well done!
express/ask for intonation and correct Brilliant! Good
opinions as necessary. Then job! I like it!
elicit which of the
items ask for an
opinion or express a
positive/negative
opinion and ask Ss to
mark them
accordingly.
Answer Key
What was it like?- A
It was fantastic!- B
The dancers were
amazing!
-B Did you enjoy
it?- A Not really.- C It
was nothing special.
-C
2 To listen and Answer Key Ss evaluate Whiteboard
read for specific Jane was at the ballet. each other and Pupils Book
information Aidar watched a film encourage
Read out the with his brother at classmate with
questions. home. phrases like:
recording. Ss listen Jane enjoyed the Well done!
and ballet. Brilliant! Good
read the text to find Aidar job! I like it!
out the answers. didn’t enjoy the film.
3 To learn Answer Key Ss evaluate Whiteboard

synonymous Of course! = Sure! each other and Pupils Book
phrases What
encourage
did
Read out the it? = What classmate with
phrases. Refer Ss was it like? Did phrases like:
back to the dialogue you have a good Well done!
and time? = Did you Brilliant! Good
elicit the enjoy it? It wasn’t job! I like it!
synonymous ones great. = It was
from various Ss nothing special.
around the
class.
4 To practise role- Suggested Answer Ss evaluate Whiteboard
playing Key each other and Pupils Book
Explain the situation It’s Nuro. I encourage
and ask Ss to work tried calling you on classmate with
in pairs and act Saturday night, but phrases like:
out a dialogue. you didn’t answer Well done!
your phone. B: Brilliant! Good
Remind Ss that they Oh, hi Nuro! Yes, job! I like it!
can use the sorry! I was at the
dialogue in Ex. 2 as theatre. A:
a model as well as Really? What was it
any ideas of their
own to complete the like? B: It was
task. fantastic! The show
task in pairs. was amazing! What
To help Ss, draw the did you do on
following diagram Saturday? A: Oh,
on the board and I just stayed home
elicit appropriate with my brother
phrases Ss should and we watched a
use. Write them on DVD.
the board. Ss can enjoy it?
refer to the diagram Not really. It was
while doing the nothing special.
task. Listen, do you want to
5 a) To learn go for a walk later?
intonation when Sure!
expressing feelings
Play the recording
with pauses for Ss to
repeat chorally
and/or individually.
ENDING Make up your Reflection Ss evaluate Whiteboard
THE dialogue. each other and Pupils Book
LESSON encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!

Across cultures 3e
Date: Teacher name:
Learning 8.1.8.1 –intercultural awareness through reading and discussion
objectives(s) that 8.2.1.1 –understand with little or no support the main points in
this lesson is extended talk on a wide range of general and curricular topics
contributing to 8.2.6.1 –deduce meaning from context with little or no support
topics
8.4.1.1 –understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended
texts
8.4.2.1 – understand specific information and detail in texts on a
extended texts
8.3.1.1 – use formal and informal registers in their talk on a
growing range of general and curricular topics
8.1.10.1 – use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
8.5.6.1 – link, independently, sentences into coherent paragraphs using
a variety of basic connectors on a range of familiar general topics and
some curricular topics
Listen and read for gist, read for specific information
Listen and read for gist, read for specific information, present
two festivals
Listen and read for gist, read for specific information, present
two festivals, write about cultural festival
Assessment criteria Learners have met the learning objective if they can: present and
write about festivals
curricular links
Plan
timings
BEGINNI 1 To introduce Answer Key The Ss evaluate Whiteboard
NG THE the topic; to festivals are each other and Pupils
LESSON listen and read Shakespeare’s Birthday encourage Book
for specific and the Festival of classmate with
information Nomadic Civilisation. phrases like:
Direct Ss’ Well done!
attention to the Brilliant!
pictures and elicit Good job! I
what festivals like it!
they show and
what, if anything,
they know about
them.
Play the recording.
Ss listen and follow
the text in their
books to find out.
2 To read for Answer Key Ss evaluate Whiteboard
specific information 1 He was born in each other and Pupils
Read the questions Stratford-upon-Avon. encourage Book
aloud one at a time 2 He/She carries ‘the classmate with
and ask Ss to read the quill’. phrases like:
texts again and 3 The mayor puts Well done!
answer them. Check flowers on Shakespeare’s Brilliant!
Ss’ answers. grave. Good job! I
4 It is held in Astana. like it!
5 They can try food and
traditional crafts and
attend music
and dance performances.
6 It is the only festival in
the world that celebrates
traditional nomadic
culture.
Ask Ss to use the Word
List to look up the
meanings of the
words in the Check these
words box. Play the
video for Ss
and elicit their comments
3 To complete a Suggested Answer Key Ss evaluate Whiteboard
table and present Shakespeare’s each other and Pupils
two festivals Birthday is on 23rd encourage Book
Ask Ss to copy the April. It takes place classmate with
table into their in Stratford-Upon-Avon. phrases like:
notebooks. Give Ss There is a parade which a Well done!
time teenager Brilliant!
to read the texts again leads and carries ‘the Good job! I
and then complete quill’. There are also like it!
the table. Ask people in
various Ss to use the traditional costumes,
table to present the marching bands and
festivals to the schoolchildren.
class. The mayor puts flowers
on Shakespeare’s grave.
Then there
are concerts,
competitions and
dancing.
The Festival of
Nomadic Civilisation
takes place in July in
Astana. There is a
mini tent village of
yurts with food and
traditional crafts as well
as music and dance
performances
4 To write a short Suggested Answer Key Ss evaluate Whiteboard
text about a cultural The Navroz Festival each other and Pupils
festival takes place on 22nd encourage Book
Explain the task and March in towns and classmate with
ask Ss to work in cities across the phrases like:
small groups and country. There are polo Well done!
collect information matches, folk dancing Brilliant!
from the Internet and music Good job! I
about a cultural performances. It is a like it!
festival in their celebration of the new
country and make year and people cook
notes. Then and eat lamb.
ask Ss to use their Stratford- upon- Avon
notes to write a Parade, teenager leads
short text. Ask and carries ‘the quill’,
various Ss to read people in traditional
their text to the costumes, marching
class. Alternatively, bands, schoolchildren,
assign the task as mayor puts flowers on
HW and check Ss' grave, concerts,
answers in the next competitions, dancing
lesson. Festival of Nomadic
Civilisation
July Astana Mini tent
village of yurts, food,
traditional crafts, music
and dance performances.
ENDING Speak about other Student’s book: Ss evaluate Whiteboard
THE famous festivals. Language Review 3e each other and Pupils
LESSON encourage Book
classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!

