Lesson Plan1

Theme of the lesson:

Unit:8
Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: Food and drink. Vocabulary: foods and drinks
Learning objectives(s) that 8.S7 use appropriate subject-specific vocabulary and syntax to talk
this lesson is contributing to: about a range of general topics, and some curricular topics
Lesson objectives: All learners will be able They will learn about food and drinks
They will talk about different habits or lifestyle.
They will share their ideas connected with healthy/unhealthy food.
Value link: Be friendly, respect each other.
Plan:
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources
Beginning of the lesson Organization At the CD player
Warming-up moment: The aim: To organization Microphone
1.Greeting. develop Ss moment T tries cards
3 min. Ask about the speaking skills and to award active
weather. create friendly Ss. «The
atmosphere praise» method
Efficiency: By is used to
telling the wishes evaluate Ss with
they show their phrases like:
appreciations . “Good job!
Well done!”
Pre-learning T puts on the board Ss look at the Descriptor: Whiteboard
«Brainstorming» method a poster with board and start to -know the
words: Food and write all the words meaning of the Cards
5 min. drinks. connected with the words
food and drinks. - collect related Student’s
T gives Ss 2 min to
vocabulary book
write down all the
- know
words connected Aim: Revise the vocabulary of
with them. previous lessons previous lesson.
material. Find out
In
how much do they Total: 1point
differentiation remember.
part «Discussion»
method was used to Praise Ss who
Efficiency: Ss has more cards
check up student’s
refresh their mind and could name
vocabulary
before starting the cards.
knowledge.
new theme.

After that T
introduces the aim
and theme of the
lesson.

Middle of the lesson «Vocabulary Ss open their Descriptor: Whiteboard

Presentation part. builder» method is books on page -can spell the Student’s
used to open up the 87 and write word book
8 min. theme of the down new -can use them Flashcards
lesson.
words.
T asks Ss to listen
exercise 1 on page
Practice the Total: 1point
87 and T asks to pronunciation.
listen and repeat. Try to remember
them and find
 out the
translation

«Memory quiz » Ss revise the list T praise active Whiteboard

T gives 2 min to of new words Ss with phrases Student’s book
remember new connected with such as: “Good Poster
words. sport job!
Well done!”
“One more
time, please”
T gives exercise Ss listen and Descriptor: Whiteboard
11 min. 2,p 87. New repeat new -use phrases Student’s book
words. Listen and phrases. -work with new Poster
repeat key Write down new grammar
words. -make up
phrases.
Answer the sentences
T asks Ss to question in
answer the exercise 2, page 87
questions. Total: 1point
Aim: work new
vocabulary
Efficiency:
To develop Ss
critical thinking
skills and find out
new words
Differentiation:
«Verbal support»
method is used to
help Ss use new
words in the
sentences.

T presents new Ss use new words Descriptor: Whiteboard

8 min. words. Give and answer the -can use active Student’s book
explanation. question given in vocabulary Poster
T gives exercise exercise 3. -answer the
question
3 on page 87
answer the Total: 1point
question.
Aim: improve
writing
Efficiency:
To develop Ss
writing skills and
use new
vocabulary
Differentiation:
«Verbal support»
method is used to
help Ss use new
words in the
sentences.
“Iwould eat_____” Ss use new phrases Descriptor: Whiteboard
5 min task. and grammar -know new Student’s
T asks Ss to use the material and words-1point. book
given structure and practice speaking. -can give advice
practice speaking Ss speaks about -1point.
Aim: enlarge food and drink
vocabulary they would like to
 knowledge eat.
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Differentiation:
«Change the pair»
game is used to
develop their
speaking and
listening skills.
End of the lesson. The Ladder method Ss use their Descriptor: Whiteboard
was used as a stickers to show Speak on the Pupils Book
Reflection reflection. T asks their knowledge theme “Food Poster: Success
Ss to stick their according to the and drinks”, Ladder.
stickers to the lesson -can use
Success Ladder. Green- I vocabulary
Individual work: understood -give advice -
5 min. Yellow-I have 2points.
some questions
Red-I need a help. Ss evaluate
each other and
Aim: To know encourage
how many Ss got classmate with
the theme. phrases like:
Efficiency: Well done!
Ss can use colors Brilliant! Good
to show how much job! I like it!
do they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and
you plan to give more support? check learners’ learning? safety rules
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some
differentiated by outcomes of the summary provides support for progress and physical
students and by their abilities. achievement, and challenge to thinking and exercises for
All learners memorize the opinion setting future objectives. learners
of the speaker of curricular topics. During the activity teacher after each right
Most learners improve interaction answer gives feedback with the method: “The
between students through Praise”.
discussion. “You are right”
Some learners describe basic “Great!”
information about themselves and “Good”.
others. “Sandwich”
Well done, you can say the topical words
correctly, at home repeat words again and learn
by heart.
Reflection
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of individuals that
will inform my next lesson?

