Long Term Plan –Second Term

Class 8(1) & (2) Teacher – Susha Arthur

February 2016-2017

GLOBAL ENGLISH 8
First term Second term

UNIT 1: Languages of the world p.8-13

UNIT 10: Design and shape p. 78 - 85
UNIT 2: E-communication p.14 -23

UNIT 3:Rivers and coasts p.24 – 29 UNIT 11: Personality types p. 88 - 93

UNIT 4: Great expeditions p30 – 37
UNIT 12: People and their jobs p. 94 – 101
UNIT 5: Sports and hobbies p. 40 - 45

UNIT 6: Entertainment and media p. 46 - 53 UNIT 13: Shops and services p.104 - 109
UNIT 7: Household routines p. 56 – 61
UNIT 14: Possessions and personal space
UNIT 8: Habitat interactions p.62 - 69
p.110 - 117
UNIT 9: Buildings and structures p.72 - 77

UNIT 15: Natural disasters p. 120 - 125

UNIT 16: Survivors p. 126 - 133

UNIT 17: Summer season p. 136 – 141

UNIT 18: Using English p.142 - 149


Class 8 (1)&(2)
Topics / Framework Code/
Units-
Duration
Learning objectives
L1 Understand the main points in
Unit 10 unsupported extended talk on a
Design and wide range of general and
shape curricular topics
p.- 78-85
L2 Understand most specific
information in unsupported
extended talk on a wide range of
general and curricular topics
2 weeks
S1 Use formal and informal
registers in their talk on a growing
range of general and curricular
topics
S7 Use a growing range of
appropriate subject-specific
vocabulary and syntax to talk
about curricular topics
W4 Develop coherent arguments,
supported when necessary by
reasons, examples and evidence,
for a growing range of written
genres on general and curricular
topics
W5 Use, with limited support,
style and register appropriate to a
limited range of written genres on
general and curricular topics
W7 Spell a range of high-
frequency vocabulary accurately
on a range of general and
curricular topics
USE2 Use a wide range of
quantifiers for countable and
uncountable nouns and a growing
range of noun structures; use
qualifying uncountable nouns …a
piece of… a bar of…,etc. on a
range of general and curricular
topics
Long Term Plan
Second Term
Lesson Objectives
Listening: Listening to people talking
about food; listening and taking notes
Speaking: Describing items in a
shopping basket; speaking about
things to buy
Language focus: Quantifiers with
countable and uncountable nouns (a
bar of, a slice of, etc.)
Vocabulary: bar, loaf, slice, bunch,
jar, carton, can
Vocabulary: sphere, cube, cylinder,
triangular prism, hexagonal prism,
square-based pyramid, triangular
pyramid, hemisphere, cone
Writing: Cambridge Secondary 1
Checkpoint (Paper 2) Writing Part 3
Practice
A shopping list
Photocopiable activity 14:
Poetry
Reading: Reading a poem;
understanding vocabulary
Speaking: Discussing the meaning of
a poem
Writing: Remembering phrases and
writing them down; writing an analysis
of a poem
Activities
Students listen and say where
William is going and why.
Listen. Write the shopping list.
Write down the items but not
the quantities.
Listen. Write down exactly
what William had to buy at the
supermarket. Use the correct
quantifiers.
Describe the items in the
shopping basket at the top of
the page.
Role-play the conversation
between William and his
mother.
Use the quantifiers in the Use
of English box to describe each
of the pictures.
Use the expressions in the
Language tip box to replace the
underlined words in these
sentences
Find words that match the
meanings listed in the
exercise. WB Page 58-59
Match the words to the_3D
(three-dimensional) shapes.
Write a 100-120 words story
titled: The day I woke up
late.
Write a shopping list of what
you need to buy for picnic,
using the quantifiers.
Shopping crossword
Read and discuss the
questions.
Lines from the poem mean.
Write Analysis of the poem.
Unit 11 R1 Understand the main points in
texts on a growing range of
Personality
unfamiliar general and curricular
type topics, including some extended
p.- 88-93 texts
R2 Understand specific
information in texts on a growing
7 days range of unfamiliar general and
curricular topics, including some
extended texts
R6 Deduce meaning from context
on a growing range of unfamiliar
general and curricular topics,
including some extended texts
R8 Read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
topics with confidence and
enjoyment
R9 Use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend understanding
W1 Brainstorm, plan and draft
written work at text level, with
limited support, on a range of
general and curricular topics
W2 Compose, edit and proofread
written work at text level, with
limited support, on a range of
general and curricular topics
W3 Write, with limited support,
with moderate grammatical
accuracy on a growing range of
general and curricular topics
USE1 Use a range of abstract
nouns and compound nouns; use a
growing range of gerunds as
subjects and objects; use a
growing range of complex noun
phrases on a variety of general and
curricular topics
Reading: Reading a personality test
Reading: Reading about a young
app developer
Speaking: Answering a personality