Across the curriculum 3f
Date: Teacher name:
Learning 8.2.2.1 – understand with little or no support most specific information
objectives(s) that in extended talk on a wide range of general and curricular topics
this lesson is 8.4.6.1 – recognise the attitude or opinion of the writer on a
contributing to growing range of unfamiliar general and curricular topics,
including some extended texts
8.4.2.1 – understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
8.3.1.1 – use formal and informal registers in their talk on a
growing range of general and curricular topics
8.3.6.1 – link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges
Listen and read for gist, read for specific information, read
for order
Listen and read for gist, read for specific information, read
for order, present a monologue
Assessment criteria Learners have met the learning objective if they can: present a
monologue
curricular links
Plan
timings
BEGIN 1 To introduce Ask Ss to read the Ss evaluate Whiteboard
NING the topic and statements 1-4. each other and Pupils Book
THE listen and Elicit Ss’ guesses as encourage
LESSO read for to which one is classmate with
N specific incorrect. Play the phrases like:
information recording. Ss listen Well done!
and read the text to Brilliant! Good
check if their job! I like it!
guesses were
correct.
Answer Key 4 is
incorrect
To read for order Answer Key 3, 5,
Ask Ss to read 1, 2, 4
statements 1-5. Refer Ss to the Word
time to read the List to look up the
text again and words in the
complete the task. Check these words
box. Play the video
around the class. and elicit Ss’
comments.
To prepare a Suggested Answer Ss evaluate Whiteboard

monologue; to Key each other and Pupils Book
consolidate Sound travels in encourage
information from a waves and these are classmate with
text collected in the phrases like:
Ask Ss to use the outer ear. Then they Well done!
diagram to prepare a go through the ear Brilliant! Good
monologue. canal and hit the job! I like it!
Then ask various Ss to eardrum which
give their monologue vibrates. This moves
to the class some little bones in
about how we hear. our ears called the
Record the hammer, the anvil
monologues. and the stirrup
which bump against
each other and move
the sound along
into the cochlea. This
is a curved tube that
looks like a
snail shell. The sound
waves move to the
nerves here that
create signals to tell
the brain what we can
hear.
ENDING Ss present their Reflection Ss evaluate Whiteboard
THE monoluges. each other and Pupils Book
LESSON encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!

Writing 3g
Date: Teacher name:
Learning 8.4.1.1 – understand the main points in texts on a growing range of
objectives(s) that unfamiliar general and curricular topics, including some extended
this lesson is texts
contributing to 8.4.5.1 – deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.6.15.1 – use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular
topics
8.4.8.1 – use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
8.5.1.1 – plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics
Listen and read for gist, read for cohesion and coherence
Listen and read for gist, read for cohesion and coherence, write
an email reviewing a concert
Assessment criteria Learners have met the learning objective if they can: write an
email reviewing a concert
curricular links
Plan
timings
BEGIN 1 To read for Answer Key Ss evaluate Whiteboard
NING specific Nazira is writing it. each other and Pupils Book
THE information Nazira and Rustam encourage
LESSO Ask Ss to went to an Ed Sheeran classmate with
N read the email concert. phrases like:
and then elicit Well done!
answers to the Brilliant!
questions. Good job! I
like it!
To read for Check Ss' answers. Ss evaluate Whiteboard

cohesion and Answer Key each other and Pupils Book
coherence 1 amazing encourage
Explain the task and 4 boring classmate with
ask Ss to read the 2interesting phrases like:
email again. Give 5 exhausted Well done!
Sstime to complete 3 excited Brilliant!
the task. Ask Ss to use the Good job! I
Word List to look up like it!
the meanings of the
words in the Check
these words box.
To identify Check Ss evaluate Whiteboard
adjectives in a Ss' answers. each other and Pupils Book
model Answer Key the encourage
Read the Study crowd: enthusiastic classmate with
Skills box aloud and atmosphere: phrases like:
then elicit which electric the Well done!
adjectives the writer performance: brilliant Brilliant!
uses for the nouns the music: Good job! I
in the list. lively like it!
the singer: great
To substitute Answer Key Ss evaluate Whiteboard
adjectives 1 excellent each other and Pupils Book
Ask Ss to read the 2 talented encourage
paragraph and then 3 lively classmate with
to substitute the 4 catchy phrases like:
adjectives 1-4 for Well done!
suitable alternatives Brilliant!
from the list. Check Good job! I
Ss' answers. like it!
To write an email Suggested Answer Ss evaluate Whiteboard

Explain the task and Key each other and Pupils Book
give Ss time to How are things? encourage
write their emails Guess what! I went to classmate with
using a concert last weekend phrases like:
the plan to help and it was Well done!
them. Remind Ss to fantastic! It was in Brilliant!
use the email in Ex. London. I went with Good job! I
1 as my sister, Dana. like it!
a model and to use We both like Adele, so
appropriate we were really excited
adjectives. to see her
Ss to perform. We arrived
check their piece of on time, but we had to
writing and edit it. wait patiently
while the support
Alternatively, group played. They
assign the ask as weren’t very good, but
HW and check Ss' Adele was well worth
answers in the wait! She sang a
the next lesson. mix of old and
new songs and gave a
brilliant performance.
The crowd was
really enthusiastic and
everyone was singing
along. It was an
amazing atmosphere!
After the concert, Dana
and I bought
T-shirts to remember
the event.
wonderful
evening – the music
was fantastic and
Adele was incredible.
Don’t miss the chance
to see Adele if she is
performing a
concert near you!
Take care and write
soon. Assel
ENDING Sspresent their Student’s Book: Ss evaluate Whiteboard
THE writings. Self- Check3 each other and Pupils Book
LESSON encourage
classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!

