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Lesson Plan 1
Unit:5 Reading for pleasure

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: Characters
Learning objectives(s) that this 8.C3 respect differing points of view
lesson is contributing to: 8.L1 understand with little or no support the main points in extended talk on
a wide range of general and curricular topics
8.W3 write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
Lesson objectives: All learners will be able to: know and identify films
Most learners will be able to:answer the questions
Some learners will be able to: say opinion about stories
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Questions: Descriptor: Whiteboard
the lesson lessons materials with 1.What kind of group -answer the 1st-
Pre-learning the help of the teacher. activities do you question Cards
«Brainstormin Differentiation: know? - answer the 2 nd-
g» method «Verbal support» T 2. What is Quidditch? question. Students Book
5 min. asks different questions 3. What do you know - answer the 3 rd-
connected with the about Dmitriy question.
theme and tries to help Balandin?
Ss to give the correct
answer. T asks leading Aim: Revise the Total: 2points
questions to clarify the previous lessons
theme to the Ss who material. Encourage Ss who
needs T support. Efficiency: Ss refresh can name object
Ss give their possible their mind before that is connected
answers. After that T starting new theme. with new lesson.
introduces the aim and
theme of the lesson.
Middle of the Direct student to the Exercise 1: Look at Descriptor: Whiteboard
lesson pictures. Explain that the pictures. What do -answer the Pupils Book
Presentation they show scenes from you know about these questions Poster
part. film adaptations of the characters? 2points
books under each Do you know these
10 min. picture. Elicit if films?
anything Ss know about
the characters.
Aim: to introduce the
topic
Efficiency:
Ss develop their reading
skills.
Read the lines aloud and Exercise 2 ‘ Descriptor: Whiteboard
7 min. then elicit which Read the famous lines - find correct Students Book
characters said them in from the film answers Poster
the film adaptations of adaptations in the Pronounce words
the books. pictures. Match them correctly
Aim: to match famous to the characters in the
lines to famous pictures Total: 2point
characters
Differentiation:
“TPR” method is used
to identify the best Ss.
10 min Play the recording. Ss Exercise 3 Descriptor: Whiteboard
listen and match the Listen to the plotlines -spelling words Students Book
plotlines to the pictures. and match them to the correctly Slide
Aim: to listen for gist pictures. - answer questions
Efficiency: correctly
To develop their 2 Points
listening and reading
skills
Ask Ss to express their Exercise 4 Descriptor: Whiteboard
7min opinion and give Which story would -spelling words Students Book
reasons. you like to read ? correctly Slide
Describe any character why? - convey the
from the film. opinion clearly
Aim: to express an 2 Points
opinion
End of the The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
lesson. used as a reflection. T show their knowledge other and encourage Poster.
asks Ss to stick their according to the classmate with
Reflection stickers to the Success lesson phrases like:
Ladder Green- I understood Well done!
Yellow-I have some Brilliant! Good job!
6 min questions I like it!
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information
Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?
By individual support, peer support The teacher and students will give ICT links
and tasks brief feedback.
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation

work well?
Did I stick to timings?
What changes did I make from my

plan and why?
Lesson Plan 2

Teacher’s name:
Date:
Theme of the lesson: Twenty thousand leagues under the sea
lesson is contributing to: 8.R2 understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts
8.L1 understand with little or no support the main points in extended talk on
8.R7 recognize typical features at word, sentence and text level in a range of
written genres
8.UE16 use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a...that in giving explanations
on a range of familiar general and curricular topics
Lesson objectives: All learners will be able to: know information about J.Verne
Most learners will be able to: know information about the lost city Atlantis
Some learners will be able to: answer the questions
Plan:
lesson/Time
the lesson lessons materials with What do you know -answer the 1st-
Pre-learning the help of the teacher. about characters From question Cards
«Brainstormin Differentiation: p53? - answer the 2 nd-
g» method «Verbal support» T Describe them question. Students Book
asks different questions Which one have you - answer the 3 rd-
5 min. connected with the read? question.
theme and tries to help
Ss to give the correct Aim: Revise the
answer. T asks leading previous lessons Total: 2points
questions to clarify the material.
theme to the Ss who Efficiency: Ss refresh Encourage Ss who
needs T support. their mind before can name object
Ss give their possible starting new theme. that is connected
answers. After that T with new lesson.
Middle of the Ask what Ss know about Exercise 1 T praise active Ss Whiteboard
lesson Jules Verne. Read the Read the biography with phrases such Pupils Book
Presentation biography. and answer the as: “Good job! slide
part. Aim: to introduce the question Well done!”
topic
7 min. Efficiency:
Ss develop their reading
skills.
Ss match the pictures Exercise 2 ‘ Descriptor: Whiteboard
7 min. with descriptions - find correct Students Book
Aim: to identify what answers Poster
pictures show Pronounce words
Differentiation: correctly
to identify the best Ss. Total: 2point
5min Play the recording. Ss Exercise 3 Descriptor: Whiteboard
listen and order the Put the pictures in the -spelling words Students Book
pictures. correct order correctly Slide
Aim: to listen for order - reorder pictures
of events correctly
Efficiency: 2 Points
To develop their
listening and speaking
skills
Elicit what Ss know Exercise 4 Descriptor: Whiteboard
6 min about the lost city of Listen, read the -answer the Students Book
Atlantis. Play the extract to find out. questions correctly Slide
recording. Ss listen and 2 Points
answer the questions.
Aim: to listen and read
for gist and specific
information
Differentiation:
“Verbal support” This
technique relies on T-S
interaction and an ability
in the educator to
engage Ss in both
simple and complex
dialogue according to
their learning needs.
5min Ask Ss to read the stems Exercise 5. Descriptor: Whiteboard
of the sentences Complete the -complete sentences Students Book
Give Ss time to sentences correctly Slide
complete the task. 1 Point
Aim: to read for
specification
Efficiency:
To develop their reading
skills
5min Explain the task. Give Exercise 6 Descriptor: Whiteboard
Writing task Ss time to complete the Fill in: since, so or -choose the right Students Book
task. such. answer Slide
Aim: to read for specific 1Point
information
Efficiency:
To develop their writing
skills
Differentiation:
«Observing» method
was used to check up
pupil’s knowledge.
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
able learners?
By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 3

Teacher’s name:
Date:
Theme of the lesson: The Lost city
Learning objectives(s) that this 8.R5 deduce meaning from context in short texts and some extended texts on
lesson is contributing to: a growing range of familiar general and curricular topics
8.R7 recognise typical features at word, sentence and text level in a range of
written genres
8.UE8 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.S3 give an opinion at discourse level on a wide range of general and
curricular topics
8.W5 develop with support coherent arguments supported when necessary by
examples and reasons for a growing range of written genres in familiar
general and curricular topics
Lesson objectives: All learners will be able to: know new vocabulary
Most learners will be able to: identify a narrative type
Some learners will be able to: write a short article
Plan:
lesson/Time
the lesson lessons materials with Why people call J. -answer the 1st-
Pre-learning the help of the teacher. Verne the father of question Cards
«Brainstormin Differentiation: science fiction? - answer the 2 nd-
g» method «Verbal support» T Where was he born? question. Students Book
5 min. asks different questions What do you know - answer the 3 rd-
connected with the about the lost city of question.
theme and tries to help Atlantis?
answer. T asks leading previous lessons Total: 2points
questions to clarify the material.
theme to the Ss who Efficiency: Ss refresh Encourage Ss who
needs T support. their mind before can name object
Ss give their possible starting new theme. that is connected
answers. After that T with new lesson.
Middle of the Allow Ss time to look Exercise 7 Descriptor: Whiteboard
lesson up the meanings of the Complete the - choose the correct Pupils Book
Presentation words in the list in their sentences answer slide
part. dictionaries. Give Ss Pronounce words
time to use them and correctly
5 min. complete the sentences.
Aim: to consolidate new Total: 2point
vocabulary
Efficiency: to enrich Ss’
vocabulary
Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge.
Explain the difference Exercise 8 Descriptor: Whiteboard
7 min. between a first-person Answer the questions - find correct Students Book
narrative and a third- answers Poster
person narrative. Elicit Pronounce words
what type of narrative correctly
the text is and who
narrates it. Total: 2point
Aim: to identify a
narrative type
Differentiation:
to identify the best Ss.
7 min Ask Ss to discuss the Exercise 9 T praise active Ss Whiteboard
questions. What do you think with phrases such Students Book
Aim: to give an opinion happens next in the as: “Good job! Slide
Efficiency: story? discuss Well done!”
To develop their
speaking and reading
skills
Ask Ss to research the Exercise 10 Descriptor:
7 min story online. Play the Watch the video. - find write answer
video. Elicit who Total: 2point
guessed correctly
Aim: to research a story
9 min Explain the task and Exercise 11 Descriptor: Whiteboard
Writing task give Ss time to research Collect information - find interesting Students Book
online and find about Atlantis and and captivating Slide
information about write a short article information
Atlantis. Give time to -write sentences
write a short article. without mistakes
Aim: to write a short 2Point
article
Efficiency:
To develop their writing
skills
Differentiation:
practice method is used
to assess Ss writing
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
able learners?
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 4

Teacher’s name:
Date:
Theme of the lesson: 5B Moby-Dick
Learning objectives(s) that this 8.S3 give an opinion at discourse level on a wide range of general and
lesson is contributing to: curricular topics
8.L2 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.R5 deduce meaning from context in short texts and some extended texts on a
growing range of familiar general and curricular topics
8.R2 understand specific information and detail in texts on a growing range
8.C7 develop and sustain a consistent argument when speaking or writing
Lesson objectives: All learners will be able to: know new vocabulary
Most learners will be able to: find synonyms for new vocabulary
Some learners will be able to: answer the questions, say opinions
Plan:
lesson/Time
the lesson lessons materials with What type of the -answer the 1st-
Pre-learning the help of the teacher. narrative is the question Cards
«Brainstormin Differentiation: extract? - answer the 2 nd-
g» method «Verbal support» T What about the question. Students Book
asks different questions extract?
5 min. connected with the Aim: Revise the
theme and tries to help previous lessons Total: 2points
Ss to give the correct material.
answer. T asks leading Efficiency: Ss refresh Encourage Ss who
questions to clarify the their mind before can name object
theme to the Ss who starting new theme. that is connected
needs T support. with new lesson.
Ss give their possible
answers. After that T
Middle of the Elicit what animal is in Exercise 1a,b Descriptor: Whiteboard
lesson the picture and elicit Answer the questions - give correct Pupils Book
Presentation other sea mammals from answers slide
part. around the class. Elicit Pronounce words
answers to the correctly
5min. questions.
Aim: to introduce the Total: 2point
topic
Ask Ss to read the Exercise 2 Descriptor: Whiteboard
5 min. biography and elicit an Answer the question - find correct Students Book
answer to the question. answers Poster
Aim: to read for gist . Pronounce words
Efficiency: correctly
skills Total: 2point
6 min Read out the question. Exercise 3 T praise active Ss Whiteboard