test; discussing answers
Speaking: Speaking about what
makes people successful
Vocabulary: adventurous, calm,
cautious, decisive, determined, easy-
going, generous, hard-working,
honest, impatient, independent,
logical, loyal, modest, optimistic,
organised,patient, pessimistic, quick-
tempered, shy, sociable,
spontaneous, sympathetic
Vocabulary: launched, summarised,
proudest, inspired, stereotypical, nerd
(informal), genius, humanities, invest
in, take risks n
Writing: Writing a summary
Cambridge Secondary 1
Checkpoint(Paper 2) Writing Part 3
Practice
Language focus: Adjectives followed
by prepositions
Lauaus: Prepositions followed by
nouns
Do the personality test on
page_89 using the instructions
Read the news story. Why is
the title ‘Appsolutely
amazing!’?
Answer the questions about the
article.
Tell students what sort of
personality he/she has.
Ask and answer the questions.
Choose the adjectives from the
list to describe a good friend.
How many pairs of opposites
can you find?
Solve the crossword. All the
answers are adjectives
describing personality.
Choose an adjective from the
crossword to describe each of
the people in the pictures.
Match the words to their
definitions.
Write a summary of the news
story
Write 100-120 words story
beginning with these
sentences:
“I quickly started to open the
large box.”
“The bus stopped and I quickly
jumped on it.”
Rewrite the sentences in the
Use of English box, so that
they’re true for you.
Complete the sentences with
suitable prepositions.
Complete these sentences with
the correct preposition: in, on
or at.
Complete the sentences about
Nick D’Aloisio with the
correct prepositions.
Complete the article about Fred
Turner with the correct
prepositions.
 R1 Understand the main points in
Unit 12 texts on a growing range of
unfamiliar general and curricular
People topics, including some extended
and their texts
jobs
p- 94-103 R2 Understand specific
information in texts on a
growing range of unfamiliar
general and curricular topics,
including some extended texts
R4 Understand implied
meaning on a growing range of
7 days unfamiliar general and curricular
topics, including some extended
texts
R6 Deduce meaning from
context on a growing range of
unfamiliar general and curricular
topics, including some extended
texts
R7 Recognise typical features at
word, sentence and text level in a
growing range of written genres
R8 Read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
topics with confidence and
enjoyment
R9 Use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend understanding
L1 Understand the main points in
unsupported extended talk on a
wide range of general and
curricular topics
W3 Write, with limited support,
with moderate grammatical
accuracy on a growing range of
general and curricular topics
W4 Develop coherent arguments,
supported when necessary by
reasons, examples and evidence,
for a growing range of written
genres on general and curricular
topics
USE8 Use a range of future
forms, including some passive
forms, on a range of general and
curricular topics
USE15 Use infinitive forms after
a growing range of adjectives and
verbs; use gerund forms after a
growing range of verbs and
prepositions; use a growing range
of prepositional verbs and a limited
range of phrasal verbs on a range
of general and curricular topics
Vocabulary: dentist, receptionist,
physiotherapist, pharmacist, doctor,
driving instructor, cleaner, firefighter,
taxi driver, carpenter, plumber, police
officer, manager, waiter/waitress,
paramedic, car mechanic, shop
assistant, optician, electrician, chef,
engineer
Listening: Listening to people talking
about their work.
Speaking: Speaking about people’s
jobs
Language focus: Suffixes for job
titles
Verbs and prepositions followed by
verb + -ing
Will future and future continuous
Writing: Write about people’s jobs
Cambridge Secondary 1 Checkpoint
(Paper 2) Writing Part 3 Practice
Reading: Reading about a firefighter
Fiction
Reading: Reading extracts from a
story; understanding vocabulary
Speaking: Discussing the plot of a
story
Writing: Answering questions
Match the jobs to the people in
the picture.
What jobs are related to the
illustrations?
Read the sentences and
complete them with the correct
vocabulary.
Complete the text with
appropriate words.
Listen to people talking about
their work. What jobs do you
think they do?
Listen again. Who talks about
the following?
Talk about the people you
know and the jobs they do.
Complete these questions.
Then ask and answer them with
a partner. Give reasons for
your answers.
Add the correct suffixes to the
words to make job titles.
How many examples of verbs
and prepositions followed by
the -ing form can you find in
the
text?
Complete the text with the
correct -ing forms of the verbs
in the box.
Use the prompts to write five
sentences that are true for you.
Describe the jobs these people
do. If you can, say where they
work.
Write 100-120 words
story. This is the title of
the story. My Great
Adventure
Read this description of a