Summative assessment for Unit
3 Edutainment 3
Date: Teacher name:
Learning 8.1.1.1 - use speaking and listening skills to solve problems creatively
objectives(s) that and cooperatively in groups;
this lesson is 8.5.5.1 - develop with support coherent arguments supported when
contributing to necessary by examples and reasons for a growing range of written
genres in familiar general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text level for a
range of written genres on familiar general and curricular topics;
8.6.1.1 - use some abstract nouns and complex noun phrases on a range
of familiar general and curricular topics;
8.6.2.1 - 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;
8.6.1.13 - use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses and wish
[that] clauses [present reference]; use a growing variety of relative
clauses including why clauses on a range of familiar general and
curricular topics
8.3.3.1 – give an opinion at discourse level on a wide range of general
and curricular topics
8.5.8.1 – spell most high-frequency vocabulary accurately for a range
of familiar general and curricular topics
about values
about values, do a quiz
about values, do a quiz, write a quiz
Assessment criteria Learners have met the learning objective if they can: discuss the values
curricular links
timings
BEGINNI Summative assessment for Unit 3 (20 min) Ss evaluate each Whiteboard
NG THE other and Pupils Book
LESSON encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
1 To learn about 2 Preparing a Ss evaluate each Whiteboard

the value of poster other and Pupils Book
entertainment Explain the task and encourage
and express ask Ss to research on classmate with
opinion the Internet and phrases like:
Ask Ss to read the gather information to Well done!
list of reasons prepare a poster. Brilliant! Good
entertainment is Ss time to complete job! I like it!
important and ask the task and then ask
Ss to use the list to various Ss to show
tell the class their posters to the
elicit further rest of the class.
reasons from Ss Suggested Answer
around the class. Key
(Ss' own answers) 13th February –
World Radio Day
21st March –World
Poetry Day & World
Puppetry Day 27th
March –World
Theatre Day
23rd April –World
Book Day
29th April –
International Dance
Day 30th April –
International Jazz
Day 18th May –
International
Museum Day 21st
June –World Music
Day
21st November –
World Television
Day
3 To prepare an 4To test knowledge Ss evaluate each Whiteboard
advert learnt in this other and Pupils Book
Ask Ss to work in module/ to do a encourage
small groups and quiz classmate with
decide how to Explain the task. phrases like:
celebrate one of Allow Ss some Well done!
the days in Ex 2. time to read the Brilliant! Good
Ask them to make statements and job! I like it!
notes under the mark them as true
headings and then or false.
use their notes to Tell Ss they can
write an advert. review the module
Ask and find the
various groups to relevant
present their ideas information to help
to the class. them if necessary.
Suggested Answer Check Ss’ answers.
Key Day: World
Answer Key
Book Day, 23rd 1 F 3 T
April Place: 5 F
library Time:
2 T 4 F6
3 pm Decorations: F
posters of popular
authors Events:
fancy dress
competition (come
as your favourite
book character),
book fair,
readings, special
guests World
Book Day Come and
celebrate World
Book Day on 23rd
April in the school
library from 9 am
– 3 pm.
There will be a
fancy dress
competition so
come as your
favourite book
character. There
will also be a
book fair, with
readings from
popular books by
some special
guests. Don’t
miss it!
6 Song To Suggested Answer Ss evaluate each Whiteboard
complete a song Key other and Pupils Book
Read out the list 1 mind 5 encourage
of words/phrases right 9 classmate with
and explain/elicit defeat phrases like:
the meanings. 2 free 6 Well done!
Ss time to read bright 10 Brilliant! Good
the song and win job! I like it!
complete the 3 happy 7
gaps using the day
words in the list world 8 troubles
Play
the recording. Ss
listen and read
and check if their
answers were
correct.
ENDING 7 To discuss Suggested Answer Ss evaluate each Whiteboard
THE the main Key other and Pupils Book
LESSON message of the happy and carefree encourage
song and when he/she listens classmate with
express an to music. phrases like:
opinion happy when I listen Well done!
Ask Ss to to music and it Brilliant! Good
think about the helps me escape job! I like it!
question in the my worries for a
rubric. Ask while.
various Ss to Play the video and
discuss their elicit Ss’ comments
thoughts and at the end.
then share their
answers and
their opinions
with the class