Play the recording. Ss Listen and read to find with phrases such Students Book
listen and read the text out. as: “Good job! Slide
to find out the answer. Well done!”
Aim: to listen and read
for gist
Efficiency:
To develop their
listening and reading
skills
Mark sentences as true Exercise 4a Descriptor:
5min and false Decide if the - choose the right
Aim: to read for specific statements are Tor F. answer
information Total: 2point
7 min Refer Ss to the Word Exercise 4b Descriptor: Whiteboard

List to look up the words Match the words in - choose the right Students Book
in the Check these bold in the extract to answer Slide
words box. Play the their definitions. -find synonyms
video. Then, find synonyms Total: 2point
Aim: to consolidate new for the highlighted
vocabulary word
Efficiency: to enrich Ss’
vocabulary
Differentiation:
7 min “Think” Ask Ss to Exercise 5 T praise active Ss Whiteboard
discuss the questions. Give reasons with phrases such Students Book
Aim: to express an as: “Good job! Slide
opinion Well done!”
Efficiency:
To develop their
thinking and speaking
skills
Differentiation:
“Verbal support” This
technique relies on T-S
interaction and an ability
in the educator to
engage Ss in both
simple and complex
dialogue according to
their learning needs.
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
able learners?
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 5

Teacher’s name:
Date:
Theme of the lesson: 5B Phrasal verbs: go
Learning objectives(s) that this 8.UE14 use some prepositions before nouns and adjectives; use prepositions
lesson is contributing to: as, like to indicate manner; use dependent prepositions following adjectives
8.UE9 use appropriately a variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a
range of familiar general and curricular topics
8.UE8 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.S2 ask more complex questions to get information about a growing range
of general topics and some curricular topics
Lesson objectives: All learners will be able to: know to use phrasal verbs with go
Most learners will be able to: write a short summary
Some learners will be able to: imagine a character and present
Plan:
lesson/Time
the lesson lessons materials with the 1. Why are whales -answer the 1st-
Pre-learning help of the teacher. hunted? question Cards
«Brainstormin Differentiation: «Verbal 2. When was the novel - answer the 2 nd-
g» method support» T asks different first published? question. Students Book
questions connected with 3.What about the novel - answer the 3rd-
5 min. the theme and tries to help Moby-Dick” question.
answer. T asks leading previous lessons
questions to clarify the material. Total: 2points
theme to the Ss who needs Efficiency: Ss refresh
T support. their mind before Encourage Ss
Ss give their possible starting new theme. who can name
answers. After that T object that is
introduces the aim and theme connected with
of the lesson. new lesson.
Middle of the Explain the task. Give Ss Exercise 6 Descriptor: Whiteboard
lesson time to complete the task. Read the box and - give correct Pupils Book
Presentation Aim: to present and practice complete the sentences answers slide
part. phrasal verbs with go. Pronounce words
correctly
5min. Total: 2point
Explain the task. Give Ss Exercise 7 Descriptor: Whiteboard
5 min. time to complete the task. Fill in: like or as - find correct Students Book
Aim: consolidate like and as answers Poster
Efficiency: Pronounce words
To develop their writing and correctly
speaking skills
Differentiation: practice Total: 2point
method is used to assess Ss
writing
5min Explain the task. Give Ss Exercise 8 Descriptor: Whiteboard
time to complete the task. Put the verbs in - find correct Students Book
Aim: consolidate the brackets into the answers Slide
grammar correct active or Total: 2point
Differentiation: practice passive form
writing
Play the recording. Ss listen Exercise 9 Descriptor:
5min and make notes of the Write a summary of the -Write sentences
Writing task key points. extract without mistakes
• Ask Ss to use their note to Total: 1point
write a short summary.
Aim: To listen for key points
and make notes
5min Explain the task and give Ss Exercise 10 T praise active Ss Whiteboard
time to complete it. Choose a paragraph with phrases such Students Book
Aim: to draw a picture from the extract in ex3 as: “Good job! Slide
Efficiency: to develop motor and draw a picture to Well done!”
skills illustrate it.
5min “Project time” Explain the Exercise11 Whiteboard
task and ask Ss to work in Present your “modern” Descriptor: Students Book
small groups. Ishmael. -Write sentences Slide
• Ask Ss to discuss the without mistakes
questions and then ask Total: 1point
various
groups to present their
modern Ishmael
Aim: to imagine a character
Efficiency:
To develop their thinking
and speaking skills
End of the The Ladder method was used Ss use their stickers to Ss evaluate each Whiteboard
lesson. as a reflection. T asks Ss to show their knowledge other and Poster.
stick their stickers to the according to the lesson encourage
Reflection Success Ladder Green- I understood classmate with
Yellow-I have some phrases like:
questions Well done!
5 min Red-I need a help. Brilliant! Good
job! I like it!
Aim: To know how
many Ss got the theme.
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
Differentiation – how do you plan to Assessment – how are you planning Health and safety check
give more support? How do you plan to check learners’ learning? ICT links
to challenge the more able learners?
More support: Students will be assessed through ICT links

 Receive feedback from peers - Questioning
More-able learners: - grammar
 Encourage learners to give
support to peers
 Encourage learners to use
their background knowledge
Differentiation by task, outcome,
support and materials
achieve the LO?
If not, why?
Did my planned differentiation work

well?
What changes did I make from my plan

and why?
Lesson Plan 6

Teacher’s name:
Date:
Theme of the lesson: 5C Kyz –Zhibek
Learning objectives(s) that this 8.L2 understand with little or no support most specific information in
lesson is contributing to: extended talk on a wide range of general and curricular topics
8.R1 understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts
8.UE11 use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar
Lesson objectives: All learners will be able to: know the vocabulary
Most learners will be able to: know the usage of reported speech
Plan:
lesson/Time
the lesson lessons materials with the 1. make sentences with -answer the 1st-
Pre-learning help of the teacher. phrasal verb go by question Cards
«Brainstormin Differentiation: «Verbal 2. Who is Ishmael? - answer the 2 nd-
g» method support» T asks different question. Students Book
questions connected with Aim: Revise the
5 min. the theme and tries to help previous lessons
Ss to give the correct material. Total: 2points
answer. T asks leading Efficiency: Ss refresh
questions to clarify the their mind before Encourage Ss
theme to the Ss who needs starting new theme. who can name
T support. object that is
Ss give their possible connected with
answers. After that T new lesson.
introduces the aim and theme
of the lesson.
Middle of the Ask Ss to look at the Exercise 1 Descriptor: Whiteboard
lesson pictures. Read the questions and - give correct Pupils Book
Presentation • Elicit what, if anything, discuss answers slide
part. they know about Kyz-Zhibek Pronounce words
and the story. correctly
12 min. • Ask Ss to discuss what they
know Total: 2point
Ask Ss to read the
information box to find out
more.
Refer Ss to the Word List to
look up the words in the
Check these words box.
Aim: To introduce the topic
Efficiency:
To develop their reading and
speaking skills
Read out the names. Exercise 2 listen , read Descriptor: Whiteboard
8 min. • Elicit Ss’ guesses as to how and find out answers to - find correct Students Book
they relate to Kyz-Zhibek. the questions answers Poster
• Play the recording. Ss listen Pronounce words
and read the text and correctly
find out
Aim: To listen and read for Total: 2point
specific information
Efficiency:
To develop their listening
and speaking skills
Differentiation: “Verbal
support” This technique
relies on T-S interaction and
an ability in the educator to
engage Ss in both simple and
complex dialogue according
to their learning needs.
7min Ask Ss to read the questions Exercise 3a Descriptor: Whiteboard
(1-4) and answer Read the extract and - find correct Students Book
choices A-C. choose the correct answers Slide
• Give Ss time to read the Total: 2point
text and complete the task.
Aim: To read for specific
information
Find examples of direct Exercise 3b Descriptor:
8min speech in the text. Which -Write sentences
Writing task reporting verbs are used with without mistakes
these sentences. Now report Total: 2point
the sentences
Aim: To consolidate reported
speech
Differentiation: practice
writing
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
By individual support, peer support and Success criteria for reading task ICT links
tasks Feedback on language
achieve the LO?
If not, why?

well?

and why?
Lesson Plan 7

Teacher’s name:
Date:
Theme of the lesson: 5C Characters
Learning objectives(s) that this 8.R7 recognise typical features at word, sentence and text level in a range of
lesson is contributing to: written genres
8.C3 respect differing points of view
8.UE14 use some prepositions before nouns and adjectives; use prepositions
as, like to indicate manner; use dependent prepositions following adjectives
8.S8 recount some extended stories and events on a range of general and
curricular topics
Lesson objectives: All learners will be able to: describe the character
Most learners will be able to: write a summary
Plan:
lesson/Time
the lesson lessons materials with the 1.Who is Kyz-Zhibek? -answer the 1st-
Pre-learning help of the teacher. 2. What about a folk question Cards
«Brainstormin Differentiation: «Verbal poem “Kyz-Zhibek”? - answer the 2 nd-
g» method support» T asks different Aim: Revise the question. Students Book
questions connected with previous lessons
5 min. the theme and tries to help material.
Ss to give the correct Efficiency: Ss refresh Total: 2points
answer. T asks leading their mind before
questions to clarify the starting new theme. Encourage Ss
theme to the Ss who needs who can name
T support. object that is
Ss give their possible connected with
of the lesson.
Middle of the Ask Ss to copy the graphic Exercise 4 Descriptor: Whiteboard
lesson organizer into their Complete the graphic - give correct Pupils Book
Presentation notebooks. organizer answers slide
part. • Then give them time to Pronounce words
complete it with the correctly
5min. adjectives the writer uses in
the text. Total: 2point
Aim: To complete a graphic
organiser; to identify
adjectives
Efficiency:
writing skills
Ask Ss to consider the Exercise 5 T praise active Ss Whiteboard
8 min. questions Read the questions and with phrases such Students Book
Aim: to express an opinion discuss as: “Good job! Poster
and expand the topic Well done!”
Efficiency:
To develop their speaking
skills
Differentiation: Verbal
support
5min Give Ss time to complete the Exercise 6 Descriptor: Whiteboard
task. Choose the correct - find correct Students Book
Aim: To consolidate preposition answers Slide
prepositions Total: 2point
writing
Ask Ss to read the events and Exercise 7a Descriptor:
7min put them in the correct order Put the events in the -correct answer
referring back to the text as order they happened Total: 1point
necessary.
Aim: To order events
Differentiation: “memory”
is used to identify their
memoraziation
Explain the task. Tell Ss to Exercise 7b Descriptor: Whiteboard
use their answers in Ex. 7a to To write a summary of -write sentences Students Book
write a summary of the story. the story without mistakes Slide
Aim: To write a summary Total: 1point
writing
5min “Project time” Explain the Exercise 8 T praise active Ss Whiteboard
task . Tell them to divide the with phrases such Students Book
story into 15 parts and then as: “Good job! Slide
draw a picture for each part Well done!”
to make a frame of a
comic strip.
Aim: To draw a comic strip
of a story
5min “Think” Imagine the story Exercise 9 Descriptor: Whiteboard

didn’t end like this. -convey the Students Book
Aim: To think of an opinion clearly Slide
alternative ending - write sentences
Efficiency: without mistakes
To develop their thinking Total: 2points
skills
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
● Students will support each other. Students will be assessed through ICT links
● More capable students will be given
more challenging material to work - questioning
with in order to allow them to be - after-reading activity
more challenged. creating and sharing sentences with
 The students will be supported by the new vocabulary
teacher during independent work.
achieve the LO?
If not, why?