typical day in the life of a fire
fighter.
Find a word in the text for the
following.
Read what people say about
their jobs and complete the
words.
Read the extract and answer
the questions.
Discuss the given questions.
Unit 13 R1 Understand the main points in
Shops and texts on a growing range of
unfamiliar general and curricular
Services topics, including some extended
p-104- 109 texts
R4 Understand implied meaning
on a growing range of unfamiliar
general and curricular topics,
7 days including some extended texts
R6 Deduce meaning from context
on a growing range of unfamiliar
general and curricular topics,
including some extended texts
R7 Recognise typical features at
word, sentence and text level in a
growing range of written genres
L1 Understand the main points in
unsupported extended talk on a
wide range of general and
curricular topics
L2 Understand most specific
information in unsupported
extended talk on a wide range
of general and curricular topics
S1 Use formal and informal
registers in their talk on a growing
range of general and curricular
topics
S6 Interact with peers to
negotiate, agree and organize
priorities and plans for completing
classroom tasks
USE6 Use a range of pronouns
[relative, demonstrative, indefinite,
quantitative]; use a growing range
of reflexive pronoun structures on
a range of general and curricular
topics
USE14 Use a growing range of
prepositions preceding nouns and
adjectives; use a growing range of
dependent prepositions following
nouns and adjectives and a limited
range of dependent prepositions
following verbs on a range of
general and curricular topics
W4 Develop coherent arguments,
supported when necessary by
reasons, examples and evidence,
for a growing range of written
genres on general and curricular
topics
Vocabulary: stationery, dairy
products, bakery, household and
cleaning, frozen foods, chilled foods,
health and beauty, home baking,
tinned foods
Listening: Listening to
announcements
Listening: Listening to a
conversation
Speaking:Speaking about
supermarkets
Reading: Reading and identifying;
reading and answering
Language focus: Prepositions
followed by nouns
Language focus: Reflexive pronouns
Language focus: Prepositions after
adjectives and verbs
Writing: Completing sentences;
writing a paragraph
Cambridge Secondary 1 Checkpoint
Identify the items in the
photos.
In which section of a
supermarket would you find
each item?
Write a list of two things you
would find in each of the
sections.
Write the names of the
supermarket sections on the
signs.
Read the text and match the
words to the definitions.
Listen to the announcements.
Which is the odd one out?
Why?
Listen again. Which section of
the supermarket does each
announcement refer to?
Listen to Lara and Julia. What
are they planning?
Listen and answer the
questions.
Talk about your local
supermarket.
Read the text and look at the
diagram. Which sections on the
diagram does the article
mention?
Read the text again and answer
the questions.
Complete the details of the
offers with the correct
prepositions.
Complete the supermarket
announcements with the
correct prepositions.
Complete the sentences with
the correct reflexive pronouns.
Complete the sentences with
the correct prepositions: as,
for, from, on, to, with.
Write a paragraph about the
advantages and disadvantages
of supermarkets.
Write a paragraph about a
recent trip to a supermarket.
Grammar Practice
Unit 14 R2 Understand specific
Possessions information in texts on a
growing range of unfamiliar
and general and curricular topics,
personal including some extended texts
space
R4 Understand implied meaning
p- 110-119 on a growing range of unfamiliar
general and curricular topics,
including some extended texts
R6 Deduce meaning from context
on a growing range of unfamiliar
7 days general and curricular topics,
including some extended texts
R7 Recognise typical features at
word, sentence and text level in a
growing range of written genres
R8 Read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
topics with confidence and
enjoyment
USE3 Use a range of compound
adjectives and adjectives as
participles and a growing range
of comparative structures to
indicate degree on a range of
general and curricular topics
USE9 Use a wide range of active
and passive simple present and
past forms; use a growing range of
causative forms; use a range of
past perfect simple forms in
narrative and reported speech
on a range of general and
curricular topics
USE11 Use a range of reported
speech forms for statements,
questions and commands,
including indirect and embedded
questions with know, wonder
on a range of general and
curricular topics
S1 Use formal and informal
registers in their talk on a growing
range of general and
curricular topics
S2 Check the main point or
detail of what someone else
has said
W1 Brainstorm, plan and draft
written work at text level, with
limited support, on a range of
general and curricular topics
W3 Write, with limited support,
with moderate grammatical