Project work Green issue
Animals
Date: Teacher name:
Learning 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
objectives(s) about a range of general topics, and some curricular topics
that this lesson 8.4.2.1 - understand specific information and detail in texts on a growing
is contributing range of familiar general and curricular topics, including some extended
to texts;
8.3.5.1 - interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
8.2.5.1 - recognize the opinion of the speaker(s) with little or no support
in extended talk on a wide range of general and curricular topics
8.5.6.1 - link, independently, sentences into coherent paragraphs using a
variety of basic connectors on a range of familiar general topics and some
curricular topics
8.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Lessono bjectives All learners will be able to:
use some language from the module to express views and pose
some relevant activity accurately
use a range of language from the module to express views and pose a
range of relevant activity accurately
use a wide range of language from the module to express views and
pose a range of relevant activity accurately
Previous learning Environmentvocabulary
Plan
timings
Beginnin Describe the 2 Read the title Ss evaluate each Whiteboard
g the picture. How does of the text. The other and Pupils Book
lesson it make you feel? words in the encourage
Suggested Answer box appear in classmate with
The picture it. What can phrases like:
shows two bears the text be Well done!
that are living in the about? Brilliant! Good
wild in their natural Read through job! I like it!
habitat. I feel very and check.
happy seeing Suggested Answer I
animals enjoying think the text is about
their freedom in this abear/bears that are not
way. Bears are properly looked after or
magnificent animals are
and it worries me being treated badly.
that they are now an
endangered species.
3. Read the text 6. What can you do to Ss evaluate each Whiteboard
again and help animals like other and Pupils Book
answer the Mitsos? In encourage
questions. three minutes write a classmate with
1 The first seven few sentences on the phrases like:
years of Mitsos’ life topic. Read Well done!
were horrible. them to the class. Brilliant! Good
2 In 1992, Mitsos Suggested Answer job! I like it!
was rescued and sent We can raise awareness
to the of people about wild
ARCTUROS animals
sanctuary a year being abused. We can
later. donate or raise money
ARCTUROS is an for the
organisation that upkeep of sanctuaries
looks after such as ARCTUROS.
orphaned or We can
mistreated European help to stop activities
brown bears. such as bear dancing.
The sanctuary has
fixed Mitsos’ dental
problems and
restored him to
health.
sanctuary protects
European brown
bears.
by adopting
one of the bears at
the sanctuary and
you can donate
money too.
Ending the 7 Use the Internet Reflection Ss evaluate each Whiteboard
lesson and/or other other and Pupils Book
available resources encourage
to classmate with
find a similar story. phrases like:
Then present it to the Well done!
class Brilliant! Good
job! I like it!
MODULE 4 “Sport, Health and Exercise”

Date: Teacher name:
objectives(s) that about a range of general topics, and some curricular topics
this lesson is 8.2.1.1 - understand with little or no support the main points in extended
contributing to talk on a wide range of general and curricular topics
8.2.4.1 - understand with little or no support most of the implied meaning
in extended talk on a range of general and curricular topics;
8.4.2.1 - understand specific information and detail in texts on a
extended texts;
8.4.3.1 - understand the detail of an argument on a growing range of
familiar general and curricular topics;
8.6.8.1 - use a growing variety of future forms including present continuous
and present simple with future meaning on a range of familiar general and
curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing range
use some target vocabulary successfully in response to prompts and
identify some specific information in reading task
use most target vocabulary successfully in response to prompts and
identify most specific information in reading task
use most target vocabulary accurately and flexibly in response to more
challenging prompts and identify all specific information in reading task
Previous entertainment
learning
Plan
Planned Teacher’s Pupil’s activities Marks Resources
timings activities
Beginning Read the title of To present physical Ss evaluate each Whiteboard
the lesson the module activities other and Pupils Book
Sport, Health Ask Ss to look encourage
and Exercise at the pictures. classmate with
and ask Ss to the recording phrases like:
suggest what with pauses for Well done!
they think it Ss to repeat Brilliant! Good
means. Go chorally and/or job! I like it!
through the individually.
What’s in this To discuss
module and activities and
stimulate a express an
discussion to opinion
prompt Ask Ss to discuss the
Ss’ interest in the questions in pairs.
module. Monitor the activity
around the class and
then ask various Ss to
tell the class.
To present and To predict the Ss evaluate each Whiteboard
practise content of the text other and Pupils Book
vocabulary for To introduce the encourage
hobbies and topic; to listen and classmate with
leisure activities read for phrases like:
Explain the task. gist Well done!
Allow Ss a minute Ask Ss to look at the Brilliant! Good
to write picture. Elicit what if job! I like it!
down as many anything Ss know
different Sport, about Quidditch and
Health and Harry
Exercise Potter. Play the
activities. recording. Ss listen
Ss compare and
answers with a read the text to find
partner. out. Elicit answers
some Ss around from
the class to Ss around the class.
present answers,
and make a list on
the board.
To read for To consolidate new Ss evaluate each Whiteboard
specific vocabulary other and Pupils Book
information & Direct Ss to the encourage
main words in bold in the classmate with
ideas texts and phrases like:
Read out the then give them time Well done!
Study Skills box to match them to the Brilliant! Good
and tell Ss that synonymous job! I like it!
this tip will help words/phrases in the
them to complete list.
the task Check Ss’ answers.
successfully
Give Ss time to
read the texts
again and read
the sentences and
then match them
to the
sports.
Check Ss’
answers. Play the
video for Ss
and elicit their
comments.
Ss to the
Word List to look
up the words in
the Check
these words box.
Ending the To express an Reflection Ss evaluate each Whiteboard
lesson opinion other and Pupils Book
Ask Ss to encourage
discuss the classmate with
questions in phrases like:
pairs. Monitor Well done!
the activity Brilliant! Good
around the class job! I like it!
and then ask
various Ss to tell
the class.
Lesson plan

Date: Teacher name:
extended texts;
8.5.2.1 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics;
curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing range
use some target vocabulary successfully in response to prompts and
identify some specific information in reading task
use most target vocabulary successfully in response to prompts and
identify most specific information in reading task
use most target vocabulary accurately and flexibly in response to more
challenging prompts and identify all specific information in reading task
learning
Plan
timings
Beginning To revise the To form compound Ss evaluate Whiteboard
the content of the text noun each other and Pupils Book
lesson To introduce Explain the task and encourage
the topic; to give Ss time to complete classmate with
listen and read it. Check Ss’ phrases like:
for gist answers and then give Well done!
Ask Ss to look at Ss time to make Brilliant! Good
the picture. Elicit sentences using them job! I like it!
what if anything Ss and elicit sentences
know about from Ss around the
Quidditch and class..
Harry Potter. Play
the recording. Ss
listen and read the
text to find out.
Elicit answers
from Ss around the
class.
To present To practise word Ss evaluate Whiteboard
and practise formation for people each other and Pupils Book
verbs related nouns Explain the encourage
to sports task and read out the classmate with
Read through example. Ask Ss to phrases like:
the list of copy the table into Well done!
verbs and their notebooks and Brilliant! Good
give Ss time then complete it. job! I like it!
to complete Check Ss’ answers.
the sentences
using their
dictionaries
to check.
Check Ss’ answers
Ending To express an Reflection Ss evaluate Whiteboard
the lesson opinion each other and Pupils Book
Ask Ss to discuss encourage
the questions in classmate with
pairs. Monitor the phrases like:
activity around Well done!
the class and then Brilliant! Good
ask various Ss to job! I like it!
tell the class.
Lesson plan