well?

and why?
Lesson Plan 8

Teacher’s name:
Date:
Theme of the lesson: 5D The Mausoleum of Aisha Bibi
Learning objectives(s) that this 8.L2 understand with little or no support most specific information in
lesson is contributing to: extended talk on a wide range of general and curricular topics
8.R4 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Most learners will be able to: know the usage of the grammar
Value links: Respect each other, make a friendly atmosphere
Plan:
lesson/Time
the lesson lessons materials with the 1.Why do you think -answer the 1st-
Pre-learning help of the teacher. that Tolegen and Kyz- question Cards
«Brainstormin Differentiation: «Verbal Zhibek’s families hated - answer the 2 nd-
g» method support» T asks different each other so much? question. Students Book
questions connected with 2. What happens in the - answer the 3rd-
5 min. the theme and tries to help end of the story? question.
Ss to give the correct 3 can you think of
answer. T asks leading other stories with a
questions to clarify the similar theme? Total: 3points
theme to the Ss who needs Aim: Revise the
T support. previous lessons Encourage Ss
Ss give their possible material. who can name
answers. After that T Efficiency: Ss refresh object that is
introduces the aim and theme their mind before connected with
of the lesson. starting new theme. new lesson.
Middle of the Ask Ss to look at the picture Exercise 1 Descriptor: Whiteboard
lesson and read the title of the - give correct Pupils Book
Presentation text. answers slide
part. • Read out the question and Pronounce words
elicit Ss’ guesses. correctly
7min. • Play the recording. Ss listen
and read the text to find out. Total: 2point
Aim: To introduce the topic;
to listen and read for gist
Efficiency:
listening skills
Give Ss time to read the Exercise 2 Descriptor: Whiteboard
8 min. questions and answer choices Choose the correct - give correct Students Book
and then read the text again answer answers Poster
and answer them. Pronounce words
Aim: to read for specific correctly
information
Efficiency: Total: 2point
speaking skills
support
Refer Ss to the Word List to Work with dictionaries Descriptor: Whiteboard
12 min look up the words in the - make examples Students Book
Check these words box. correctly Poster
Explain their meaning, Total: 1point
translation. Say the definition
of the words and ask to make
sentences with them.
Aim: To present vocabulary
Efficiency: To enrich Ss’
vocabulary
Differentiation:
«Librarian» method is used
to develop their vocabulary
knowledge.
8min Give Ss time to complete the Exercise 3 Descriptor:
task. Join the sentences . use - write sentences
Aim: To consolidate the structure below correctly
grammar Total: 2point
writing
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?
and tasks
Feedback on language
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 9

Teacher’s name:
Date:
Theme of the lesson: 5D Comparative adverbs
Learning objectives(s) that this 8.R7 recognize typical features at word, sentence and text level in a range of
8.UE12 use comparative degree adverb structures not as quickly as / far less
quickly with regular and irregular adverbs; use an increased variety of pre-
verbal, post-verbal and end-position adverbs on a range of familiar general
and curricular topics
Lesson objectives: All learners will be able to: know the usage of the grammar
Most learners will be able to: answer the questions
Some learners will be able to: write a summary
Plan:
lesson/Time
the lesson lessons materials with the 1.How was the -answer the 1st-
Pre-learning help of the teacher. Mausoleum of Aisha question Cards
«Brainstormin Differentiation: «Verbal Bibi created? - answer the 2 nd-
g» method support» T asks different 2. Where is this question. Students Book
questions connected with Mausoleum located?
5 min. the theme and tries to help
Ss to give the correct Aim: Revise the Total: 2points
questions to clarify the material. Encourage Ss
theme to the Ss who needs Efficiency: Ss refresh who can name
T support. their mind before object that is
Ss give their possible starting new theme. connected with
of the lesson.
Middle of the Direct Ss to the words in the Exercise 4 Descriptor: Whiteboard
lesson list and give them time Complete the sentences - choose the Pupils Book
Presentation to complete the sentences correct answer slide
part. using their dictionaries Pronounce words
as necessary. correctly
12 min. Aim: to consolidate new
vocabulary Total: 2point
Efficiency:
writing skills
writing
Direct Ss’ attention to the Exercise 5 Descriptor: Whiteboard
8 min. theory box and ask Choose the correct item - give correct Students Book
various Ss to read the answers Poster
examples aloud. Pronounce words
• Read the theory aloud and correctly
make sure Ss understand
when to use many/more, Total: 2point
much/more, (a) few and
less … than.
• Give Ss time to complete
the task.
Aim: to present/revise
quantifiers
Efficiency:
writing skills
writing
Explain the task. Tell them to Exercise 6a Descriptor: Whiteboard
7min divide the story into 6 parts draw the story in 6 - draw the picture Students Book
and then draw a picture for pictures Total: 2point Poster
each part.
Aim: To draw a story
Efficiency: To develop
motor skills
8min Explain the task. Tell Ss to Exercise 6b Descriptor:
use their answers in Ex. write a summary of a - write sentences
6 to write a summary of the story correctly
story. Total: 2point
Aim: to write a summary of
a story
writing
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
Teacher circulates the room Students will be assessed through ICT links
constantly offering support to
weaker students -grammar
and encouraging stronger students to -after-reading activity
think of more complex, abstract creating and sharing sentences with
thoughts. new vocabulary
achieve the LO?
If not, why?

well?

and why?
Lesson Plan 10

Teacher’s name:
Date:
Theme of the lesson: Edutainment
lesson is contributing to: 8.S3 give an opinion at discourse level on a wide range of general and
curricular topics
8.S4 respond with some flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
8.L5 recognise the opinion of the speaker(s) with little or no support in
Lesson objectives: All learners will be able to: know, understand the benefits of reading
Some learners will be able to: write their own quiz
Plan:
lesson/Time
the lesson lessons materials with the 1.Tell the rule of the -answer the 1st-
Pre-learning help of the teacher. comparative adverbs question Cards
«Brainstormin Differentiation: «Verbal 2. What does the - answer the 2 nd-
g» method support» T asks different legend about the question. Students Book
questions connected with mausoleum say?
5 min. the theme and tries to help
Ss to give the correct Aim: Revise the Total: 2points
questions to clarify the material. Encourage Ss
theme to the Ss who needs Efficiency: Ss refresh who can name
T support. their mind before object that is
Ss give their possible starting new theme. connected with
of the lesson.
Middle of the Ask Ss to read the quotation Exercise 1 Descriptor: Whiteboard
lesson and then discuss - give correct Pupils Book
Presentation Aim: to understand a answers slide
part. quotation and express an Pronounce words
opinion correctly
7 min. Efficiency:
To develop their reading and Total: 1point
speaking skills
Differentiation: verbal
support
Ask Ss to read the lists of Exercise 2 Descriptor: Whiteboard
7 min. benefits and results and match the benefits of - give correct Students Book
then give them time to match the reading to the answers Poster
them. results . Do you agree Pronounce words
Aim: to learn about the value with the points? correctly
of reading and
match the benefits to the Total: 2point
results
Efficiency:
skills
Explain the task. Allow Ss Exercise 3 Descriptor: Whiteboard
6 min some time to read the Do the quiz - choose the right Students Book
questions and mark them as answers Poster
true or false. Total: 2point
• Tell Ss they can review the
module and find the
relevant information to help
them if necessary.
Aim: to do a quiz
memoraziation
5min Explain the task. Think of Exercise 4 Descriptor:
quiz questions. Tell Ss they write a quiz - write sentences
can use the quiz in the correctly
previous task as Total: 2point
a model. Offer an example
Aim: to write a quiz
writing
5min Read out the title and the Exercise 5 T praise active Ss
chorus of the song and Listen, read and try to with phrases such
elicit Ss’ guesses as to what sing a song as: “Good job!
the song is about. Well done!”
• Play the recording. Ss listen
and read and check if
their guesses were correct.
Aim: to listen and read for gist
5min Ask Ss to think about the Exercise 6 Descriptor:
question in the rubric. -answer the
Aim: to discuss the questions
importance of reading and Total: 1point
how it relates to the main
message of the song
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
● More capable students will be given revision exercises: vocabulary,
more challenging material to work grammar
with in order to allow them to be
more challenged.
The students will be supported by the
teacher during independent work.
achieve the LO?
If not, why?

well?

and why?
Lesson Plan 11
Unit:6 The Natural World

Teacher’s name:
Date:
Theme of the lesson: Vocabulary: Flowers
Learning objectives(s) that this 8.S8 recount some extended stories and events on a range of general and
8.L7 recognise typical features at word, sentence and text level of a growing
range of spoken genres
Most learners will be able to: make a poster
Some learners will be able to: answer the question
Plan:
lesson/Time
the lesson lessons materials with the 1. What are the -answer the 1st-
Pre-learning help of the teacher. benefits of reading? question Cards
«Brainstormin Differentiation: 2. What are the - answer the 2 nd-
g» method «Verbal support» T asks names of the main question. Students Book
5 min. different questions characters of the folk
connected with the theme poem “Kyz-Zhibek”? Total: 2point
and tries to help Ss to Aim: Revise the
give the correct answer. T previous lessons Encourage Ss who
asks leading questions to material. can name object
clarify the theme to the Ss Efficiency: Ss refresh that is connected
who needs T support. their mind before with new lesson.
Ss give their possible starting new theme.
Middle of the Explain/Elicit the meaning Exercise 1: -assign words to the Whiteboard
lesson of any unknown words, Ss list the flowers correct headings Pupils Book
Presentation then Ss find the page under the correct - read them without Poster
part. numbers for the items listed. headings mistakes
• Ask questions to check Ss’ Total: 2points
12 min. understanding.
Exercise 1
Direct Ss to the pictures.
• Ask Ss to write the
headings into their
notebooks and then give
them time to list the
flowers under
the correct headings.
• Play the recording.
Aim: to present flowers
support .
Read the questions and Exercise 2: -give correct Whiteboard
8 min answer them Answer the questions answers Students Book
Aim: To talk about flowers; Total: 2points
to express an
opinion
“Think” Exercise 3 Descriptor: Whiteboard

5 min Read out the questions and Answer the questions -spelling words Students Book
give Ss time to consider correctly
their answers - answer questions
Aim: To personalise the correctly
topic
Efficiency: Total: 2points
skills
support .
10 min “Project Time” Give Ss Exercise 4 Descriptor: Whiteboard
timeto go online and Collect photographs -present it Students Book
research and collect photos showing garden/wild - spelling words Poster
of garden/wild flowers in flowers in correctly
Kazakhstan and prepare a Kazakhstan. Prepare Total: 2points
poster. a poster
End of the The Ladder method was Ss use their stickers Ss evaluate each Whiteboard
lesson. used as a reflection. T to show their other and encourage
asks SS to stick their knowledge according classmate with
stickers to the Success to the lesson phrases like:
Reflection
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
Teacher circulates the room The teacher and students will give ICT links
constantly offering support to brief feedback.
weaker students
and encouraging stronger students to
think of more complex, abstract
thoughts.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 12