Lesson Plan 2

Theme of the lesson:

Unit:8
Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: Reading 8a. Live the dream. Sleep more.
Learning objectives(s) that 8.L6 deduce meaning from context with little or no support in extended talk
this lesson is contributing to: on a growing 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
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
of familiar general and curricular topics, including some extended texts
Lesson objectives: All learners will be able to: understand the main idea of the text on a
limited range of general and curricular topics.
Most learners will be able to: make a dialogue using complex question on
general and curricular topics
Some learners will be able to: demonstrate their retelling skill and evaluate
others in giving feedback.
Value link: Be friendly, respect each other.
Plan:
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources
Beginning of the lesson Organization The aim: To At the CD player
Warming-up moment: develop Ss organization Microphone
1.Greeting. speaking skills and moment T tries cards
3 min. Ask about the create friendly to award active
weather. atmosphere Ss. «The
Efficiency: By praise» method
telling the wishes is used to
they show their evaluate Ss with
appreciations . phrases like:
“Good job!
Well done!”
Pre-learning T asks Ss to look Ss look at the title Descriptor: Whiteboard
«Brainstorming» method at the title of the of the reading text -discuss the
reading text and and make topic Cards
10 min. asks Ss to predict prediction. - make
the meaning of the prediction Student’s book
Share their ideas
text. - know
with others.
vocabulary of
In previous lesson.
differentiation
Aim: Find out how
part «Think and Total: 1point
much do they
share» method
remember.
was used to check Praise Ss who
up student’s has more cards
Efficiency: Ss
vocabulary and could name
refresh their mind
knowledge. the cards.
before starting new
After that T theme.
introduces the aim
and theme of the
lesson.

Middle of the lesson «Describing» Ss open their Descriptor: Whiteboard

Presentation part. method is used to books on page 88 -can describe Student’s book
open up the theme and describe the the picture Flashcards
8 min. of the lesson. T picture according -can answer the
asks to Ss to look to the things that general
at the picture from they can see on it questions
exercise 1 on page Share their
88 T asks to thoughts about the
describe the plot of the text Total: 1point
picture.
«Read the plot» Ss read the plot of T praise active Whiteboard
T asks Ss to look the story very Ss with phrases Student’s book
at the new words quickly. such as: “Good Poster
Check these words Compare with job!
T asks Ss to read their predictions. Well done!”
the text in exercise Share with new “One more
1. information that time, please”
they found out
after reading the
plot. Total: 1point
Ss write down
new words and
practice the
pronunciation.
T gives exercise Ss watch the video Descriptor: Whiteboard
6 min. 2,p 88 Watch a and read the text -get the general Student’s book
short video. T several times. idea Poster
asks Ss to read Look through the -match the
sentences and sentences
the text again
match the -find the
and match the paragraphs. information
paragraphs A-G.
Total: 1point
Aim: work with
text
Efficiency:
To develop Ss
critical thinking
skills and reading
skills
Differentiation:
«Verbal support»
method is used to
 help Ss use new
words in the
sentences.
T asks students Ss read the text. Descriptor: Whiteboard
8 min. to look at Ss complete the -read and retell Student’s book
exercise 4 sentences. -understand Poster
complete the general idea.
collocation.
Aim: improve
Total: 2 point
vocabulary.
Efficiency:
To develop Ss
speaking skills and
use new
vocabulary
Differentiation:
«Verbal support»
method is used to
help Ss use new
words in the
sentences.
T gives task to Ss make Descriptor: Whiteboard
5 min “Ask and discussion -give advice-
answer” method is according to the 1point. Student’s book
used in this task text -make a
T gives exercise 3 Ss ask and answer discussion -
on page 89. the questions. 1point.
T asks Ss to ask
and answer the
questions
according to the
text
Aim: enlarge
vocabulary
knowledge
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Differentiation:
«Change the pair»
game is used to
develop their
speaking and
listening skills.
End of the lesson. The Ladder Ss use their Descriptor: Whiteboard
method was used stickers to show Speak on the Student’s
Reflection as a reflection. T their knowledge theme “Food book Poster:
asks Ss to stick according to the and drinks”, Success Ladder.
their stickers to the lesson -can read and
Success Ladder. Green- I understand the
Individual work: understood general idea
5 min. Yellow-I have -can share idea -
some questions 2points.
Red-I need a help.
Ss evaluate
Aim: To know each other and
how many Ss got encourage
the theme. classmate with
Efficiency: phrases like:
Ss can use colors Well done!
 to show how much Brilliant! Good
do they remember. job! I like it!
Differentiation:
«Conclusion»
method is used to
finish the lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and
you plan to give more support? check learners’ learning? safety rules
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some
differentiated by outcomes of the summary provides support for progress and physical
students and by their abilities. achievement, and challenge to thinking and exercises for
All learners memorize the opinion setting future objectives. learners
of the speaker of curricular topics. During the activity teacher after each right
Most learners improve interaction answer gives feedback with the method: “The
between students through Praise”.
discussion. “You are right”
Some learners describe basic “Great!”
information about themselves and “Good”.
others. “Sandwich”
Well done, you can say the topical words
correctly, at home repeat words again and learn
by heart.
Reflection
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of individuals that
will inform my next lesson?