Date: Teacher name:
extended texts;
curricular topics;
curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing range of
[that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
produce some target language with correct pronunciation and
communicate some ideas successfully in article writing task
produce most target language with correct pronunciation, communicate a
range of ideas successfully in article writing task, showing some features
of organisation
range of ideas successfully in article writing task with good overall
coherence and cohesion
learning
Plan
timings
Begi Ask learners to To present and Ss evaluate Whiteboard
nnin recall vocabulary practise places each other and Pupils Book
g the form text in related to sports encourage
lesso previous lesson Read through the classmate with
n To practise list of places and phrases like:
vocabulary from give Ss time to Well done!
the text Explain complete the Brilliant! Good
the task. Allow Ss sentences using job! I like it!
time to complete their dictionaries
the sentences. to check. Check
Check answers. Ss’ answers. To
present sports
Ask Ss to work in
small groups and then
give Ss time to write
the headings in their
notebooks and make
notes under them
about a sport that
people play in Ss’
country. Ask various
group to present the
sports to the class.
To write a short Pair work Ss evaluate Whiteboard
article Ss work in closed each other and Pupils Book
To invent a sport pairs. Explain the encourage
and present it to the task and ask Ss to classmate with
class Explain the copy the headings phrases like:
task and have Ss in the rubric in their Well done!
make notes under notebook and make Brilliant! Good
the headings. notes under the job! I like it!
various Ss to use headings.
their notes to Go around the class
present their sport and offer assistance
to the class. and suggestions.
Give Ss time to
complete the task
and then ask various
Ss to read out their
articles to the class.
Alternatively, assign
the task as HW and
ask Ss to read out
their articles in the
next lesson.
Ending the Check Ss’ answers. Reflection Ss evaluate Whiteboard
lesson each other and Pupils Book
encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
Lesson plan

Date: Teacher name:
extended texts;
curricular topics;
curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing range of
[that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
produce some target language with correct pronunciation and
communicate some ideas successfully in article writing task
range of ideas successfully in article writing task, showing some features
of organisation
range of ideas successfully in article writing task with good overall
coherence and cohesion
learning
Plan
timings activities
Begin Elicit from 4b To present Ss evaluate each Whiteboard
ning learners what will/be going to other and Pupils Book
the they already Present the future encourage
lesso know about the simple (will). Say then classmate with
n difference in write on the phrases like:
usage between board: I’m thirsty. I Well done!
will and be will drink some water. Brilliant! Good
going and Next job! I like it!
to week he will buy a
new laptop. Underline
I will drink
and he will buy and
explain that these
verbs are in the
future simple. Explain
that we use will + the
base
form of the main verb
to form the
affirmative.
Explain that we use
this tense to talk about
on-
thespot decisions and
predictions based on
what we
think. Say then
write on the board:
Will you go
out tonight? No, it’s
raining. I will
not/won’t go out
tonight. Underline
Will you go and I will
not/won’t
go and explain that
there are the
interrogative and
negative forms of the
future simple. Give
examples
for all persons and
explain that we form
the negative
with will + not + the
base form of the main
verb and
the interrogative with
will + personal
pronoun + the
base form of the verb.
Present be going To practise will/be Ss evaluate each Whiteboard
to. Say then write going to other and Pupils Book
on the board: I Ask Ss to read the encourage
am going to buy a decisions 1-6 and ask classmate with
smartphone. and answer phrases like:
Explain that we in pairs using will/be Well done!
use going to and following Brilliant! Good
be going to + the job! I like it!
infinitive to talk example. Monitor
about plans and the activity around the
future class and
intentions. Say then ask some pairs to
then write on the ask and answers in
board: Look out! front of the
You’re going to rest of the class.
fall! Explain that To present the present
we also use be continuous (future
going to for meaning)
predictions based Elicit when we use the
on what we can present continuous
see. with a
future meaning. (We
use the present
continuous for
fixed future
arrangements.) Elicit
examples from Ss
around the class. (I’m
playing football after
school.
I’m staying in
tonight.)
task and ask Ss
to match the sentences
to what they express
and then
check Ss' answers
Ending the Check Ss’ Reflection Ss evaluate each Whiteboard
lesson answers. other and Pupils Book
encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
Lesson plan