accuracy on a growing range of
general and curricular topics
Reading: Reading posts on a web
forum; reading and answering
Speaking: Speaking about treasured
possessions; giving advice
Language focus: To have something
done
Language focus: Past perfect in
reported speech
Language focus: Compound
adjectives
Writing: Writing an advert
Reading: Reading extracts from an
autobiography; understanding
vocabulary
Writing: Answering questions
Review of Units_13–14
Read the posts on the web
forum. What are the items
pictured here?
Answer the questions.
Read what the people in
column A say. What did
they go on to say? Find the
answers in column B.
Talk about your most treasured
possessions. Then write your
own post for the web forum.
Give advice using the verbs in
the box.
Report the answers to the
interviewer’s questions.
Report the underlined
sentences using the past
perfect and making any other
necessary changes.
Look at these compound
adjectives from the
adverts. What do they mean?
Complete the sentences with
compound adjectives.
Make compound adjectives by
taking one word from each
column. Then think of a noun
that each one could describe
and use it in a sentence.
Complete the restaurant review
with the compound adjectives
in the box.
Write out each advertisement
in Exercise_1 using full
sentences.
Read this extract from
Chapter_1 of Floella
Benjamin’s autobiography
Coming to England.
The author uses the following
‘strong’ adjectives. Match
them with their meanings.
Read the extract. Then answer
the questions.
Imagine and then describe a
house.
Vocabulary
Use of English
Unit 15 R1 Understand the main points in
Natural texts on a growing range of
unfamiliar general and curricular
disaster topics, including some extended
texts
p-120-125
R2 Understand specific
information in texts on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
7 days
R6 Deduce meaning from context
on a growing range of unfamiliar
general and curricular topics,
including some extended texts
R8 Read a growing range of
extended fiction and non-fi ction
texts on familiar and some
unfamiliar general and curricular
topics with confi dence and
enjoyment
W1 Brainstorm, plan and draft
written work at text level, with
limited support, on a range of
general and curricular topics
W5 Use, with limited support,
style and register appropriate to a
limited range of written genres on
general and curricular topics
W6 Use appropriate layout for a
range of written genres on a
growing range of general and
curricular topics
Unit 16 R1 Understand the main points n
Survivors texts on a growing range of
unfamiliar general and curricular
topics, including some extended
p- 126 - 135 texts
R2 Understand specific
information in texts on a growing
range of unfamiliar general and
curricular topics,including some
extended texts
R3 Understand the detail of an
argument on a growing range of
unfamiliar general and curricular
topics, including some extended
texts
R5 Recognise the attitude
or opinion of the writer on a
growing range of unfamiliar
general and curricular topics,
including some extended texts
R6 Deduce meaning from context
on a growing range of unfamiliar
general and curricular topics,
including some extended texts
Reading: Reading about natural
disasters
Language focus: Present perfect
active and passive
Language focus: despite, in spite of
Vocabulary: pressure, release,
surface, fuel, source, overflow, melt,
burst, break, epicentre, cool (vb.),
moist, crust, burst
Cambridge Secondary 1 Checkpoint
Paper 1 Reading and Usage
Reading: Reading about the Chilean
mining accident
Speaking: Speaking about mining
accidents
Language focus: Comparative
adverbs
Read the text. Choose a title
for each paragraph.
Complete the sentences with
the correct present perfect form
of the verbs in brackets.
Complete the text with the
prepositions from the box.
Read the news website report.
Complete it using the present
perfect passive of the verbs
given in brackets.
Rewrite the sentences using the
structures in brackets.
Read the clues and write the
words in the grid to reveal the
mystery word.
Read the text, and for each
number, circle the correct
word on the next page.
Complete the message a
teenager has left on a website.
Write ONE word in each space.
Complete the conversation.
Write the correct letter A – H.
Look at the text in each
question. What does it say?
Circle the correct letter A,B or
C.
Write the correct letter (A – H)
in the box.
Read the article. Who were
‘the_33’ and why did they
become famous?
Read these sentences. Which
paragraph in the article does
each sentence complete?
Write eight questions about the
story using these question
words.
Take turns to ask and answer
the questions you wrote in
Exercise_3.
Complete the sentences using
the prompts.
Choose words from the box to
complete the compound nouns.
Complete the sentences using
comparative adverbs made
from the following adjectives.
The following adverbs have -er
endings in the comparative.
Use them with much to
complete the sentences .