Lesson Plan 3
Theme of the lesson:

Unit:8
Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: Vocabulary 8a.
Learning objectives(s) that 8.S7 use appropriate subject-specific vocabulary and syntax to talk about a
this lesson is contributing to: range of general topics, and some curricular topics
8.C8 develop intercultural awareness through reading and discussion
8.S5 interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks
8.W2 write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics
Lesson objectives: All learners will be able to: use speaking and listening skills to solve
problems creatively and cooperatively in groups
Most learners will be able to: begin to link comments with some flexibility
to what others say
Some learners will be able to link with little or no support, sentences into
coherent paragraphs using a variety of basic connectors on a range of familiar
general topics
Value link: Be friendly, respect each other.
Plan:
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources
Beginning of the lesson Organization The aim: To At the CD player
Warming-up moment: develop Ss organization Microphone
1.Greeting. speaking skills and moment T tries cards
3 min. Ask about the create friendly to award active
weather atmosphere Ss. «The
Efficiency: By praise» method
telling the wishes is used to
they show their evaluate Ss with
appreciations . phrases like:
“Good job!
Well done!”
Pre-learning T puts the cards Ss look through Descriptor: Whiteboard
«Brainstorming» method with the pictures of the cards and -know key
5 min. active vocabulary words connected words Cards
from previous food and drinks. - can give
lesson and asks Ss examples Student’s book
Aim: Find out how
to name them, then
much do they
make up as many Total: 1point
remember.
sentences as they
Efficiency: Ss
can. Praise Ss who
refresh their mind
has more cards
In before starting new
and could name
differentiation theme.
the cards.
part «Think and
share» method
was used to check
up student’s
vocabulary
knowledge.
After that T
introduces the aim
and theme of the
lesson.
Middle of the lesson «Vocabulary» Ss open their Descriptor: Whiteboard
Presentation part. method is used to books on page 89 -can use new Student’s book
13 min. open up the theme and complete the words Flashcards
of the lesson. T sentences in -can evaluate
asks to Ss to look exercise 6. each other
at exercise 6 on Write down new
page 89. words
T asks to complete Total: 1point
the text with the
given words.
«Read and Ss revise the T praise active Whiteboard
check» vocabulary and Ss with phrases Student’s book
T asks Ss to check read sentences one such as: “Good Poster
each other. by one. job!
Ss check each Well done!”
other and “One more
themselves. time, please”
6 min. T gives exercise Ss write down new Descriptor: Whiteboard
7,p 89. T words -use new words Student’s book
presents new Practice -make examples Poster
words. Explain pronunciation
Make up examples
the meaning and
with new words Total: 1point
gives examples. Make a discussion
T asks make a .
discussion
according to the
examples.
Aim: work with
vocabulary
Efficiency:
To develop Ss
critical thinking
skills and speaking
skills
Differentiation:
«Verbal support»
method is used to
help Ss use new
words in the
sentences.
8 min. T asks students Ss do exercises 8. Descriptor: Whiteboard
to look at Ss think and make -think and share Student’s book
exercise 8 on a list with famous -make a list Poster
page 89. T asks festivals in KZ.
Total: 1point
Ss to make a list
of festivals in our
country
Aim: improve
vocabulary.
Efficiency:
To develop Ss
speaking skills and
use new
vocabulary
Differentiation:
«Verbal support»
method is used to
help Ss use new
words in the
sentences.
 5 min T gives task to Ss read the text Descriptor: Whiteboard
“Writing” method again. -use new
is used in this task Follow the writing vocabulary- Student’s book
T gives exercise 9 structure and write 1point.
on page 89. a short paragraph. -write a text -
T asks Ss to write 1point.
a short paragraph
about festival.
Aim: enlarge
vocabulary
knowledge
Efficiency:
Ss use new
vocabulary and
practice it with
groupmates.
Differentiation:
«Change the pair»
game is used to
develop their
speaking and
listening skills.
End of the lesson. The Ladder Ss use their Descriptor: Whiteboard
method was used stickers to show Speak on the Student’s
Reflection as a reflection. T their knowledge theme “Food book Poster:
asks Ss to stick according to the and drinks”, Success Ladder.
their stickers to the lesson -can use key
Success Ladder. Green- I words
Individual work: understood -can share idea -
5 min. Yellow-I have 2points.
some questions
Red-I need a help. Ss evaluate
Aim: To know each other and
how many Ss got encourage
the theme. classmate with
Efficiency: phrases like:
Ss can use colors Well done!
to show how much Brilliant! Good
do they remember. job! I like it!
Differentiation:
«Conclusion»
method is used to
finish the lesson.
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and
you plan to give more support? check learners’ learning? safety rules
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some
differentiated by outcomes of the summary provides support for progress and physical
students and by their abilities. achievement, and challenge to thinking and exercises for
All learners memorize the opinion setting future objectives. learners
of the speaker of curricular topics. During the activity teacher after each right
Most learners improve interaction answer gives feedback with the method: “The
between students through Praise”.
discussion. “You are right”
Some learners describe basic “Great!”
information about themselves and “Good”.
others. “Sandwich”
Well done, you can say the topical words
correctly, at home repeat words again and learn
 by heart.
Reflection
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class orachievements/difficulties of individuals that
will inform my next lesson?