Teacher’s name:
Date:
Theme of the lesson: 6A The red panda
Learning objectives(s) that this 8.L6 deduce meaning from context with little or no support in extended
lesson is contributing to: talk on a growing range of general and curricular topics
8.R5 deduce meaning from context in short texts and some extended texts
on a growing range of familiar general and curricular topics
8.C10 use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
Lesson objectives: All learners will be able to: classify animals
Some learners will be able to: prepare a poster how to protect endangered
animals
Plan:
lesson/Time
Beginning of Revision of previous Ss give their possible Descriptor: Whiteboard
the lesson lessons materials with answers. -correct answers
Pre-learning the help of the teacher. Revise vocabulary Cards
«Brainstormin Differentiation: connected with
g» method “Verbal support” previous lesson Total: 2points Students Book
5 min. T asks different
questions connected Aim: Revise the Encourage Ss who
with the theme and tries previous lessons answer the
to help Ss to give the material questions
correct answer. T asks Efficiency: Ss refresh
leading questions to their mind before
clarify the theme to the starting new theme.
Ss who needs T support.
Ask Ss to look at the Exercise 1 ‘ Descriptor: Whiteboard
Middle of the picture, read the title and Answer the questions -pronounce and Students Book
lesson try to answer the words correctly Poster
Presentation questions. -answer the
part. • Play the recording. Ss questions
listen and read the text Total: 1points
10 min. and find out if their
guesses were correct.
Aim: To introduce the
topic; to listen and read
for gist.
Efficiency:
Develop speaking and
listening skills.
support
Explain the task. Exercise 2 -give right answers, Whiteboard
5 min • Allow Ss time to read pronouncing the Students Book
the questions and answer Choose the correct words correctly
choices and the n read the answer 1 points
text again and complete
the task.
Aim: To read for
3) Play the recording. Ss Exercise 3, 4 Descriptor: Whiteboard
5 min listen and repeat. Listen and repeat, then - give correct Students Book
4) Ask Ss to read the classify animals answer Poster
classifications in the box
on p. 64 and explain/elicit
the meanings of any Total: 2points
unknown words.
• Then elicit which
classification of animals
each of the endangered
species in Ex. 3 belongs
to from Ss around the
class.
Aim: To present
endangered animals and
classify them
Efficiency:
Develop their reading
and listening skills.
5 min Ss discuss endangered Exercise 5 T praise active Ss Whiteboard
animals and how we can Answer the questions with phrases such Students Book
help them as: “Good job!
Aim: to consolidate and Well done!”
broaden the
topic
Give Ss time to complete Exercise 6 Descriptor:
the sentences. Complete the - choose the correct
Aim: to present and sentences answer
practise prepositional Total: 1point
phrases
Differentiation:
5 min Ask Ss to read the theory Exercise 7 Descriptor: Whiteboard
box and then explain the Complete the - write answers Students Book
task. Give Ss time to sentences correctly Slide
complete the task. Total:1point
Aim: to practise word
formation (forming
adjectives)
Differentiation:
5 min Discuss the ideas Exercise 8, 9 Descriptor: Whiteboard
for helping endangered Answer the question - write sentences Students Book
species. then prepare a poster. correctly Slide
Give Ss time to prepare a Stick pictures - convey the
poster. Then give Ss opinion clearly
time to prepare a poster. Total: 2points
Aim: to discuss ways to
help endangered species,
prepare a poster.
End of the “Finger” method is used Ss show their Ss evaluate each Whiteboard
lesson. to find out was the knowledge according other and encourage Students Book
lesson clear or not. to the lesson classmate with
Reflection 5 fingers- I phrases like:
understood Well done!
4 fingers -I have some Brilliant! Good job!
Individual questions I like it!
work: 2 fingers-I need a help
5 min. Aim: To know how
many Ss got the theme
Efficiency:
Ss can use our fingers
to show how much do
they remember.
Differentiation:
lesson.
able learners?
● Students will support each Students will be assessed through ICT links
other.
● More capable students will be - questioning
given more challenging material - discussing
to work with in order to allow - after-reading activity
them to be more challenged. creating and sharing sentences with
 The students will be supported by new vocabulary
the teacher during independent
work.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 13

Teacher’s name:
Date:
Theme of the lesson: 6b. The passive
Learning objectives(s) that this lesson 8.UE10 use present continuous forms for present and future meaning and past
is contributing to: continuous, including some passive forms, on a range of familiar general and
curricular topics
8.C3 respect differing points of view
Lesson objectives: All learners will be able to: know the rule of passive
Most learners will be able to: know the usage of passive
Plan:
lesson/Time
Beginning of the Revision of previous lessons Ss give their possible Descriptor: Whiteboard
lesson materials with the help of the answers. -correct answers
Pre-learning teacher. Revise vocabulary Cards
«Brainstorming» Differentiation: “verbal connected with
method support” previous lesson Total: 2points Students Book
5 min. T asks different questions
connected with the theme and tries Aim: Revise the Encourage Ss who
to help Ss to give the correct previous lessons answer the
answer. T asks leading questions material. questions
to clarify the theme to the Ss who Efficiency: Ss refresh
needs T support. their mind before
Ss give their possible answers. starting new theme
After that T introduces the aim and
Read the table aloud and explain how Exercise 1 T praise active Ss Whiteboard
Middle of the we form the passive voice (the verb Look at the sentences with phrases such Students Book
lesson ‘to be’ + past participle of the below. Which as: “Good job! Poster
main verb). sentence emphasizes Well done!”
12 min. • Explain that we use the passive to what happened to a
talk about actions when the person subject, rather what a
who does the action is unknown, subject did?
unimportant or obvious from the
context; when the action is more
important than the person who
does it; in formal situations
Aim: To present the passive
Differentiation: flexible pace
learning
Read the theory box aloud. Go Exercise 2 Descriptor:
through the different tense forms of Complete with : was, -find right answers
the passive and read out the being, has, be, is 2 points
examples.
• Allow Ss time to complete the table
Aim: To present the tenses of the
passive
Differentiation: practice method is
used to assess Ss writing
Explain the task and give Ss time to Exercise 3 Descriptor: Whiteboard
8 min. complete the task Fill in -choose the right Students Book
Aim: to practise the passive answer
Differentiation: practice method is 2points
Explain the task and read out the Exercise 4 Descriptor: Whiteboard
7 min. theory box. Point out that in the Complete the -choose the correct Students Book
passive when we want to say that sb sentences answer Poster
uses sth to do sth we use with and
when we want to say that sb does sth Total: 2points
we use by.
• Give Ss time to complete the task.
Aim: To introduce an agent/
instrument; to practise the passive
Efficiency: Develop their writing
skills.
Ask Ss to read the table and then Exercise 5 Descriptor: Whiteboard
8 min. match the words in the columns to Rewrite the sentences - make sentences Students Book
Writing task make full sentences in the passive. without mistake
• Give Ss time to complete the task 2 points
Aim: to practise the passive
End of the lesson. The One-Minute Papers method Ss answer the Ss evaluate each Whiteboard
was used as a reflection. It questions like : What other and encourage Students Book
Reflection provides the opportunity to the is the most important classmate with
students to provide a quick issue discussed phrases like:
reflection on what they learned by today? Well done!
Individual work: responding to questions. What did you find Brilliant! Good job!
5 min. difficult to I like it!
comprehend?
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you planning to check learners’ ICT links
learners?
Differentiation by task Students will be assessed through ICT links

-grammar exercises
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 14

Teacher’s name:
Date:
Theme of the lesson: 6B Some, any, no , every & compounds
Learning objectives(s) that this 8.UE6 use a variety of pronouns including indefinite pronouns anybody,
lesson is contributing to: anyone, anything and quantitative pronouns everyone, everything, none, more,
less, a few on a range of familiar general and curricular topics
8.UE4 use an increased variety of determiners including all, half, both [of]
in pre-determiner function on a range of familiar general and curricular
topics
8.W3 write with moderate grammatical accuracy on a growing range of
Lesson objectives: All learners will be able to: understand the grammar
Some learners will be able to: use grammar correctly
Plan:
lesson/Time
«Brainstorming Differentiation: connected with
» method T asks different questions previous lesson
connected with the theme and Total: 2points Students Book
5 min. tries to help Ss to give the Aim: Revise the
correct answer. T asks previous lessons Encourage Ss
leading questions to clarify material. who answer the
the theme to the Ss who needs Efficiency: Ss refresh questions
T support. their mind before
of the lesson.
Explain the usage of pronouns Exercise 6 Descriptor: Whiteboard
Middle of the someone, anyone, everyone, Read the theory bow, -choose the Students Book
lesson no one. Refer Ss to the then choose the correct correct item slide
Presentation part. Grammar Reference section item Total: 2points
12 min. for more details.
Aim: to present and
practice grammar
Explain the task and give Ss Exercise 7 Descriptor: Whiteboard
time to complete it. - choose the Students Book
Choose the correct
6min Aim: To practice determiner.
correct answer
determiners 2point
writing
Ask Ss to read the gapped Exercise 8 Descriptor: Whiteboard
information about the Sphinx Complete the sentences - Do exercise Students Book
7min. and ask them to try to complete without mistakes slide
the gaps. Play the recording. Ss Total: 2point
listen and check their answers.
Aim: To listen for specific
information
Explain the task and give Ss exercise 9 T praise active Ss Whiteboard
5 min. time to complete it. with phrases such Students Book
• Ask various Ss to talk/read out as: “Good job!
their text about the Sphinx. Well done!”
Aim: to talk and/or write about
the Sphinx; to practise passive
forms
5 min. Explain the task and give Ss exercise 10 Descriptor: Whiteboard
time to complete it. Put the adjectives in - Do exercise Students Book
Aim: to practise comparatives brackets into the without mistakes slide
Efficiency: to develop their correct form to make Total: 2point
writing skills comparisons, adding
Differentiation: practice extra words where
method is used to assess Ss necessary
writing
End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like: What is the most other and Students Book
Reflection reflection. It provides the important issue encourage
opportunity to the students to discussed today? classmate with
provide a quick reflection on What did you find phrases like:
Individual work: what they learned by difficult to Well done!
5 min. responding to questions. comprehend? Brilliant! Good
What are some job! I like it!
questions you would
like to explore further?
Aim: To know how
Efficiency:
To make appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
lesson.
learners?
Differentiation by task Students will be assessed through ICT links