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a growing
objectives(s) that range of familiar general and curricular topics, including some extended
this lesson is texts;
contributing to 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing
range of familiar general and curricular topics;
8.2.2.1 - understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics;
8.3.6.1 - link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
8.5.1.1 - plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written genres in
8.2.1.1 - understand with little or no support the main points in extended
talk on a wide range of general and curricular topics
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range
of unfamiliar general and curricular topics, including some extended texts
8.6.1.10 - use present continuous forms for present and future meaning and
past continuous, including some passive forms, on a range of familiar
general and curricular topics;
identify some main points and some specific information in the
text successfully and utilise some language in the text to express
a view Most learners will be able to:
respond to most gist prompts accurately and identify most specific
information in the text successfully and utilise some language in the text to
express views Some learners will be able to:
respond to most gist prompts accurately and fluently and identify all
specific information in the text successfully and utilise a range of language
in the text to express views
Previous grammar conditionals
learning
Plan
timings
Beg To stimulate To read for specific Ss evaluate each Whiteboard
inni interest in the topic information other and Pupils Book
ng To introduce the Read out the Study encourage
the topic; to listen Skills box and tell classmate with
less and read for gist Ss that this tip will phrases like:
on Ask Ss to look at help them to Well done!
the picture. Elicit complete the task Brilliant! Good
what if anything successfully. job! I like it!
Ss know about
Quidditch and Give Ss time to read
Harry Potter. Play the texts again and
the recording. Ss read the sentences
listen and read the and then match
text to find out. them to the sports.
Elicit answers
from Ss around Check Ss’ answers.
the class. Play the video for
Ss and elicit their
comments.
Refer Ss to the
Word List to look
up the words in
the Check these
words box.
To read for To consolidate new Ss evaluate each Whiteboard
specific vocabulary other and Pupils Book
information Direct Ss to the encourage
Explain the task. words in bold in the classmate with
Allow Ss time to texts and then give phrases like:
read the questions them time to match Well done!
and answer them them to the Brilliant! Good
referring to the synonymous job! I like it!
text as necessary. words/phrases in the
Check
list.Ss’
Ending To personalise Reflection Ss evaluate each Whiteboard
the lesson the topic; To other and Pupils Book
express an encourage
opinion classmate with
Ask Ss to discuss phrases like:
the questions in Well done!
pairs. Monitor the Brilliant! Good
activity around the job! I like it!
class and then ask
various Ss to tell
the class.
Lesson plan

Date: Teacher name:
contributing to 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing
range of familiar general and curricular topics;
8.3.6.1 - link comments with some flexibility to what others say at sentence
8.5.1.1 - plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written genres in
8.2.1.1 - understand with little or no support the main points in extended
talk on a wide range of general and curricular topics
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range
of unfamiliar general and curricular topics, including some extended texts
8.6.1.10 - use present continuous forms for present and future meaning and
past continuous, including some passive forms, on a range of familiar
general and curricular topics;
use dictionary to locate some target meanings and uses, identify some target
information in listening activity and communicate some views
comprehensibly in speaking tasks
use dictionary to locate most target meanings and uses, identify most
target information in listening activity and communicate a range of
views in speaking tasks
use dictionary to locate all target meanings and uses, identify most target
information in listening activity and communicate a range of developed
views in speaking tasks
Previous consolidate new vocabulary
learning
Plan
timings activities
Beginning Elicit words from To predict the topic Ss evaluate each Whiteboard
the previous lesson of the text; to read other and Pupils Book
lesson from learners by for specific encourage
placing jumbled information classmate with
letter words on Read the title of the phrases like:
board text aloud and direct Well done!
Ss' attention Brilliant! Good
to the pictures. job! I like it!
Elicit Ss' guesses as to

what some of
the benefits of
exercising may be.
read the text and find

out.
To read for To present and Ss evaluate each Whiteboard
cohesion and practise phrasal other and Pupils Book
coherence; to verbs with put encourage
consolidate new Read out the box and classmate with
vocabulary explain the task. phrases like:
Ask Ss to read the Ss Well done!
parts of sentences time to use them to Brilliant! Good
(1-7) and then complete the job! I like it!
allow Ss time to sentences.
read the text again Check Ss' answers
and complete the and read out the
task. Check Ss' Study Skills box
answers. and elicit sentences
Give Ss time to from Ss around the
look up the class
meanings of the (optional).
words in
the Check these
words box.
to explain the
words in bold in
the text.
To present and To consolidate Ss evaluate each Whiteboard
practise information in a other and Pupils Book
prepositional text; to express a encourage
phrases personal opinion classmate with
Explain the task Ask Ss to talk in pairs phrases like:
and give Ss some about how the Well done!
time to complete information in Brilliant! Good
it then check Ss’ the text can help them job! I like it!
answers. personally.
To listen for various Ss to
specific tell the class.
information
Explain the task
and ask Ss to read
the statements 1-7
and underline what
they think are the
key words that
will help them to
complete the task.
Play the audio and
give Ss time to
complete the task
and then check
their answers.
Ending To write an email Reflection Ss evaluate each Whiteboard
the lesson giving advice other and Pupils Book
Explain the encourage
task and allow classmate with
Ss time to phrases like:
complete the Well done!
task including Brilliant! Good
all the points job! I like it!
in the rubric.
Ask various Ss
to read out
their emails to
the class.
Alternatively,
assign the task
as HW and ask
Ss' to share
their answers
in the next
lesson.
Portfolio
MODULE 4 Sport, Health and Exercise

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a
growing
contributing to 8.1.1.1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups;
8.3.5.1 - interact with peers to negotiate, agree and organise priorities
and
8.3.6.1 - link comments with some flexibility to what others say at
sentence
8.2.2.1 - understand with little or no support most specific information
in
8.6.8.1 - use a growing variety of future forms including present
continuous
and present simple with future meaning on a range of familiar general
and
curricular topics;
8.1.3.1 - respect differing points of view;
8.1.7.1 - develop and sustain a consistent argument when speaking or writing
take part in some exchanges using some target language accurately
and intelligibly and identify some target information in listening task
take part in a range of exchanges using most target language accurately
and intelligibly and identify most target information in listening task
take part in a range of exchanges using most target language accurately
and with clear pronunciation and identify all target information in
listening task
Previous Revision of the previous lesson
learning
Plan
timings activities
Beginning To present To practise Ss evaluate each Whiteboard
the lesson language related pronunciation of other and Pupils Book
to making plans situational language encourage
Explain the task. Play the recording. Ss classmate with
Play the listen and repeat phrases like:
recording. chorally and/or Well done!
Ss listen and individually. Pay Brilliant! Good
repeat chorally attention to Ss’ job! I like it!
and/or pronunciation and
individually. intonation and correct
as necessary
Check Ss’
intonation and
pronunciation.
Allow Ss time to
identify the
stressed syllables.
Check Ss’
answers.
To listen and To read for specific Ss evaluate each Whiteboard
read for gist information other and Pupils Book
Refer Ss to the Give Ss time to read encourage
sentences in Ex. the dialogue again classmate with
1 again and elicit and then phrases like:
Ss’ guesses as to elicit answers to the Well done!
what the dialogue questions. Brilliant! Good
is about. job! I like it!
Play the
recording. Ss
listen and read
the text to find
out.
To learn To practise role- Ss evaluate each Whiteboard
synonymous playing other and Pupils Book
phrases Explain the situation. encourage
Read out the classmate with
phrases. Refer Ss can use phrases like:
back to the the dialogue in Ex. 2 Well done!
dialogue as a model, the ideas Brilliant! Good
and elicit the provided job! I like it!
synonymous ones as well as any ideas of
from various Ss their own to complete
around the class. the
task. Ss complete
the task in pairs. To
help Ss,
draw the following
diagram on the board
and elicit
appropriate phrases Ss
should use. Write
them on
the board. Ss can refer
to the diagram while
doing the
task.
Ending the To Reflection Ss evaluate each Whiteboard
lesson present/practis other and Pupils Book
e encourage
pronunciation classmate with
of \ju…\, \u…\ phrases like:
Play the Well done!
recording with Brilliant! Good
pauses for Ss job! I like it!
to repeat
chorally and/or
individually.
intonation.