Lesson Plan 4

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8b. Countable/Uncountable & quantifiers
Learning objectives(s) that this lesson 8.5.2.1 write with minimal support about real and imaginary past events, activities
is contributing to: and experiences on a range of familiar general topics and some curricular topics
Lesson objectives: All learners will be able to: know the rule of countable/uncountable & quantifiers
Most learners will be able to: know the usage of C/U, quantifiers
Some learners will be able to: answer the questions
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
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
theme of the lesson.
Go through the table with Ss and Exercise 1 Descriptor: Whiteboard
Middle of the elicit the L1 equivalents for the Read the theory and -find right answers Students Book
lesson examples. Ask and elicit answers for answer the questions. 2 points Poster
the question in the rubric. Explain
10 min. that we also use any in questions.
Aim: To present countable /
uncountable & quantifiers
 Explain the task and give Ss time to Exercise 2 Descriptor: Whiteboard
10 min. complete the task Choose the correct -choose the right Students Book
Aim: to practise countable / words answer
uncountable & quantifiers 2points
Differentiation: practice method is
used to assess Ss writing
Explain the meaning of any Exercise 3 Descriptor: Whiteboard
7 min. unknown words. List the words under -write correct Students Book
Give Ss time to copy and complete the headings answers Poster
the table in their notebooks. Then write C for
Then give Ss two minutes to add as countable or U for Total: 2points
many more words as they can. uncountable.
Aim: to present vocabulary related
to food/drinks
Differentiation: «Flash» method is
used to identify the quickest Ss.
Explain the task. Give Ss to Exercise 4 Descriptor: Whiteboard
8 min. complete it. Complete the -write correct Students Book
Writing task Aim: to practise using quantifiers, dialogue answers
a/an and some/any, much/many 2 points
Differentiation: practice method is
used to assess Ss writing
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.
Additional information

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
plan to challenge the more able learning?
learners?