-grammar exercises
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 15

Teacher’s name:
Date:
Theme of the lesson: 6C Places of Natural Beauty
Learning objectives(s) that this 8.C10 use talk or writing as a means of reflecting on and exploring a range of
lesson is contributing to: perspectives on the world
8.L1 understand with little or no support the main points in extended talk on
written genres
Lesson objectives: All learners will be able to: understand the meaning of words
Most learners will be able to: understand the text , answer the questions
Some learners will be able to: create a poster
Plan:
lesson/Time
Beginning of the Revision of previous Ss give their Descriptor: Whiteboard
lesson lessons materials with possible answers. -correct answers
» method “Verbal support” previous lesson Total: 2points Students Book
with the theme and previous lessons answer the
tries to help Ss to give material. questions
the correct answer. T Efficiency: Ss
asks leading questions refresh their mind
to clarify the theme to before starting new
the Ss who needs T theme.
support.
Ask Ss to look at the Exercise 1: T praise active Ss Whiteboard
Middle of the pictures. Play the Close your eyes and with phrases such Students Book
lesson recording. Ss listen and listen to the sounds. as: “Good job! Poster
Presentation part. imagine using the Where are you? Well done!”
senses. What can you see,
Aim: To introduce the smell, hear?
5min.
topic
Play the recording. Ss Exercise 2 T praise active Ss Whiteboard
read the text and find with phrases such Students Book
out if the text answers Answer the as: “Good job! Poster
them. questions Well done!”
Aim: To listen and read
for specific information
Efficiency:to develop
their listening and
speaking skills
Direct Ss to the Exercise 3 Descriptor: Whiteboard
5 min. words/phrases in bold Match the words -choose correct Students Book
in the text and give Ss with their answer
time to match them to definitions
the words/phrases in the Total: 1point
list.
Aim: To consolidate
new vocabulary
Differentiation:
vocabulary
knowledge.
8 min. statements 1-4. Give Ss Decide whether - mark the sentences Students Book
time to read the text and statements are T or correctly Poster
complete the task. F. Correct false Total: 2points
Aim: To read for statements
Explain the task and Exercise 5 -Give correct Whiteboard
7min read out the example. Complete the answers Students Book
• Tell Ss to use their sentences -use vocabulary Poster
dictionaries to look up 2 points
the meanings of the
words in the Check
these words box.
• Give Ss time to
complete the task.
Aim: to consolidate
new vocabulary
Give Ss time to Exercise 6 Descriptor: Whiteboard
complete the task. Complete the -choose correct Students Book
Aim: to present and sentences answer Poster
practise phrasal verbs
with hang Total: 1point
5min Read the Study Skills Exercise 7 Descriptor: Whiteboard
box and explain that Choose the correct -choose correct
this answer answer
information will help Ss
to complete the task Total: 1point
successfully.
• Explain the task and
ask Ss to read the
questions
and answer choices.
• Play the recording. Ss
listen and choose their
answers.
Aim: to listen for
Explain the task. Tell Exercise 8 Descriptor: Students Book
5 min. them to research online Create a poster - find interesting
and create a poster and captivating
about other areas of information
natural beauty in their - convey the opinion
country. clearly
• Allow time for Ss to Total: 1point
complete the task
Aim: to create a poster
End of the lesson. “Finger” method is Ss show their Whiteboard
used to find out was knowledge Ss evaluate each Students Book
Reflection the lesson clear or not. according to the other and encourage
lesson classmate with
5 fingers- I phrases like:
Individual work: understood Well done!
5 min. 4 fingers -I have Brilliant! Good job!
some questions I like it!
2 fingers-I need a
help.
Aim: To know how
many Ss got the
theme.
Efficiency:
Ss can use our
fingers to show how
much do they
remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
● Students will support each Students will be assessed through ICT links
other.
● More capable students will be - questioning
given more challenging material - discussing
to work with in order to allow - after-reading activity
them to be more challenged. creating and sharing sentences with
 The students will be supported by new vocabulary
the teacher during independent
work.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 16

Teacher’s name:
Date:
Theme of the lesson: 6D Suggesting-agreeing
Learning objectives(s) that this 8.L1 understand with little or no support the main points in extended talk
lesson is contributing to: on a wide range of general and curricular topics
Lesson objectives: All learners will be able to: identify silent letters
Most learners will be able to: know synonymous phrases
Value links: Create friendly atmosphere
Plan:
lesson/Time
«Brainstorming» Differentiation: “Verbal connected with
method support” T asks different previous lesson Total: 2points Students Book
questions connected with the Aim: Revise the
5 min. theme and tries to help Ss to previous lessons Encourage Ss
give the correct answer. T material. who answer the
asks leading questions to Efficiency: Ss refresh questions
clarify the theme to the Ss their mind before
who needs T support. starting new theme.
of the lesson.
a)Play the recording. Ss listen Exercise 1a, b Descriptor Whiteboard
and repeat. Pay attention to Ss’ Answer the questions -give right Students Book
Middle of the pronunciation and intonation answers Poster
lesson b) Play the recording. Ss listen - Total: 2points
and read the text and find out.
Presentation part.
Aim: to practise pronunciation
12 min.
of situational language; listen
for gist
Differentiation:verbal
support
8min. Read out the underlined Exercise 2 Descriptor: Whiteboard
phrases in the dialogue. Refer Replace the underlined -find the right Students Book
Ss to the language box and phrases in the answer
elicit the synonymous dialogue. - pronounce the
phrases from various Ss around words correctly.
the class.
Aim: To learn synonymous Total: 2point
phrases
writing
Play the recording. Ss listen Exercise 3 -give correct Whiteboard
and read. Read and answer the answers Students Book
8 min. Aim: to isten and questions 2points Poster
read for specific information
Efficiency:to develop their
listening and reading skills
support
Play the recording. Ss listen Exercise 4 Descriptor: Whiteboard
7 min. and identify the silent letters. Listen and find the - find correct Students Book
• Play the recording again with silent letters answers Poster.
pauses for Ss to repeat 2points.
Aim: To learn pronunciation
(silent letters)
Efficiency:
Ss develop Ss listening and
speaking skills
End of the lesson. The One-Minute Papers Ss answer the Ss evaluate each Whiteboard
method was used as a questions like : What other and Students Book
Reflection reflection. It provides the is the most important encourage
opportunity to the students to issue discussed today? classmate with
what they learned by difficult to Well done!
questions you would
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
lesson.
learners?
 more support can be given during The teacher will be able to assess ICT links
elicitation, instruction and how well the students can speak
questioning phases of the lesson by using studied vocabulary and
nominating learners to answer structures during the speaking, and
items relating to more high how sell students have developed
frequency vocabulary to build
confidence through participation their receptive skills during listening.
 more able learners will be
challenged by prompting their
groups to narrate parts of the body
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 17
Teacher’s name:
Date:
Theme of the lesson: 6E Nature reserves around the world
Learning objectives(s) that this 8.L1 understand with little or no support the main points in extended talk
lesson is contributing to: on a wide range of general and curricular topics
8.L6 deduce meaning from context with little or no support in extended
talk on a growing range of general and curricular topics
8.R2 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
8.R8 use familiar and some unfamiliar paper and digital reference resources
to check meaning and extend understanding
8.W9 punctuate written work at text level on a range of familiar general
and curricular topics with growing accuracy
Most learners will be able to: understand the text and answer the questions
Some learners will be able to: write a paragraph
Value links: create friendly atmosphere
Plan:
lesson/Time
Beginning of the Revision of previous Ss give their possible Descriptor: Whiteboard
lesson lessons materials with the answers. -correct answers
Pre-learning help of the teacher. Revise vocabulary Cards
«Brainstorming» Differentiation: T asks connected with
method different questions previous lesson Total: 2points Students Book
connected with the theme
5 min. and tries to help Ss to give Aim: Revise the Encourage Ss
the correct answer. T asks previous lessons who answer the
leading questions to material. questions
clarify the theme to the Ss Efficiency: Ss refresh
who needs T support. their mind before
theme of the lesson
Middle of the lesson introduction and look at the Read and answer the -give correct Students Book
Presentation part. pictures. questions answer Poster
• Ask Ss to guess which of
the plants and animals can 1 point
be found in each place.
10 min. • Play the recording. Ss
listen and find out.
Aim: To introduce the
topic, to predict the content
of the text, to listen for
support
6min. Read the sentences aloud Exercise 2a Descriptor: Whiteboard
one at a time and ask Ss to Read the text and -do task without Students Book
read the texts again and correct the statements mistakes
correct them. below 2 points
Ask Ss to use the Word List
to look up the
meanings of the words in
the Check these words box,
then check Ss’ answers.
• Play the video for Ss and
elicit their comments.
Aim: To read for specific
information
Give Ss time to read the Exercise 2b Descriptor:
5min. texts again and find the Explain the -find right
words. Then ask Ss to use underlined words answers
their dictionaries and -explain the
explain the underlined words
words. 2 points
Aim: To consolidate new
vocabulary
Differentiation:
ask and answer questions Exercise 3 Descriptor: Whiteboard
7 min. about the two nature - give correct Students Book
reserves. answers Poster
Aim: To consolidate Total: 1point
information in a text
Differentiation:
«exchange questions»
game is used to develop
their speaking skills
Explain the task and ask Ss Exercise 4 Descriptor: Whiteboard
7 min to collect information from Write a paragraph . - find interesting Students Book
Writing task the Internet about another You can use pictures. and captivating
nature reserve and make information
notes.
• Then ask Ss to use their -write sentences
notes to write a paragraph
without mistakes
about it.
-use vocabulary
Aim: To research and write
Total: 2points
a paragraph about a nature
reserve
Differentiation: Digital
resources
Capabilities of the The Ladder method was Ss use their stickers to Whiteboard
human brain used as a reflection. T show their knowledge Ss evaluate each Students Book
End of the lesson. asks SS to stick their according to the other and
stickers to the Success lesson encourage
Reflection Ladder Green- I understood classmate with
5 min. Red-I need a help. Brilliant! Good
Aim: To know how
many Ss got the job! I like it!
theme.
Efficiency:
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
learners?
● More capable students will be
given more challenging material - questioning
to work with in order to allow - discussing
them to be more challenged. - after-reading activity
 The students will be supported by the creating and sharing sentences with
teacher during independent work. new vocabulary
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 18
Teacher’s name:
Date:
Theme of the lesson: 6f Tree parts and functions
lesson is contributing to: 8.C7 develop and sustain a consistent argument when speaking or writing
8.L7 recognise typical features at word, sentence and text level of a
growing range of spoken genres
written genres
8.R5 deduce meaning from context in short texts and some extended texts on
a growing range of familiar general and curricular topics
8.UE1 use some abstract nouns and complex noun phrases on a range of
Lesson objectives: All learners will be able to: understand, know the vocabulary
Some learners will be able to: find more information and prepare a quiz
Value links: Respect each other, create friendly atmosphere
Plan:
lesson/Time
5 min. T asks different questions Aim: Revise the
connected with the theme previous lessons Encourage Ss
and tries to help Ss to give material. who answer the
the correct answer. T asks Efficiency: Ss questions
leading questions to clarify refresh their mind
the theme to the Ss who before starting new
needs T support. theme.
Initiate a general class Exercise 1 answer Descriptor: Whiteboard
Middle of the discussion about the the questions Students Book
lesson importance of trees and elicit -answer the Poster
Presentation part. various ideas from Ss around questions
the class. 1 point
Aim: to introduce the topic
5 min.
support
Ask Ss to read the text and Exercise 2 Descriptor: Whiteboard
5min. think of appropriate words to pronounce Students Book
complete the gaps 1-8. Read the text and
words correctly
• Give Ss time to complete complete the gaps
- find right
the task answer
Play the recording. Ss listen 2 points
and check their answers
Aim: to read for cohesion and
coherence
Give Ss time to read the text Exercise 3 Descriptor: Whiteboard
7 min. again and label the diagram. -label the Students Book
Aim: To consolidate diagram without Poster
comprehension of a text, to mistakes
label a diagram Total: 1point
8 min. Explain the task and give Ss Exercise 4 Descriptor: Whiteboard