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a growing range
objectives( of familiar general and curricular topics, including some extended texts;
s) that this 8.1.1.1 - use speaking and listening skills to solve problems creatively and
lesson is cooperatively in groups;
contributi 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans
ng to for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges;
8.6.8.1 - use a growing variety of future forms including present continuous and
present simple with future meaning on a range of familiar general and curricular
topics;
Lesson All learners will be able to:
objectiv identify some specific information and main ideas in text and use some
es language from the text accurately to craft a short text on hobbies
identify most specific information and main ideas in text and use a range
of language from the text to craft a short coherent text on hobbies
identify all specific information and most main ideas in text and use a range
of language from the text to craft a short coherent text on hobbies in which
some ideas are developed,
Previo practise pronunciation of \ju…\, \u…\ Play the recording with pauses for Ss to
us repeat chorally and/or individually. Check Ss’ intonation.
learni
ng
Plan
timings
Beginning To predict content of a To introduce the Ss evaluate Whiteboard
the lesson text topic and predict each other Pupils
Explain the task. the content of a and Book
Elicit how the words text encourage
might relate to the Ask Ss to look at the classmate
text. pictures and then ask with phrases
Play the recording. Ss Ss to discuss the like:
listen and read. Check questions in pairs. Well done!
Ss’ answers. Elicit answers from Ss Brilliant!
around the class. Good job! I
like it!
To listen and read for Ss evaluate Whiteboard

specific information To read for specific each other Pupils
Elicit what if anything information and Book
Ss know about the Ask Ss to copy the encourage
athletes an then elicit table into their classmate
various questions from notebooks and then with phrases
Ss around the class and give them time to like:
write two of them on complete it with Well done!
the board. Play the information from the Brilliant!
recording. Ss listen and text. Ask various Good job! I
read to see if they can Ss to use their like it!
answer the questions. completed table to
present the athletes
to the class.
Ask Ss to use the
Word List to look up
the meanings of the
words in the Check
these words box.
the video for Ss and
elicit their comments
To understand the
purpose of the texts
Elicit the purpose of the
texts from the options
provided.
Endin To write a short article Reflection Ss evaluate Whiteboard
g the Explain the task each other Pupils
lesson and ask Ss to and Book
think about a encourage
sporting legend in classmate
their country and with phrases
research online like:
for information Well done!
about them and Brilliant!
make notes under Good job! I
the headings. like it!
Then give Ss time
to write a short
article. Ask
various Ss to read
their text to the
class.
Alternatively,
assign the task
as HW and
check Ss'
answers in the
next lesson.

Date: Teacher name:
contributing to 8.1.1.1 - use speaking and listening skills to solve problems creatively
and
and
sentence
in
continuous
and
curricular topics;
identify some relevant information in the text and use some target language
to give advice about staying healthy and active
identify most relevant information in the text and use a range of
target language to give advice about staying healthy and active
identify most relevant information in the text, use it effectively in
sentence transfer task and use a range of target language to give advice
about staying healthy and active
Plan
timings
Beginning the To introduce the To read for cohesion Ss evaluate Whiteboard
lesson topic; to read for and coherence each other and Pupils
specific Ask Ss to read the text encourage Book
information again and for each gap classmate with
Read the rubric (1-7) phrases like:
aloud. Give Ss time choose from the options Well done!
to read the text and (1-4). Allow Ss time to Brilliant! Good
find out about complete the task and job! I like it!
which type of then ask them to check
muscles we use for their
the actions listed. answers with their
partner.
To consolidate
vocabulary and
information in a
text
Allow Ss time to look up
the meanings of the
words
in bold in the text using
their dictionaries as
necessary. Then
ask Ss to ask and
answer
comprehension
questions about the
information in the
text in pairs.
To give a To introduce the topic Ss evaluate Whiteboard
presentation on and read for specific each other and Pupils
muscles information Read out encourage Book
Ask Ss to copy the title of the essay. classmate with
the headings into Ask Ss to think of two phrases like:
their notebooks. reasons for and two Well done!
Play the against exercising in Brilliant! Good
recording and ask groups. Give Ss job! I like it!
Ss to listen and time to read the essay
read the text and and then check if their
make notes under reasons are mentioned.
the headings. Ask Ss to read the essay
ask individual Ss and identify the
to come up in paragraphs that contain
front of the class the items mentioned.
and give a short Check Ss’
presentation on answers.
muscles using
their notes.
Ending the Check Ss’ answers Reflection Ss evaluate Whiteboard
lesson each other and Pupils
encourage Book
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a
objectives(s) that growing
this lesson is range of familiar general and curricular topics, including some extended
contributing to texts;
8.1.1.1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups;
and
sentence
in
continuous
and
curricular topics;
organise and link some ideas accurately and produce some
appropriate features of an email
organise and link some ideas accurately and produce a range of
appropriate features of an email
organise and link most ideas accurately with good use of cohesive ties
and produce a range of appropriate features of an email
Plan
timings
Beginning To substitute linking To write a short for- Ss evaluate Whiteboard
the words/phrases for and-against essay each other and Pupils Book
lesson suitable Tell Ss to use their encourage
alternatives Ask Ss to answers to Ex. 4, the classmate with
read the Study Skills plan and the phrases like:
box. essay in Ex. 2 as a Well done!
Direct Ss to the model to help them Brilliant! Good
underlined linking complete the task. job! I like it!
words/phrases Remind them to
in the text and give Ss include a variety of
time to complete the linkers. Give Ss
task. time to write their
Then elicit answers essay and then
from various Ss. check Ss’ answers.
Elicit answers from
some Ss. Alternatively, assign
To match arguments the task as HW and
and justifications/ check Ss’ answers
examples in the next lesson.
and identify pros/cons Check Ss’ answers.
Ask Ss to read the Ask some Ss to
table and then give read their a for-
them time to and-against essay
match the arguments in the class
with the justifications/
examples. Check
Ss’ answers and then
elicit which ones are
pros/cons.
To learn about the To discuss the Ss evaluate Whiteboard
value of fitness and value of fitness Ask each other and Pupils Book
personalise the Ss to discuss the encourage
topic question in pairs and classmate with
Ask Ss to read the then ask some Ss to phrases like:
list of statements share their answers Well done!
about fitness and tick with the rest of the Brilliant! Good
the ones that apply to class. job! I like it!
them To design and present
a Sports Day schedule
Divide the class into