Differentiation by task Students will be assessed through ICT links

-grammar exercises
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 5

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8B
Learning objectives(s) that this 8.6.4.1 use an increased variety of determiners including all, half, both [of]
lesson is contributing to: in pre-determiner function on a range of familiar general and curricular
topics
8.5.2.1 write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics
Lesson objectives: All learners will be able to: understand the grammar
Most learners will be able to: answer the questions
Some learners will be able to: know the usage of grammar
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
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: connected with
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
T support. their mind before
Ss give their possible starting new theme.
answers. After that T
introduces the aim and theme
 of the lesson.
Go through the table with Ss Exercise 5a T praise active Ss Whiteboard
Middle of the and elicit the L1 equivalents Read the examples, say with phrases such Students Book
lesson for the examples. them in your language. as: “Good job! slide
Presentation part. Aim: to present Well done!”
10 min. several ,plenty, of,
amount/number.
Explain the task. Give Ss time Exercise 5b Descriptor:
to complete it. Fill in -choose the
Aim: to practise several, correct item
plenty, of, amount/number. Total: 2points
Efficiency: to develop their
writing skills
Differentiation: practice
method is used to assess Ss
writing
Read out the containers in the Exercise 6 Descriptor: Whiteboard
list and ask Ss to complete the - choose the Students Book
Fill in
6min gaps under the pictures with correct answer
Listen and check
them. Play the recording for Ss 2points
to listen and check their
answers.
Aim: To present containers
Differentiation: practice
method is used to assess Ss
writing
Ask Ss to read the theory box Exercise 7 Descriptor: Whiteboard
and then explain the task. Give Complete the sentences - Do exercise Students Book
7min. Ss time to complete the task. without mistakes slide
Aim: practicing word Total: 2points
formation(verb suffixes)
Efficiency: to develop their
writing skills
Differentiation: practice
method is used to assess Ss
writing
Go through the table with Ss Exercise 8 Descriptor: Whiteboard
12 min. and explain any points they are Complete the sentences -choose the Students Book
unsure of. correct item
Give Ss time to complete the Total: 2points
sentences.
Aim: to present and practice all,
both, half
Differentiation: practice
method is used to assess Ss
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
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.
Additional information

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?

Differentiation by task Students will be assessed through ICT links

-grammar exercises
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 6

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8C Food for thought
Learning objectives(s) that this 8.4.2.1 understand specific information and detail in texts on a growing
lesson is contributing to: range of familiar general and curricular topics, including some extended texts
8.4.3.1 understand the detail of an argument on a range of familiar general
and curricular topics, including some extended texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
8.2.3.1 understand with little or no support most of the detail of an argument
in extended talk on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
Lesson objectives: All learners will be able to: understand the meaning of words from new
vocabulary
Most learners will be able to: understand the text, to express their opinion
Some learners will be able to: answer the questions, make a poster
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Ss give their Descriptor: Whiteboard
lesson lessons materials with possible answers. -correct answers
Pre-learning the help of the teacher. Revise vocabulary Cards
«Brainstorming» Differentiation: connected with
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 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.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to look at the Exercise 1 Descriptor: Whiteboard
Middle of the picture and read the title -give correct answer Students Book
lesson of the text. Elicit Ss’ Listen and read, -correct
Presentation part. guesses to what the text then answer the pronunciation of the
is about. Play the question. words
13 min. recording. Ss read the
text and find out. Total: 2points
Play the video for Ss
and elicit their
comments.
Aim: To listen and
read for gist
Ask Ss to read the Exercise 2 Descriptor: Whiteboard
7min questions and answer -choose correct Students Book
choices 1-3. Choose the correct answer
Give Ss time to read the answer
text and complete the Total: 2points
task.
Refer Ss to the Word
List to look up the
words in the Check
These Words box.
Aim: To read for
specific information
Efficiency:to develop
their reading skills
Ask Ss to discuss the Exercise 3 Descriptor: Whiteboard
8 min. questions. Answer the -make sentences Students Book
Aim: To assess questions correctly
acquired knowledge -give correct
from a text, to express answers
an opinion.
Differentiation: Total: 2points
“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 “Project time” Make a poster Descriptor: Whiteboard
Make a poster “Food -make sentences Students Book
for thought”. Explain correctly Poster
the activity and give Ss
time to make their Total: 2points
poster.
Aim: To consolidate
the language of the
lesson
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.
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?