R7 Recognise typical features at
word, sentence and text level in a
growing range of written genres
R8 Read a growing range of
extended fiction and non-fi ction
texts on familiar and some
unfamiliar general and curricular
topics with confi dence and
enjoyment
W3 Write, with limited support,
ith moderate grammatical
accuracy on a growing range of
general and curricular topics
W4 Develop coherent
arguments, supported
when necessary by reasons,
examples and evidence, for a
growing range of written
genres on general and
curricular topics
USE12 Use a growing range of
comparative degree adverb
structures with regular and
irregular adverbs; use a growing
range of sentence adverbs
including as well, though; use a
range of pre-verbal, post-verbal
and end-position adverbs on a
range of general and curricular
topics
Unit 17
Summer R4 Understand implied meaning
on a growing range of unfamiliar
season general and curricular topics,
including some extended texts
p 136- 141
R10 Recognise inconsistencies in
argument in short and some
extended texts on a limited range
of general and curricular subjects
7 days
W4 Develop coherent arguments,
supported when necessary by
reasons, examples and evidence,
for a growing range of written
genres on general and curricular
topics
W5 Use, with limited support,
style and register appropriate to a
limited range of written genres on
general and curricular topics
W6 Use appropriate layout for a
range of written genres on a
growing range of general and
curricular topics
Vocabulary: copper, trapped,
ventilation, supplies, shelter, drill
(vb.), capsule, shaft
Cambridge Secondary 1 Checkpoint
Paper 3 Listening
Review of Units_15–16
Reading: Reading a dialogue
Listening: Listening to conversations
Speaking: Speaking about staying at
a hotel
Language focus: Indirect and
embedded questions
These words and phrases all
appear in the article about the
Chilean miners on page 128 of
the Coursebook. Match them to
their meanings.
For each question, there
are three pictures and a
short recording. Choose
the correct picture and
circle the letter A, B or C
below it.
You will hear people
talking in five different
situations. For each
question, circle the
correct answer A, B or C.
You will hear an interview
For each question; circle
the correct answer A, B
or C.
Fill in the missing
information in the
numbered space.
Vocabulary
Use of English
Read the dialogue. Why is the
guest confused about the time
breakfast is served?
Read the information about Sea
View Hostel and listen again.
Who is right in each situation,
the guest or the hostel
manager?
Listen to the dialogue and
answer the questions.
Listen to these conversations.
What does each guest want?
Role play the dialogue.
Complete the sentences to say
what these people are thinking.
Rewrite these questions as
indirect/embedded questions.
Make these direct questions
more polite by writing them as
indirect questions.
Give the opposite of these
adjectives by putting the
correct prefix in front of them.
Use a dictionary to help you.
Use the adjectives you wrote in
Exercise 3 to complete these
sentences.
Unit 18 R2 Understand specific
Using information in texts on a Reading: Reading and interpreting
growing range of unfamiliar
English general and curricular topics,
including some extended texts Read the poster. What is it for?
7 days What is The Golden Touch?
R5 Recognise the attitude Read what Sarah and Tom said
or opinion of the writer on a
growing range of unfamiliar after the auditions.
general and curricular topics, Who said what?
including some extended texts