Writing task time to complete it. Then ask Fill in -choose the right Students
various Ss to use the phrases answer Book
in sentences. 2 point
Aim: to consolidate
vocabulary from a text
Efficiency:Develop their
writing skills
writing
Ask Ss to do some Exercise 5 Descriptor: Whiteboard
10 min research online and collect Prepare a quiz -pronounce Students Book
information about parts of a words correctly
tree. -write questions
• Then give Ss time to prepare correctly
a quiz. 2 points
Aim: to prepare a quiz
Differentiation: digital
resources
reflection. It provides the is the most important encourage
Reflection opportunity to the students issue discussed classmate with
to provide a quick reflection today? phrases like:
on what they learned by What did you find Well done!
5 min. responding to questions. difficult to Brilliant! Good
comprehend? job! I like it!
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
weaker students
thoughts.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 19
Teacher’s name:
Date:
Theme of the lesson: 6g Writing an article
Learning objectives(s) that this 8.R7 recognise typical features at word, sentence and text level in a range of
8.W5 develop with support coherent arguments supported when necessary by
examples and reasons for a growing range of written genres in familiar
8.W7 use with minimal support appropriate layout at text level for a range of
written genres on familiar general and curricular topics
8.C2 use speaking and listening skills to provide sensitive feedback to peers
Lesson objectives: All learners will be able to: answer the questions
Most learners will be able to: identify adjectives
Some learners will be able to: write a short article
Plan:
lesson/Time
lesson lessons materials with the possible answers. -correct answers
Middle of the match the paragraphs to the Read the article and -give correct Students Book
lesson headings. match the paragraphs answers Poster
Presentation part. Ask Ss to use the Word List to the headings. 2 points
to look up the meanings
of the words in the Check
12 min.
these words box.
Aim: to read for key
information
support
11 min. time to find the adjectives - find right Students Book
used for the nouns in the list. Answer the questions
answer
Aim: to identify adjectives 3 points
writing
Read out the Study Skills Exercise 3 Descriptor: Whiteboard
10min. box. Write a short article -make sentences Students Book
Writing task • Explain the task and give Ss about a place of without mistakes Poster
time to write their natural beauty in -120-180words
articles using the plan to help your country - find interesting
them. and captivating
• Remind Ss to use the essay information
in Ex. 1 as a model and Total: 3points
to use appropriate adjectives
and a catchy title.
• Give Ss time to complete
the task.
Aim: To write an article
opportunity to the students issue discussed classmate with
on what they learned by What did you find Well done!
7 min. responding to questions. difficult to Brilliant! Good
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
By individual support, peer support Students will be assessed through ICT links
and tasks
- questioning
- discussing
- after-reading activity
creating and sharing sentences with
new vocabulary
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 20

Teacher’s name:
Date:
lesson is contributing to: 8.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
curricular topics
8.R6 recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
written genres
Lesson objectives: All learners will be able to: know, understand the importance of protecting
nature
Plan:
lesson/Time
the lesson lessons materials with the answers. -correct answers
«Brainstormin Differentiation: «Verbal connected with
g» method support» T asks different previous lesson Total: 2points Students Book
questions connected with
5 min. the theme and tries to help Encourage Ss
Ss to give the correct Aim: Revise the who can name
answer. T asks leading previous lessons object that is
questions to clarify the material. connected with
theme to the Ss who needs Efficiency: Ss refresh new lesson.
of the lesson.
Middle of the Ask Ss to read the reasons Exercise 1 Descriptor: Whiteboard
lesson and then discuss which ones Read and answer - give correct Pupils Book
Presentation express the importance of answers slide
part. protecting areas of natural Pronounce words
beauty. correctly
12 min. b) Ask various Ss around the
class to give a presentation on Total: 1point
why places of natural beauty
are important.
Aim: to learn about the
values of environmentalism
and express an opinion;
To talk about the importance
of places of natural beauty
Efficiency:
speaking skills
support
5 min. some time to read the Do the quiz - give correct Students Book
statements and mark them answers Poster
accordingly.
• Tell Ss they can review the
module and find the
Total: 2point
relevant information to help
them if necessary.
Aim: To test knowledge learnt
in this module/ to do a quiz
memoraziation
Explain the task and allow Ss Exercise 3 Descriptor: Whiteboard
5min time to look through the Write a T/F quiz of - make sentences Students Book
module and think of quiz your own similar to the correctly Poster
questions. one in ex2. -follow the plan
• Tell Ss they can use the quiz
in the previous task as a Total: 2point
model. Offer an example (e.g.
The red panda comes from the
Himalayas.
Aim: to consolidate
vocabulary learnt in the
module/to write a quiz
writing
6min Play the recording. Ss listen Exercise 4 Descriptor:
and read. Listen to and read the -read the words
• Elicit Ss’ opinions about how song. correctly
the singer feels and -answer the
elicit the words that show this. question
Aim: to listen and read for 1 point
gist; To understand the
author’s emotions
7min Ask Ss to think about the Exercise 5 Descriptor: Whiteboard

question in the rubric. Do you think the world -answer the Students Book
• Ask various Ss to discuss around us is getting question Poster
their thoughts and then share better or worse? -make sentences
their answers with the class. correctly
Aim: to give an opinion 2 points
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
By individual support, peer support and Students will be assessed through ICT links
tasks - exercises for revision
achieve the LO?
If not, why?

well?

and why?
Lesson Plan 21
Unit:7 Travel &Transport

Teacher’s name:
Date:
Theme of the lesson: 7A Signs relating to travel
Learning objectives(s) that this 8.UE13 use a growing variety of modal forms for different functions:
lesson is contributing to: obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.S7 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: know and identify the signs
Most learners will be able to: answer the question
Some learners will be able to: use modal and vocabulary and make
sentences
Plan:

lesson/Time
5 min. questions connected with
the theme and tries to Aim: Revise the
help Ss to give the correct previous lessons Encourage Ss who
answer. T asks leading material. can name object
questions to clarify the Efficiency: Ss refresh that is connected
theme to the Ss who their mind before with new lesson.
needs T support. starting new theme.
Middle of the Direct Ss to the signs in Exercise 1: Descriptor: Whiteboard
lesson the pictures and elicit Look at the signs. -assign words to the Pupils Book
Presentation where you can see each Which one can you correct headings Poster
part. one from Ss around the see: in an airport? At - read them without
class. a train station? On a mistakes
13 min. Aim: to identify/match cruise liner? Total: 3points
signs relating to travel to
locations
Efficiency:
skills
support.
Explain the task and give Exercise 2: Descriptor: Whiteboard
10 min Ss time to complete it. Match the signs to -give correct Students Book
Aim: to match signs to their meanings answers
meanings Total: 2points
Explain the task and read Exercise 3 Descriptor: Whiteboard
12 min out the example and then Explain the signs to -spelling words Students Book
elicit further explanations the class. correctly
from Ss around the class. - make sentences
Aim: to practise modals correctly
and consolidate Ss’ -know the meaning
understanding of the signs of each sign
method is used to assess Ss Total: 3points
writing
End of the The Ladder method was Ss use their stickers Ss evaluate each Whiteboard
lesson. used as a reflection. T asks to show their other and encourage
SS to stick their stickers to knowledge according classmate with
Reflection the Success Ladder to the lesson phrases like:
Green- I understood Well done!
Red-I need a help.
Aim: To know how

many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
weaker students
thoughts.
achieve the LO?
If not, why?
work well?

plan and why?
Lesson Plan 22

Teacher’s name:
Date:
Theme of the lesson: 7A Sightseeing& means of transport
Learning objectives(s) that this 8.L4 understand with little or no support most of the implied meaning in
lesson is contributing to: extended talk on a range of general and curricular topics
8.R2 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
curricular topics
8.UE7 use a variety of simple perfect forms to express recent, indefinite and
unfinished past on a range of familiar general and curricular topics
8.UE14 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
Lesson objectives: All learners will be able to: know the vocabulary, make sentences with them
Some learners will be able to: write an email
Plan:
lesson/Time
the lesson lessons materials with answers. -correct answers
«Brainstormin Differentiation: connected with
g» method “Verbal support” previous lesson Total: 2points Students Book
with the theme and tries previous lessons answer the
to help Ss to give the material questions
correct answer. T asks Efficiency: Ss refresh
leading questions to their mind before
clarify the theme to the starting new theme.
Ss who needs T support.
Play the recording with Exercise 1,2 Descriptor: Whiteboard
Middle of the pauses for Ss to listen Look at the pictures. -pronounce and Students Book
lesson and Listen and repeat. words correctly Poster
Presentation repeat Read the text and -answer the
part. Ask Ss to guess some answer the question. questions
unusual ways to see the Total: 1points
10 min. sights in London.
listen and follow the text
and find out.
Aim: to introduce
vocabulary for
sightseeing and means
of transport ; listen and
read for gist
Efficiency:
Develop reading and
listening skills.
support
Explain the task. Exercise 3 Descriptor: Whiteboard
3min • Allow Ss time to read Choose the correct -Choose correct Students Book
the questions and answer answer Poster
answer
choices and then read
the text again and Total: 1point
complete
the task.
Aim: to read for specific
information
Allow Ss time to Exercise 4 Descriptor: Whiteboard
6min complete the phrases Complete the phrases. -complete phrases Students Book
using the words in the Make sentences using correctly
list by referring back to them -make sentences
the text or using their without mistakes
dictionaries. 2 points
Aim: to consolidate new
vocabulary
Efficiency:to enrich
their vocabulary and
develop writing skills
Differentiation:
Give Ss time to consider Exercise 5a,b T praise active Ss
their answers. Answer the questions with phrases such
Aim: to consolidate as: “Good job!
information in a Well done!”
text and give an opinion
5min Read out the list of Exercise 6 Descriptor: Whiteboard
verbs and give Ss time Fill in - choose the correct Students Book
to use answer
them to complete the Total: 1point
sentences using their
dictionaries.
Aim: to present verbs
relating to travel
Read through the list of Exercise 7 Descriptor: Whiteboard
prepositions and give Ss Fill in - choose the correct Students Book
time to complete the answer
sentences using their Total: 1point
dictionaries to check.
Aim: to present and
practise prepositional
Phrases
Differentiation:
7 min talk about a trip to Exercise 8 T praise active Ss Whiteboard
London mentioning all Suggest a trip to with phrases such Students Book
the points provided. London as: “Good job!
Aim: to consolidate Well done!”
Explain the task and ask Exercise 9 Descriptor:
Ss to make notes under Write an email to your - write sentences
the headings. English friend correctly
• Then give Ss time to - convey the
use their notes to write opinion clearly
an Total: 2points
email following the
directions.
Aim: to write an email
about a trip to London
writing skills
4 min “Think” Give Ss time to Exercise 10 T praise active Ss Whiteboard
think of/research Think of unusual with phrases such Students Book
unusual ways for ways for tourists to as: “Good job! poster
tourists to see their see their capital city. Well done!”
capital city.
• Ask Ss to present their
ideas to the class.
Aim: to present unusual
ways to travel to see the
capital city
End of the “Finger” method is used Ss show their Ss evaluate each Whiteboard
lesson. to find out was the knowledge according other and encourage Students Book
lesson clear or not. to the lesson classmate with
Reflection 5 fingers- I phrases like:
understood Well done!
4 fingers -I have some Brilliant! Good job!
Individual questions I like it!
work: 2 fingers-I need a help
5 min. Aim: To know how
many Ss got the theme
Efficiency:
to show how much do
they remember.
Differentiation:
lesson.
able learners?
By individual support, peer support The teacher will be able to assess ICT links
and tasks how well the students can speak
using studied vocabulary and
structures during the speaking, and
how sell students have developed
their receptive skills during listening.
achieve the LO?
If not, why?
work well?