● 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.
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 7

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8C Prepositions
Learning objectives(s) that this 8.2.4.1 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
8.5.2.1 write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
 curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing
range of familiar general and curricular topics
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
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Ss give their Descriptor: Whiteboard
lesson lessons materials with possible answers. -correct answers
Pre-learning the help of the teacher. Revise vocabulary Cards
«Brainstorming» Differentiation: connected with
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 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.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Explain the task and Exercise 4 Descriptor: Whiteboard
Middle of the give Ss some time to Complete sentences -choose correct Students Book
lesson complete it. with suitable answer Poster
Presentation part. Aim: To present and prepositions
practice prepositional Total: 1point
5min. phrases
Differentiation:
practice method is
used to assess Ss
writing
Read out the box and Exercise 5 Descriptor: Whiteboard
5min. explain the task. Give -choose correct Students Book
Ss time to complete the Read the box and answer Poster
task. complete the
Aim: To present and sentences. Total: 1point
practise phrasal verbs
with break.
Efficiency:to develop
their writing skills
Explain the task and ask Exercise 6 Descriptor: Whiteboard
5 min. Ss to look at the gapped Listen and fill in the -correct answer Students Book
text and think about gaps.
what the missing Total: 2points
information might be.
Play the recording. Ss
listen and complete the
blanks 1-5.
Aim: To listen for
 specific information
Differentiation:
practice method is
used to assess Ss
writing
Ask Ss to talk about Exercise 7 Descriptor: Whiteboard
10 min. their eating habits using - make sentences Students Book
the table to help them. correctly Poster
Aim: To talk about Total: 2points
eating habits
Efficiency:to develop
their speaking skills
Differentiation:
«exchange questions»
game is used to
develop their speaking
skills
Explain the task. Allow Exercise 8 Descriptor: Whiteboard
10min time for Ss to complete Write an email -make sentences Students Book
their emails following without mistakes Poster
the directions. 2 points
Aim: to write an email
Differentiation:
practice method is
used to assess Ss
writing
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.
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?

● Students will support each Students will be assessed through ICT links
other.
● More capable students will be - questioning
given more challenging material - grammar exercises
to work with in order to allow - writing tasks
them to be more challenged.
 The students will be supported by
 the teacher during independent
work.
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 8

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8D Ordering breakfast
Learning objectives(s) that this 8.4.5.1 deduce meaning from context in short texts and some extended texts
lesson is contributing to: on a growing range of familiar general and curricular topics
8.2.6.1 deduce meaning from context with little or no support in extended
talk on a growing range of general and curricular topics
 8.3.6.1 link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges
Lesson objectives: All learners will be able to: understand the dialogue and can make similar
dialogue to it.
Most learners will be able to: know synonymous phrases
Some learners will be able to: answer the questions
Value links: Create friendly atmosphere
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
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” 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.
Ss give their possible
answers. After that T
introduces the aim and theme
of the lesson.
Refer Ss to the first and last Exercise 1 Descriptor Whiteboard
sentences in the dialogue and Answer the question -give right Students Book
Middle of the elicit Ss’ guesses as to what the answer Poster
lesson dialogue is about. - Total: 3points
Presentation part. Play the recording. Ss listen
7min. and read the text and find out.
Aim: to listen and read for gist
Differentiation:verbal
support
8min. Read out the phrases. Refer Exercise 2 Descriptor: Whiteboard
Ss back to the dialogue and Match the underlined -find the right Students Book
elicit which of the underlined phrases with the ones answer
phrases are synonymous with from the list - pronounce the
each one from various Ss words correctly.
around the class.
Aim: To learn synonymous Total: 2point
phrases
Differentiation: practice
method is used to assess Ss
writing
Explain the situation and ask Exercise 3 -give correct Whiteboard
Ss to read the menu. Remind answers Students Book
13 min. Ss that they can use the 2points Poster
dialogue inEx.1 as a model as
well as any ideas of their own
to complete the task. Ss
complete the task. To help Ss
draw the following diagram
on the board and elicit
appropriate phrases Ss should
use.
Aim: to practice role-playing
Efficiency:to develop their
speaking skills
Play the recording with pauses Exercise 4 T praise active Ss Whiteboard
7 min. for Ss to repeat. Listen and repeat with phrases such Students Book
• check Ss’ intonation. as: “Good job! Poster.
Aim: To pronounce ou Well done!”
 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
provide a quick reflection on What did you find phrases like:
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
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.
Additional information

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?