small groups and
explain the task. Give
Ss time to think about
the points in the list
and design a schedule
for a Sports Day.
Ending the Ask various groups of Reflection Ss evaluate Whiteboard
lesson Ss to present their each other and Pupils Book
Sports Day encourage
to the class. classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!

Date: Teacher name:
contributing to 8.1.1.1 – use speaking and listening skills to solve problems creatively
and
and
sentence
in
continuous
and
curricular topics;
8.1.7.1 - develop and sustain a consistent argument when speaking or
writing
use some language from the module to express views and pose some
relevant questions accurately
use a range of language from the module to express views and pose a
range of relevant questions accurately
use a wide range of language from the module to express views and
pose a range of relevant questions accurately
Plan
timings
Beginning To test knowledge To consolidate Ss evaluate Whiteboard
the lesson learnt in this module/ vocabulary learnt in the each other and Pupils
to do a quiz Explain module/to write a quiz encourage Book
the task. Allow Ss Explain the task and classmate
some time to read the allow Ss time to work with phrases
statements and mark in like:
them as true or false. pairs and look through Well done!
Tell Ss they the module and think of Brilliant!
can review the quiz questions. Tell Good job! I
module Ss they can use the quiz like it!
and find the relevant in the previous task as a
information to help model. Offer an
them if necessary. example (e.g.
Check Ss’ answers. Quidditch comes from
Check the Ss the Harry Potter
knowledge of the books. [T])
module 4 .
SA4 To test Ss can swap their quiz
knowledge learnt in with another pair and
this module6 do it and then report
Explain the task. back to the class
Allow Ss some time to
do the
work.
Ending the To predict the Reflection Ss evaluate Whiteboard
lesson content of a song each other and Pupils
To listen and read for To personalise the encourage Book
gist task classmate
Ask Ss to look at the To discuss your with phrases
pictures and read out lifestyle like:
the title of the song. Ask Ss to think about Well done!
Elicit Ss’ guesses as the question in the Brilliant!
to what the song is rubric. Ask various Ss Good job! I
about. Play the to discuss their like it!
recording. Ss thoughts and then share
listen and read and their answers with the
check if their class.
guesses were correct.

8-сынып. Екзел. 2-токсан. Ағылшын

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8-сынып. Екзел. 2-токсан. Ағылшын

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Module 3 Entertainment& the Media

LESSON: Module 3 Lesson 1 School:

LESSON: Module 3 Lesson 2 School:

ENDING 9 To write a blog Suggested Answer Ss evaluate each Whiteboard

LESSON: Module 3 Lesson 3 School:

LESSON: Module 3 Lesson 4 School:

LESSON: Module 3 Lesson 5 School:

2 To identify items from Answer Key TV Ss evaluate Whiteboard

What time is it on? A:

LESSON: Module 3 Lesson 6 School:

3 To learn Answer Key Ss evaluate Whiteboard

LESSON: Module 3 Lesson 7 School:

LESSON: Module 3 Lesson 8 School:

To prepare a Suggested Answer Ss evaluate Whiteboard

LESSON: Module 3 Lesson 9 School:

To read for Check Ss' answers. Ss evaluate Whiteboard

To write an email Suggested Answer Ss evaluate Whiteboard

LESSON: Module 3 Lesson 10 School:

1 To learn about 2 Preparing a Ss evaluate each Whiteboard

LESSON: Module 3 Lesson 11 School:

LESSON: Module 4 Lesson 1 School:

LESSON: Module 4 Lesson 2 School:

LESSON: Module 4 Lesson 3 School:

LESSON: Module 4 Lesson 4 School:

LESSON: Module 4 Lesson 5 School:

LESSON: Module 4 Lesson 6 School:

Elicit Ss' guesses as to

read the text and find

LESSON: Module 4 Lesson 7 School:

LESSON: Module 4 Lesson 8 School:

To listen and read for Ss evaluate Whiteboard

LESSON: Module 4 Lesson 9 School:

LESSON: Module 4 Lesson 10 School:

Divide the class into

LESSON: Module 4 Lesson 11 School:

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