plan and why?
Lesson Plan 23

Teacher’s name:
Date:
Theme of the lesson: 7b Modals
Learning objectives(s) that this lesson 8.UE13 use a growing variety of modal forms for different functions: obligation,
is contributing to: necessity, possibility, permission, requests, suggestions prohibition on a range of
Lesson objectives: All learners will be able to: know the rule
Most learners will be able to: know the usage of modals
Plan:
lesson/Time
«Brainstorming» Differentiation: “verbal support” connected with
method T asks different questions previous lesson Total: 3points Students Book
5 min. connected with the theme and tries
to help Ss to give the correct Aim: Revise the Encourage Ss who
answer. T asks leading questions to previous lessons answer the
clarify the theme to the Ss who material. questions
needs T support. Efficiency: Ss refresh
Ss give their possible answers. their mind before
After that T introduces the aim and starting new theme
Explain the task and explain the Exercise 1 Descriptor: Whiteboard
Middle of the meanings of the Read the theory and -give the correct Students Book
lesson words (possibility = sth that may answer the questions answer Poster
happen, necessity = sth that is 3points
13 min. required, obligation = to have a
duty to do something, permission =
to be allowed to do sth, prohibition
= to not be allowed to do
something,
request = sth that is asked for,
suggestion = sth put forward for
consideration, advice = guidance).
• Read out the theory and present
the modals.
• Then elicit which modals express
which function.
Aim: to present modals
Explain the task and read out the Exercise 2 Descriptor:
12 min. example. Choose the correct -find right answers
• Give Ss time to complete it. item 2 points
Aim: to practise modals
10 min. example and then Complete the gaps -choose the right Students Book
give Ss time to complete the task. answer
Aim: to practise modals 2points
End of the lesson. The One-Minute Papers method Ss answer the Ss evaluate each Whiteboard
was used as a reflection. It questions like : What other and encourage Students Book
Reflection provides the opportunity to the is the most important classmate with
students to provide a quick issue discussed phrases like:
reflection on what they learned by today? Well done!
Individual work: responding to questions. What did you find Brilliant! Good job!
5 min. difficult to I like it!
comprehend?
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you planning to check learners’ ICT links
learners?
weaker students and encouraging - Grammar exercises
stronger students to think of more
complex, abstract thoughts.
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 24

Teacher’s name:
Date:
Theme of the lesson: 7B
Learning objectives(s) that this 8.UE13 use a growing variety of modal forms for different functions:
lesson is contributing to: obligation, necessity, possibility, permission, requests, suggestions prohibition
on a range of familiar general and curricular topics,
8.UE5 use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics
Lesson objectives: All learners will be able to: understand the grammar
Some learners will be able to: use grammar correctly
Plan:
lesson/Time
» method T asks different questions previous lesson Total: 2points Students Book
connected with the theme and
5 min. tries to help Ss to give the Aim: Revise the Encourage Ss
correct answer. T asks previous lessons who answer the
leading questions to clarify material. questions
the theme to the Ss who needs Efficiency: Ss refresh
of the lesson.
Middle of the Explain the task and give Ss Exercise 4 Descriptor: Whiteboard
lesson time to read the signs Read the signs and fill -choose the Students Book
Presentation part. and complete the sentences. in correct item slide
8 min. Aim: to practise modals Total: 2point
writing
time to complete it. - write sentences Students Book
Rewrite the phrases in
12 min Aim: to practise modals correctly
bold using an
Differentiation: practice 2point
appropriate modal and
writing making any other
necessary changes.
example. Complete the gaps - Do exercise Students Book
10min. • Give Ss time to complete the using modal verbs without mistakes slide
task Total: 2point
Aim: to practise modals
Ask Ss to read the theory box exercise 7 Descriptor: Whiteboard
5 min. and then explain the task. Complete the correct -write sentences Students Book
• Give Ss time to complete the form of the words in correctly
task brackets 2 points
Aim: to practise word formation
(negative
adjectives beginning with
im-/in-/il-)
writing
End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like : What is the most other and Students Book
Reflection reflection. It provides the important issue encourage
opportunity to the students to discussed today? classmate with
Individual work: what they learned by difficult to Well done!
questions you would
Aim: To know how
Efficiency:
To make appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
lesson.
learners?
weaker students - Grammar exercises
thoughts.
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 25

Teacher’s name:
Date:
Theme of the lesson: 7C Island destinations with a difference
Learning objectives(s) that this 8.L4 understand with little or no support most of the implied meaning in
lesson is contributing to: extended talk on a range of general and curricular topics
8.UE5 use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics
Lesson objectives: All learners will be able to: understand the meaning of words
Most learners will be able to: understand the text , answer the questions
Plan:
lesson/Time
lesson lessons materials with answers. -correct answers
» method “Verbal support” previous lesson Total: 2points Students Book
questions connected Aim: Revise the Encourage Ss
with the theme and previous lessons who answer the
tries to help Ss to give material. questions
the correct answer. T Efficiency: Ss refresh
asks leading questions their mind before
to clarify the theme to starting new theme.
the Ss who needs T
support.
Ask Ss to look at the Exercise 1: T praise active Ss Whiteboard
Middle of the pictures and read the with phrases such Students Book
lesson title of the text. as: “Good job! Poster
Presentation part. • Elicit Ss’ guesses as Well done!”
to what is special
11 min. about these places.
Ss read the text and
find out.
Aim: to listen and
read for gist
gaped sentences 1-5. -write correct Students Book
• Give Ss time to read Complete the answers Poster
the text and complete sentences Total: 1point
the task. Play the
video for Ss and elicit
their comments.
Aim: To read for
their listening and
reading skills
Explain the task and Exercise 3 Descriptor: Whiteboard
4 min. give Ss time to Answer the questions -give correct Students Book
complete it. answers
Aim: to consolidate
comprehension of a Total: 1point
text
Differentiation:
vocabulary
knowledge.
Read out the box and Exercise 4 Descriptor: Whiteboard
5 min. explain the task. Complete the - write correct Students Book
• Give Ss time to sentences answers Poster
complete the task. Total: 2points
Aim: to present and
practise phrasal verbs
with make
Differentiation:
practice method is
used to assess Ss
writing
Explain the task and Exercise 5 Descriptor: Whiteboard
5min ask Ss to look at the Complete the gaps -Give correct Students Book
advert and think about answers Poster
what the missing
information might be. 2 points
Ss listen and complete
the gaps 1-6.
Aim: to listen for
4min Ask and answer Exercise 6 T praise active Ss Whiteboard
questions following Ask and answer the with phrases such Students Book
the example referring questions as: “Good job! Poster
to the Well done!”
texts as necessary.
Aim: to consolidate
Differentiation:
Verbal support
6min Explain the task. Exercise 7 Descriptor: Whiteboard
Allow time for Ss to Write an email -write sentences
complete their emails. correctly
Aim: to write an email -follow the
structure
Total: 2points
End of the lesson. “Finger” method is Ss show their Whiteboard
used to find out was knowledge according Ss evaluate each Students Book
Reflection the lesson clear or not. to the lesson other and
5 fingers- I encourage
understood classmate with
Individual work: 4 fingers -I have some phrases like:
5 min. questions Well done!
2 fingers-I need a Brilliant! Good
help. job! I like it!
Aim: To know how
many Ss got the
theme.
Efficiency:
to show how much do
they remember.
Differentiation:
lesson.
able learners?
More support: Evaluation of learners’ ICT links

 Receive feedback from peers comprehension of the problem
More-able learners:
Observations of learners'
 Encourage learners to give
support to peers participation in class discussions
 Encourage learners to use their Learners peer-assess each other and
background knowledge fill in the rubric table.
Differentiation by task, outcome,
support and materials
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 26
Unit 7 Travel &Transport

Teacher’s name:
Date:
Theme of the lesson: 7D Going through passport control
Learning objectives(s) that this 8.R2 understand specific information and detail in texts on a growing range
lesson is contributing to: of familiar general and curricular topics, including some extended texts
8.UE9 use appropriately a variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a
range of familiar general and curricular topics
8.UE14 use some prepositions before nouns and adjectives; use prepositions
as, like to indicate manner; use dependent prepositions following adjectives
Lesson objectives: All learners will be able to: identify silent letters
Most learners will be able to: know synonymous phrases
Value links: Create friendly atmosphere
Plan:
lesson/Time
«Brainstorming» Differentiation: “Verbal connected with
method support” T asks different previous lesson Total: 3points Students Book
questions connected with the Aim: Revise the
5 min. theme and tries to help Ss to previous lessons Encourage Ss
give the correct answer. T material. who answer the
asks leading questions to Efficiency: Ss refresh questions
clarify the theme to the Ss their mind before
who needs T support. starting new theme.
of the lesson.
Play the recording. Ss listen Exercise 1 T praise active Ss Whiteboard
and repeat chorally Listen and repeat with phrases such Students Book
Middle of the and/or individually. as: “Good job! Poster
lesson • Pay attention to Ss’ Well done!”
pronunciation and intonation
Presentation part.
and correct as necessary.
12 min.
Aim: to practise pronunciation
of situational language
support
5min. Refer Ss to the sentences in Ex. Exercise 2 Listen and Descriptor: Whiteboard
1 again. answer the questions -find the right Students Book
• Play the recording. Ss listen answer
and find out the answers to the - pronounce the
questions. words correctly.
Aim: to listen for specific
information Total: 2point
Efficiency:to develop their
listening and reading skills
Read out the phrases. Refer Ss Exercise 3 -give correct Whiteboard
back to the dialogue and elicit Find phrases in the answers Students Book
6 min. the synonymous ones from dialogue 3points Poster
various Ss around the class.
Aim: to learn synonymous
phrases
support
Listen and read the dialogue Exercise 4 Descriptor: Whiteboard
7 min. Aim: to develop reading skills Listen and read - read words Students Book
Efficiency: correctly Poster.
Ss develop Ss reading skills -right intonation
2points.
5 min Play the recording with pauses Exercise 5 T praise active Ss
for Ss to repeat. Check Ss’ Listen and repeat with phrases such
pronunciation and intonation. as: “Good job!
Aim: to pronounce \ea\ Well done!”
opportunity to the students to issue discussed today? classmate with
what they learned by difficult to Well done!
questions you would
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
lesson.
learners?
 more support can be given during The teacher will be able to assess ICT links
elicitation, instruction and how well the students can speak
questioning phases of the lesson by using studied vocabulary and
nominating learners to answer structures during the speaking, and
items relating to more high how sell students have developed
frequency vocabulary to build their receptive skills during listening.
confidence through participation
 more able learners will be
challenged by prompting their
groups to narrate parts of the body
achieve the LO?
If not, why?