R7 Recognise typical features at

word, sentence and text level in a
growing range of written genres
R8 Read a growing range of
extended fiction and non-fi ction
texts on familiar and some
unfamiliar general and
curricular topics with confi dence
and enjoyment
W1 Brainstorm, plan and draft
written work at text level, with
limited support, on a range of
general and curricular topics
W2 Compose, edit and prof read
written work at text level, with
limited support, on a range of
general and curricular topics
W3 Write, with limited support,
with moderate
grammatical accuracy on a
growing range of general and
curricular topics
W5 Use, with limited
support, style and register
appropriate to a limited range of
written genres on general and
curricular topics
W6 Use appropriate layout for a
range of written genres on a
growing range of general and
curricular topics
Speaking: Speaking about the
theatre
Listening: Listening to auditions
Writing: Reporting sentences
Language focus: Reported speech:
statements,
questions and commands
Vocabulary: audition (vb. and n.),
script
Have a conversation about the
theatre using the questions.
Listen to two actors at the
auditions. Who sounds
more confident, Sarah or Tom?
Write your own story using
Reporting sentences
What were the original
statements and questions that
Sarah and Tom reported in
Exercise_3?
Report the statements and
questions.
Report the underlined
questions, statements and
commands.
Complete the text with the
words from the box.

W8 Punctuate, with accuracy, a

range of written work on a range
of general and curricular topics
Revision Revision
Unit
weeks Dates
1 1 12 Feb. – 16 Feb.2017
2 19 Feb. – 23 Feb.2017
2 3 26 Feb. – 2 March
4 5 March- 9 March
3 5 12 March – 16 March
6 19 March – 23 March
4 7 26 March – 30 March
8 2 April – 6 April
5 9 9 April – 13 April
10 16 April – 20 April
6 11 23 April – 27 April
12 30 April – 4 May
7 13 7 May – 11 May
Revision
Exam 24 May 2017