 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
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 9

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8
Theme of the lesson:
Learning objectives(s) that this
lesson is contributing to:
Number present: absent:
8E The best way to start the day
8.2.6.1 deduce meaning from context with little or no support in extended
talk on a growing range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.1.8.1 develop intercultural awareness through reading and discussion
8.5.4.1 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: know the vocabulary
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:
Part of the Teacher’s activity Student’s activity Assessment Resources
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: 3points 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
Ss give their possible starting new theme.
answers. After that T
introduces the aim and
theme of the lesson
Direct Ss’ attention to the Exercise 1 Descriptor: Whiteboard
Middle of the lesson title of the text and the Read and answer the -give correct Students Book
Presentation part. pictures and elicit how questions answer Poster
breakfast in the UK is 2 points
similar/different to
10min. breakfast in Kazakhstan.
Ask Ss to use their
dictionaries to look up the
meanings of the words in
the Check These Words
box. Play the video.
Aim: To introduce the
topic, to read for gist
Differentiation: verbal
support
10min. Explain the task. Play the Exercise 2 Descriptor: Whiteboard
audio and ask Ss to listen Read and listen to the -do task without Students Book
and follow the text in their texts. mistakes
books. Then ask Ss to 2 points
compare the breakfast
habits of people in the UK
and in Kazakhstan.
Aim: To read and listen for
key information; to compare
breakfast habits of two
countries.
Explain the task and tell Ss Exercise 3 Descriptor: Whiteboard
15 min they must research online Write a short text . - find interesting Students Book
Writing task and collect information and captivating
about lunch foods in the UK information
and in Kazakhstan and then -write sentences
write a short text. without mistakes
Aim: To write a text about -use vocabulary
what people in the UK and Total: 3points
in Kazakhstan eat for lunch
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
 Yellow-I have some phrases like:
questions Well done!
5 min. Red-I need a help. Brilliant! Good
Aim: To know how job! I like it!
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 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?

● Students will support each other. Students will be assessed through ICT links
● 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

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 10
Unit:8 Food & Drink
Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8f Food labeling
Learning objectives(s) that this 8.1.3.1 respect differing points of view
lesson is contributing to: 8.1.10.1 use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
8.2.6.1 deduce meaning from context with little or no support in extended talk
on a growing range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts
Lesson objectives: All learners will be able to: understand, know the vocabulary
 Most learners will be able to: answer the questions
Some learners will be able to: make a presentation
Value links: Respect each other, create friendly atmosphere
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
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: “verbal connected with
method support” previous lesson Total: 2points Students Book
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.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to look at the labels. Exercise 1 answer Descriptor: Whiteboard
Middle of the Elicit Ss’ guesses as to what the questions Students Book
lesson they are for. Play the -answer the Poster
Presentation part. recording. Ss listen and read questions
the text and find out. 2 points
8 min. Aim: to introduce the topic
and listen and read for gist
Differentiation:verbal
support
Ask Ss to read the statements Exercise 2 Descriptor: Whiteboard
12 min. 1-5. Give Ss time to read the pronounce words Students Book
Read the text and
text again and complete the correctly
mark statements
task. - find right
Refer Ss to the Word List to answer
look up the words in the 2 points
Check These words box.
Play the video.
Aim: to read for specific
information
Give Ss time to read the text Exercise 3 Descriptor: Whiteboard
5min. again and formulate their Discuss -label the Students Book
answers. diagram without Poster
Aim: To consolidate mistakes
comprehension of a text Total: 2points
Differentiation: «exchange
questions» game is used to
develop their speaking skills
10min. Ask Ss to collect labels from Exercise 4 Descriptor: Whiteboard
Writing task various food products in their Project work -make sentences Students
country. Then ask Ss to without mistakes Book
present them to the class. 2 points
Aim: to consolidate
vocabulary from a text
Efficiency:Develop their
writing skills
Differentiation: practice
method is used to assess Ss
writing
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 classmate with
provide a quick reflection on today? phrases like:
5 min. what they learned by What did you find Well done!
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
students’ learning
engagement and
performance
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?

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.
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 11

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: 8g Writing an email
Learning objectives(s) that this 8.4.7.1 recognise typical features at word, sentence and text level in a range
lesson is contributing to: of written genres
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.4.5.1 deduce meaning from context in short texts and some extended texts
on a growing range of familiar general and curricular topics
8.5.1.1 plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
8.5.4.1 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: say the measurements (recipe)
Some learners will be able to: write an email
Value links: Respect each other, create friendly atmosphere
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
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: “verbal connected with
method support” previous lesson Total: 2points Students Book
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.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Ask Ss to read the text and Exercise 1 Descriptor: Whiteboard
Middle of the then elicit answers to the Read the email, then -give correct Students Book
lesson questions. answer the questions answers Poster
Presentation part. Aim: to read for specific 1 points
information
5 min. Differentiation:verbal
support