well?

plan and why?
Lesson Plan 27
Teacher’s name:
Date:
Theme of the lesson: 7E Across cultures
Learning objectives(s) that this 8.R2 understand specific information and detail in texts on a growing range
lesson is contributing to: of familiar general and curricular topics, including some extended texts
8.R4 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Most learners will be able to: understand the text and answer the questions
Some learners will be able to: write a short text
Value links: create friendly atmosphere
Plan:
lesson/Time
«Brainstorming» Differentiation: T asks connected with
method different questions previous lesson Total: 2points Students Book
connected with the theme
5 min. and tries to help Ss to give Aim: Revise the Encourage Ss
the correct answer. T asks previous lessons who answer the
leading questions to material. questions
clarify the theme to the Ss Efficiency: Ss refresh
who needs T support. their mind before
theme of the lesson
Direct Ss’ attention to the Exercise 1 Descriptor: Whiteboard
Middle of the lesson pictures and elicit what, if Read and answer the -give correct Students Book
Presentation part. anything, they know about questions answer Poster
them. 2points
Aim: to introduce the topic,
predict the content
10 min. of the text and read for
support
10min. Give Ss time to read the text Exercise 2 Descriptor: Whiteboard
and choose the correct Choose the correct -do task without Students Book
word for each gap from the word to complete the mistakes
options provided. gap 2 points
listen and check their
answers.
Aim: to read for cohesion
and coherence
5min. texts again if necessary and - give correct Students Book
think about their answers. answers Poster
Aim: to compare and Total: 2points
contrast airport terminals
10 min collect information from the Write a short text. - find interesting Students Book
Writing task Internet about airport and captivating
terminals and make notes. information
• Then ask Ss to use their
notes to write a short text -write sentences
about airport terminals.
without mistakes
Aim: to research and
-use vocabulary
present other airport
Total: 2points
terminals in your country
Differentiation: Digital
resources
Capabilities of the The Ladder method was Ss use their stickers to Whiteboard
human brain used as a reflection. T show their knowledge Ss evaluate each Students Book
End of the lesson. asks SS to stick their according to the other and
stickers to the Success lesson encourage
Reflection Ladder Green- I understood classmate with
5 min. Red-I need a help. Brilliant! Good
Aim: To know how job! I like it!
many Ss got the
theme.
Efficiency:
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
● More capable students will be
given more challenging material - questioning
to work with in order to allow - discussing
them to be more challenged. - after-reading activity
 The students will be supported by creating and sharing sentences with
the teacher during independent new vocabulary
work.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 28

Teacher’s name:
Date:
Theme of the lesson: 7f Illegal souvenirs
Learning objectives(s) that this 8.R5 deduce meaning from context in short texts and some extended texts on
lesson is contributing to: a growing range of familiar general and curricular topics
8.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
Lesson objectives: All learners will be able to: understand, know the vocabulary
Some learners will be able to: find more information and write a text
Plan:
lesson/Time
Explain that illegal Exercise 1 answer Descriptor: Whiteboard
Middle of the souvenirs affect the questions Students Book
lesson sustainability and destroy -answer the Poster
Presentation part. the ecological balance and questions
these topics are studied in 2 point
8 min. PSHE.
• Ask Ss to look at the
pictures and read the title.
Elicit Ss’ guesses as to why
these souvenirs are illegal.
listen and read the text and
check if their guesses were
correct.
Aim: to introduce the topic
and predict the content of
the text
support
10 min. questions. - find right Students Book
Read the text and
• Give Ss time to read the answer
answer the questions
text again and complete the 2 points
task.
Aim: to read for specific
information
Refer Ss to the Word List to
look up the words in the
Check these words box.
5min. text again and formulate Make a speech -make sentences Students Book
their answers. correctly Poster
• Then ask various Ss to use - convey your
the pictures to make a opinion clearly
speech about not buying Total: 2point
illegal souvenirs.
Aim: to consolidate
comprehension of a text; to
make a speech
10min. Ask Ss to do some research Exercise 4 Descriptor: Whiteboard
Writing task online and collect Collect information, - make sentences Students Book
information about illegal write a text about correctly
hunting. how to protect - find interesting
• Then give Ss time to animals from illegal and captivating
prepare a talk/text about it. hunting . information
Aim: to write a text 2 point
Efficiency: Develop their
writing skills
writing
7 min. on what they learned by What did you find Well done!
responding to questions. difficult to Brilliant! Good
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
weaker students
thoughts.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 29

Teacher’s name:
Date:
Theme of the lesson: 7g An email about a trip
Learning objectives(s) that this 8.UE14 use some prepositions before nouns and adjectives; use prepositions
lesson is contributing to: as, like to indicate manner; use dependent prepositions following adjectives
8.UE6 use a variety of pronouns including indefinite pronouns anybody,
anyone, anything and quantitative pronouns everyone, everything, none, more,
less, a few
8.W1 plan, write, edit and proofread work at text level with little support on
a growing range of general and curricular topics
8.W4 use with some support style and register appropriate to a variety of
written genres on general and curricular topics
Lesson objectives: All learners will be able to: answer the questions
Most learners will be able to: identify/ categorise adjectives
Plan:
lesson/Time
lesson lessons materials with the possible answers. -correct answers
Middle of the then match the paragraphs Read the email. -choose correct Students Book
lesson to the descriptions. Choose the correct preposition Poster
Presentation part. Aim: to read for key preposition. Then - do matching
7 min. information match the paragraphs task correctly
Efficiency: to develop Ss to the descriptions 2 points
reading skills
5min. to identify the adj. used to - find right Students Book
Answer the questions
describe the nouns in the answer
list. 2 points
Aim: to identify adjectives
writing
Read out the Study Skills Exercise 3a T praise active Whiteboard
8 min. box and explain that this tip Copy and complete Ss with phrases Students Book
will help Ss improve their the table with such as: “Good Poster
writing skills. Explain the adjectives job!
task and ask Ss to copy the Well done!”
table into their notebooks
and then complete it with
the adjectives in the list.
Aim: to categorise
adjectives
Explain the task and give Ss Exercise 3b Descriptor:
time to complete it. Complete the -write correct
Aim:to practise using sentences answers
adjectives Total: 2points
writing
10min time to write their emails You are on holiday. -make sentences Students Book
using the plan to help them. Write an email to without mistakes
Writing task • Remind Ss to use the your English- -100-160words
email in Ex. 1 as a model speaking friend - follow the
and to use appropriate telling him about it structure
adjectives. Total: 2points
Aim: to write an email
method was used as a questions like: What other and Students Book
5 min. on what they learned by What did you find Well done!
responding to questions. difficult to Brilliant! Good
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
engagement and
performance
Differentiation:
«Conclusion»
method is used to
finish the lesson.
able learners?
By individual support, peer support The teacher and students will give ICT links
and tasks brief feedback.
achieve the LO?
If not, why?

work well?

plan and why?
Lesson Plan 30

Teacher’s name:
Date:
Learning objectives(s) that this 8.S3 give an opinion at discourse level on a wide range of general and
Lesson objectives: All learners will be able to: know, understand the importance of being
responsible tourist
Plan:

lesson/Time
questions connected with
5 min. the theme and tries to help Encourage Ss
Ss to give the correct Aim: Revise the who can name
answer. T asks leading previous lessons object that is
questions to clarify the material. connected with
theme to the Ss who needs Efficiency: Ss refresh new lesson.
of the lesson.
Middle of the Ask Ss to read the words in Exercise 1 Descriptor: Whiteboard
lesson the list and complete the Complete the sentences - give correct Pupils Book
Presentation task. answers slide
part. Aim: to complete a list of Pronounce words
10 min. dos and don’ts relating to correctly
being a responsible tourist Total: 1point
“Think” Your friend is Exercise 2 T praise active Ss Whiteboard

5 min. travelling abroad. Use the with phrases such Students Book
ideas in ex1 to advice him as: “Good job! Poster
how to be a responsible Well done!”
tourist.
Aim: to give advice
incorporating the value of
being a responsible tourist
support
5min some time to read the Do the quiz - give correct Students Book
statements and mark them as answers Poster
true or false.
Aim: to test knowledge
learnt in this module/ to do a Total: 2point
quiz
memoraziation
5min Explain the task and allow Ss Exercise 4 Descriptor:
time to look through the Write a T/F quiz of - make sentences
module and think of quiz your own similar to the correctly
questions. one in ex2. -follow the plan
• Tell Ss they can use the
quiz in the previous task as a Total: 2point
model.
Aim: to consolidate
vocabulary learnt in the
module/to write a quiz
5min Read out the list of words Exercise 5 Descriptor: Whiteboard

and explain/elicit the Read and complete the - read the words Students Book
meanings. gaps. correctly Poster
• Give Ss time to complete Then listen and check. -write correct
the task. Play the recording. answers
Aim: to listen and read for 2 points
gist
5 min Ask Ss to think about the Exercise 6 Descriptor:

question in the rubric. Answer the questions -correct answer
• Ask various Ss to discuss 1 points
their thoughts and then share
their answers with the class.
Aim: to discuss the main
message of the song
Efficiency: to develop Ss
reading and speaking skills
support
job! I like it!
Aim: To know how
Efficiency:
show how much do
they remember.
Differentiation:
lesson.
By individual support, peer support and Students will be assessed through ICT links
tasks revision exercises
achieve the LO?
If not, why?
well?

and why?

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Unit:5 Reading for pleasure

Aim: To know how

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:5 Reading for pleasure

Aim: To know how

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:5 Reading for pleasure

Aim: To know how

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:5 Reading for pleasure

6 min Read out the question. Exercise 3 T praise active Ss Whiteboard

7 min Refer Ss to the Word Exercise 4b Descriptor: Whiteboard

Aim: To know how

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:5 Reading for pleasure

More support: Students will be assessed through ICT links

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my plan

Unit:5 Reading for pleasure

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my plan

Unit:5 Reading for pleasure

5min “Think” Imagine the story Exercise 9 Descriptor: Whiteboard

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my plan

Unit:5 Reading for pleasure

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my

Unit:5 Reading for pleasure

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my plan

Unit:5 Reading for pleasure

Did my planned differentiation work

Did I stick to timings?

What changes did I make from my plan

Unit:6 The Natural World

“Think” Exercise 3 Descriptor: Whiteboard

Aim: To know how

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:6 The Natural World

Did my planned differentiation

Did I stick to timings?

What changes did I make from my

Unit:6 The Natural World