Explain the task and ask Ss to Exercise 2 Descriptor: Whiteboard

10min. read the email again. Give Ss - find right Students Book
time to complete the task using Complete the gaps
answer
their dictionaries as necessary. 2 points
Play the recording for Ss to
listen and check their answers.
Aim: to read for cohesion and
coherence
Differentiation: practice
method is used to assess Ss
writing
Ask Ss to look at the recipe Exercise 3 Descriptor: Whiteboard
10 min. for chocolate cake and read the Ask and answer -Make questions Students Book
box explaining measurements and answers
and ask and answer following without mistakes
the example. Give Ss time to Total: 2points
complete the task.
Aim: To practice saying
measurements
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.
10min. Explain the task and give Ss Exercise 4 Descriptor: Whiteboard
Writing task time to write their emails Write an email -write sentences Students Book
using the plan to help them. without mistakes
Aim: To write an email - follow the plan
Efficiency: to develop their - 120-180 words
writing skills 3 points
Differentiation: practice
method is used to assess Ss
writing
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 classmate with
provide a quick reflection on today? phrases like:
5 min. what they learned by What did you find Well done!
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
students’ learning
engagement and
performance
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 Students will be assessed through ICT links
and tasks
- questioning
- writing exercises
- vocabulary

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 12

Unit:8 Food & Drink

Teacher’s name:
Date:
Grade:8 Number present: absent:
Theme of the lesson: Edutainment
Learning objectives(s) that this 8.1.8.1 develop intercultural awareness through reading and discussion
lesson is contributing to: 8.2.6.1 deduce meaning from context with little or no support in extended talk
on a growing range of general and curricular topics
8.4.5.1 deduce meaning from context in short texts and some extended texts
on a growing range of familiar general and curricular topics
Lesson objectives: All learners will be able to: prepare a poster
Most learners will be able to: answer the questions
Some learners will be able to: write their own quiz
Value links: Respect each other, make a friendly atmosphere
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Ss give their possible Descriptor: Whiteboard
the lesson lessons materials with the answers. -correct answers
 Pre-learning help of the teacher. Revise vocabulary Cards
«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 Aim: Revise the Encourage Ss
Ss to give the correct previous lessons who can name
answer. T asks leading material. object that is
questions to clarify the Efficiency: Ss refresh connected with
theme to the Ss who needs their mind before new lesson.
T support. starting new theme.
Ss give their possible
answers. After that T
introduces the aim and theme
of the lesson.
Middle of the Ask Ss to read the list of Exercise 1 Descriptor: Whiteboard
lesson healthy eating habits and ask Read and answer - give correct Pupils Book
Presentation Ss to discuss which ones answers
part. they follow and which bad Pronounce words
habits they are going to correctly
10 min. change.
Aim: to discuss the value of Total: 1point
healthy eating habits and
express an opinion
Efficiency:
To develop their reading and
speaking skills
Differentiation: verbal
support
Explain the task and ask Ss Exercise 2 Descriptor: Whiteboard
to research on the Internet Prepare a poster - find interesting Pupils Book
5min. and gather information to and captivating poster
prepare a poster. Give Ss information
time to complete the task. -write sentences
Aim: preparing a poster correctly
Differentiation:digital
resources Total: 2points

Explain the task. Allow Ss Exercise 3 Descriptor: Whiteboard

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: 1point
relevant information to help
them if necessary.
Aim: To test knowledge learnt
in this module/ to do a quiz
Differentiation: “memory”
is used to identify their
memoraziation
Explain the task and allow Ss Exercise 4 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 ex3. -follow the plan
• Tell Ss they can use the
quiz in the previous task as a Total: 2points
model.
Aim: to consolidate
vocabulary learnt in the
module/to write a quiz
Differentiation: practice
method is used to assess Ss
writing
 5min Read out the list of words Exercise 5 Descriptor:
and explain the meanings. Listen, read and check. -read the words
Elicit Ss’ guesses as to what correctly
the song is about. -answer the
Play the recording. Ss listen question
and read and check if their 1 point
guesses were correct.
Aim: to listen and read for
gist
5min Ask Ss to think about the Exercise 6 Descriptor: Whiteboard
question in the rubric. Why does the singer -answer the Students Book
• Ask various Ss to discuss enjoy family question Poster
their thoughts and then share celebrations? What -make sentences
their answers with the class. about you? correctly
Play the video and elicit Ss’ 1 point
comments at the end.
Aim: to discuss the main
message of the song
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:
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 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?

By individual support, peer support and Students will be assessed through ICT links
tasks - exercises for revision

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?